Education Commons^™

Teachers' Perceptions Of Technology Professional Development And Implementation In An Urban Middle School: A Case Study, Valeria Williams

Dissertations

This qualitative case study focused on understanding teachers’ perceptions of technology-based professional development sessions and the impact of technology requirements on their decisions to remain in or exit the teaching profession. The study involved seven middle school teachers with varying teaching experience and technology backgrounds. Participants shared their insights through journals, interviews, and document notes, which were then organized into themes reflecting their responses to the research questions.

The findings revealed key themes such as the structure and availability of professional learning sessions, facilitators’ positive impact, teachers’ emotions during and after training, optional learning strategies, and how these factors influence …

Enhancing Teachers’ Tpack And Self-Efficacy Through Content-Based Technology Professional Development, Chloe Wilson

Dissertations

The purpose of this quantitative research study was to examine the impact of content-based instructional technology on teacher’s TPACK, specifically the technology related knowledge domains, and instructional technology self-efficacy. Demographic data was compared for correlations with TPACK or self-efficacy ratings. Additionally, the professional development model was evaluated by gathering teacher perceptions. A pre- and post-intervention survey was conducted to gather TPACK, self-efficacy, and perceptions of professional development. Findings were consistent and built upon previous research. Teachers experienced growth in all TPACK technology knowledge domains and displayed increased instructional technology self-efficacy ratings. Additionally, suggestions from previous research regarding best practices for …