Technology-Enriched Learning Communities Creating Change Through Equitable Opportunities and Access for Improved Learning

• In Event: 70.014 - District Partnerships, Community Collaboration, and Programmatic Innovation: The Impact of Planning, Technology Use, and Building Capacity on School Improvement

Abstract

To prepare students to enter a technology-based workforce, teachers need to become regular users of technology. To authentically integrate technology into teaching and learning, teachers need ongoing professional development. This quantitative study (with a sample of 3,039 teachers impacting 43,729 students in 108 schools) investigated the effect of a school university partnership’s year-long professional development on teachers’ instructional technology use and supportive conditions inside and outside the school community and the development of a technology-enriched learning community. The findings suggest the level of teacher engagement is a significant predictor of instructional technology use, professional support, and support outside the school. These findings remain similar in rural, suburban and urban schools and varying demographics.

3b
Professional development, Technology, Professional Community

Authors

• Leslie Ann Williams, University of Oklahoma

• Linda Atkinson, University of Oklahoma

• Sharon Ann Wilbur, University of Oklahoma

• Jean Cate, University of Oklahoma

• Nicki Watkins, University of Oklahoma

• Sharon Gail Dean, University of Oklahoma