Teacher Perceptions of Effective Professional Development Practices for a One To One Technology Initiative

Tackett, Katherine A.

Teacher Perceptions of Effective Professional Development Practices for a One To One Technology Initiative

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This quantitative study focused on teacher perception of professional development practices in a one to one technology initiative. Missouri teachers working in a district having implemented a one to one technology program were surveyed to determine their perception of effective professional development practices in relation to software, hardware, and instructional strategies. Teacher perceptions were analyzed to determine which of the three scales was most important. Specific strategies within each scale were identified as being the most effective professional development topics. The study also focused on effective professional development methods. Teachers were asked to compare specific methods of professional development and determine the one they believed was most effective. Method comparisons included collaboration versus individualized professional development, in-district professional development versus out-of-district professional development, and ongoing workshops versus short, one-time workshops. Findings suggest teachers believe professional development is a necessary piece of an effective one to one technology program and professional development on software, hardware, and instructional strategies are all effective. Teachers ranked the most effective professional development area as instructional strategies with software as the second most important area. Hardware was rated the third most important. Teachers believe software training on video creation and learning management systems, and hardware training on using a projecting device, SmartBoard device, and web camera are the most effective professional development topics in each area. The most important topics for instructional strategies training are problem-based learning, project-based learning, integrating technology into the core curriculum, and inquiry-based learning. Statistically significant responses were found. Older teachers and teachers with more experience believe professional development on hardware devices is more important than do younger teachers and teachers with less experience. Older teachers believe professional development on instructional strategies is less important than do younger teachers. Teachers with more experience believe professional development on software is more important than teachers with fewer years of experience. Significance was also found in responses to professional development methods. Older teachers and teachers with more experience prefer ongoing workshops held inside the district more than do younger teachers and teachers with less experience. Teachers with more years of experience prefer to learn from an in-district instructional coach more than do teachers with fewer years of experience.

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