Do Teacher Experience and Professional Development Predict the Use of Digital Tools in Classrooms?

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Exploring In-Service Science Teachers' Professional Learning and Instruction

Abstract

Classroom teaching practices are influenced by factors like teacher experience, teacher training, instructional plan, etc. This study examined how teacher experience and schools’ professional development program predicted teachers’ use of digital tools in classrooms using the Programme for International Student Assessment (PISA) 2018 U.S. dataset. Multilevel logistic modeling was applied to data from 1,812 teachers of Population 5 (teachers of other subjects except for reading/language arts) from 158 schools in the U.S. We found that digital tools were used more frequently in schools where more teachers received professional development; however, years of teaching experience was not a significant predictor.

Authors

• Roti Chakraborty, Georgia State University

• Phylicia Thompson, Georgia State University

• Hongli Li, Georgia State University