Literaturnachweis - Detailanzeige
| Autor/inn/en | Grimes, Robbie; Smith, Susan |
|---|---|
| Titel | The Impact of Standards-Based Technology Professional Development |
| Quelle | In: T.H.E. Journal, 31 (2004) 6, S.40 (5 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0192-592X |
| Schlagwörter | Professional Development; Educational Technology; Standards; Educational Change; Technology Education; Program Implementation; Federal Legislation; School Districts; Decision Making; Outcomes of Education |
| Abstract | In an effort to meet local, state, and federal demands for education reform, school leaders are scrambling to identify effective strategies for delivering and reporting on technology professional development and how it impacts school reform. School leaders nationwide are critically evaluating their return on investment as it relates to technology professional development. A vast array of programs, benchmarks and professional development designs have been created to meet the demands of No Child Left Behind, as well as a multitude of state and local reform initiatives. In this article, the authors set out to create a study on the impact of focused standards-based professional development, including the use and implementation of ISTE's National Educational Technology Standards (NETS) in the classroom, as well as the need for data-based decision-making when providing district technology professional development. (ERIC). |
| Anmerkungen | T.H.E. Journal magazine, P.O. Box 2170, Skokie, IL 60076. Tel: 866-293-3194 (Toll Free); Fax: 847-763-9564; e-mail: THEJournal@lists.101com.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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