The Relationship Between K–12 Teachers' Professional Development Experiences and Their Implementation of Technology

• In Event: Technology and Learning Environments

Abstract

The purpose of this study was to compare actual information and communication technology (ICT) professional development (PD) training to theoretically defined best practices and to examine the relationship between professional development attitudes and experiences, technology integration, and student outcomes. In our increasingly global and technologically based society, schools have been charged with incorporating information and communication technologies into the fundamental educational systems. This study provides evidence that schools have embraced this charge. What is still lagging is the priority. The vehicle, ICT PD, though not without its limitations, stands readily available.. Only when coupling commitment to technology integration in the classroom and effective ICT PD is genuinely made a priority will there be any hope of effecting true change.

Author

• Daryl Anthony Tate, University of Arkansas - Little Rock