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The purpose of this non-experimental quantitative study was to determine to whatextent relationships existed between the type of educational technology used in theclassroom by teachers and students and the type of technology professional developmentreceived by the teacher. This study also examined to what extent relationships existedbetween the amount of professional development received by the teacher for a type oftechnology and the amount of technology used in turn used by teachers and students. Thepopulation for this study was certified elementary teachers assigned to teach students ingrades kindergarten through six. The sample included 107 certified teachers responsiblefor the instruction of kindergarten through sixth grade at three elementary schools in asuburban school district in Missouri. Data regarding teacher and student technology usewere gathered via eWalk observations. The professional development data utilized inthis study was limited to technology professional development provided directly by Lee’sSummit R-7 School District Instructional Technology Specialists. The results of thestudy indicated that there were not enough statistically significant results to define arelationship between professional development received by a teacher and the technologyused by teachers and students. Additionally, the findings of the study revealed theaverage amount of professional development received by teachers for a type oftechnology was limited. Teachers’ knowledge of technology integration and teachercompetence related to various types of technology could be well served by increasedprofessional development. This study could be used as a resource for planningtechnology professional development for teachers in order to affect student and teachertechnology use. Implications for action included suggested training for administrators on how to identify teacher-directed and student-centered technology use. Recommended,additionally, was a defined protocol for walkthrough expectations for administrators inorder to gather data consistently across all elementary schools. Continued professionaldevelopment is recommended with increased emphasis on content, technology, andpedagogy. Furthermore, the effectiveness of this professional development should bemeasured by evidence of changes in teacher practices. The LoTi survey is onemeasurement tool the Lee’s Summit R-7 School District might select for utilization ofthis purpose. Finally, a Comprehensive School Improvement Plan should include adistrict defined vision for technology integration coupled with defined competencies forteachers and students. Suggestions for future research included replication of the studywith an increased sample size, as this would create an accurate picture of district-widetechnology integration at all school levels. The second recommendation was replicationof the study including in the data collection process both teacher and student surveys andinterviews regarding technology integration. Further, an expanded study was suggestedto involve elementary, middle, and high school principal perceptions, district leaderperceptions, and parent perceptions. A study designed to determine the extent of therelationship between the quality of professional development and technology integrationwas suggested. Finally, a similar study designed to determine the extent of therelationships between teacher and student technology use and student achievement asmeasured by state assessments was recommended. |
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