Technology Professional Development: A Case Study

Technology Professional Development: A Case Study All of use elementary school teachers and librarians need professional development on a regular basis. This is particularly true with computers. Why give us these pricey toys if we don't know how to teach with them?



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This study examined the outcomes of a technology professional development initiative for elementary teachers. The professional development model used cohort collaboration, multiple strategies, and job embedded experiences to help teachers incorporate technology into their practice. Five sources of evidence, surveys from administrators and teachers, as well as interviews from teachers, computer aides and the staff developer were used to examine outcomes. The evidence identified a change in teacher practice and belief that included an increase in the self-reported frequency of the use of technology, the use of computers for research and project-based learning, and the Internet for instruction. The changes identified were consistent with the Phases of Instructional Change (Sandholtz, Ringstaff, & Dwyer, 1992).