The Perceived Effectiveness of Technology-Related Professional Development in Mathematics, Science, and Technology Teacher Preparation Academies

• In Event: Roundtable Session 43
  In Roundtable Session: Professional Development in the STEM Areas

Abstract

This study examines participant perceptions of the effectiveness of technology-related professional development offered through mathematics, science, and technology teacher preparation academies. Current and former academy participants completed an online survey regarding their perceptions of technology-related academy activities and their current school environment, as well as their level of classroom technology implementation. The results indicated that academy participants perceived the technology-related academy activities as effective. Additionally, participants reported their school as having a supportive classroom environment and moderate technology implementation in their classrooms. Findings suggest that several factors might influence the successful classroom implementation of technology-related professional development. The data supports a conceptual framework which shows that effective technology-related professional development may play a key role in successful classroom technology implementation.

Authors

• Anna Witt Boriack, Texas A&M University

• Danielle Bairrington Brown, Texas A&M University

• Hersh C. Waxman, Texas A&M University