The purpose of this study is to examine teacher perceptions and experiences with current approaches to professional development in K-12 schools.
This study is important to K-12 educators as it will examine opportunities for teachers to utilize technology to pursue professional development relevant to their teaching and learning practice in a flexible learning environment. Additionally, this study will analyze pathways toward developing new and engaging learning experiences that would not be possible without the use of technology. With considerations given to the substantial resources used to support K-12 teacher development programs, evidence shows that most teachers do not improve from year to year (The New Teacher Project, 2015). As such, …show more content…
What barriers do K-12 teachers perceive as impediments hindering progress in their participation in technology driven professional development? What supports do K-12 teachers perceive as encouragements toward participation in technology driven professional development?
Why do K-12 teachers elect to participate in technology driven professional development?
Is there a relationship between teacher efficacy with technology integration and participation in technology driven professional development in K-12 schools?
Conceptual Framework
Researcher’s …show more content…
Therefore, building teacher capacity to deliver innovative and engaging curricula through professional development becomes a crucial element toward achieving educational goals (Hawley & Valli, 1999). This stream focuses on a shift from the traditional, one size fits all model of PD to an increasingly flexible, personalized, and technology driven approach to PD. Furthermore, this stream examines barriers that teachers perceive as impediments hindering their participation in technology driven PD as well as perceived supports encouraging participation in technology driven
This study is important to K-12 educators as it will examine opportunities for teachers to utilize technology to pursue professional development relevant to their teaching and learning practice in a flexible learning environment. Additionally, this study will analyze pathways toward developing new and engaging learning experiences that would not be possible without the use of technology. With considerations given to the substantial resources used to support K-12 teacher development programs, evidence shows that most teachers do not improve from year to year (The New Teacher Project, 2015). As such, …show more content…
What barriers do K-12 teachers perceive as impediments hindering progress in their participation in technology driven professional development? What supports do K-12 teachers perceive as encouragements toward participation in technology driven professional development?
Why do K-12 teachers elect to participate in technology driven professional development?
Is there a relationship between teacher efficacy with technology integration and participation in technology driven professional development in K-12 schools?
Conceptual Framework
Researcher’s …show more content…
Therefore, building teacher capacity to deliver innovative and engaging curricula through professional development becomes a crucial element toward achieving educational goals (Hawley & Valli, 1999). This stream focuses on a shift from the traditional, one size fits all model of PD to an increasingly flexible, personalized, and technology driven approach to PD. Furthermore, this stream examines barriers that teachers perceive as impediments hindering their participation in technology driven PD as well as perceived supports encouraging participation in technology driven