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

Autor/inn/en	Karlin, Michael; Ottenbreit-Leftwich, Anne; Ozogul, Gamze; Liao, Yin-Chan
Titel	K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 18 (2018) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Educational Technology; Technology Uses in Education; Faculty Development; Elementary Secondary Education; Planning; International Programs; Leadership Responsibility; Program Development; Program Implementation; Program Evaluation; Program Effectiveness + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ablaufplanung; Planungsprozess; Programmplanung; Programme evaluation; Programmevaluation
Abstract	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. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01