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A Process Model for Faculty Development: Individualizing Technology Learning
Article

, , University of Missouri, United States

Journal of Technology and Teacher Education Volume 12, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Participants (N = 156) were involved in the teacher preparation program at a large Research 1 university located in the mid-west. The faculty (n = 21) participated in a two-year individualized professional development process to: 1) develop technology knowledge and skill efficacy and 2) integrate technology in teaching. The pre-service teachers (n= 135) were enrolled in the courses taught by the faculty participants. Evaluation of the professional development process included a pre/post questionnaire that yielded data for faculty’ s development of technology knowledge and skill efficacy, integration of technology into courses, and change in teacher practices. The pre-service teachers completed a survey that examined the frequency of technology use during the course in which they were enrolled. Analysis included computing frequencies, means, standard deviations, and significance levels. Results indicated change in faculty skill efficacy in the areas of communication (p<.05), inquiry-based learning (p<.01), feedback and metacognition (p<.01), and problem-solving (p<.05). Results related to technology integration indicated significant change in inquiry-based learning (p<.01), feedback and metacognition (p<.05), problem-solving (p<.01), and content knowledge (p<.05). Results related to changes in teaching practices indicated that the faculty significantly reduced the frequency of lecture (p<.05) and integrated problem-based learning (p<.001) more frequently. Pre-service teachers reported using a variety of technology applications during the courses.

Citation

Howland, J. & Wedman, J. (2004). A Process Model for Faculty Development: Individualizing Technology Learning. Journal of Technology and Teacher Education, 12(2), 239-262. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved October 16, 2019 from .

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