K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation

Teachers have perceived technology professional development (tech-PD) as ineffective, particularly when it does not address individual needs. Researchers need to examine how tech-PD experiences are planned, implemented, and evaluated. Typically K-12 technology leaders (e.g., technology coaches) are responsible for planning, implementing, and evaluating tech-PD. This study focused on the reported tech-PD design practices of technology leaders who are members of the International Society for Technology in Education (ISTE). Based on data from questionnaire responses (n=153), interviews (n = 6), and artifacts (n = 6), three trends emerged: (a) ISTE technology leaders planned tech-PD experiences based on teacher, administrative, school, and district needs, but did not report conducting formal needs assessments; (b) ISTE technology leaders implemented tech-PD via a variety of approaches, but did not report implementing sustained and continuous tech-PD; and (c) ISTE technology leaders evaluated tech-PD using self-reported teacher data, but did not collect more systematic evaluation data.


Publication Date:
2018
Date Submitted:
Jun 28 2019
Pagination:
722-748
Citation:
Contemporary Issues in Technology and Teacher Education Journal (CITE)
18
4
External Resources:




 Record created 2019-06-28, last modified 2019-07-10


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