Teachers' Digital Learning Growth as a Result of Professional Development

• In Event: Moscone Center North Roundtable Session 2
  In Roundtable Session: Utilizing Technology in Teacher Professional Development

Abstract

While many studies examine strategies for supporting students’ out-of-school literacies for in-school instruction, a gap exists in developing strategies to assist teachers in applying digital literacy (DL) skills to in-school instruction. We hypothesized that teachers’ digital learning identity - how they use DL for higher purposes of learning - is impacted by; 1) instruction, 2) experience, and 3) application. As learning identity relates to perception of confidence and ability, a possible link exists between teachers’ digital learning identity and the low percentage of teachers successfully using DL for instruction. This study tested the efficacy of a coaching model of professional development for increasing teachers’ DL, measuring the extent that increasing teachers’ digital learning identity increases their classroom DL integration.

Authors

• Wendi K. Zimmer, Texas A&M University - College Station

• Sharon Diane Matthews, Texas A&M University - College Station