Duration and relevance of a professional development program: using Intel Teach to the Future to illuminate successful programmatic features
Type: Brief Paper Topic: Information Technology Education
Room: 4
Sat, Mar. 5 1:50 PM-2:10 PM
Authors:
Daniel Light, EDC/Center for Children and Technology, USA
Tomoe Kanaya, EDC/Center for Children and Technology, USA
Abstract:
The authors used survey data to examine whether a) a structural feature of a technology-focused professional development program and b) specific participant characteristics and responses to the program would predict successful outcomes. Two outcomes were defined: 1) Use of new software applications/technology skills and 2) Implementation of new technology-rich lessons. The analysis included five variables: intensity of training; teachers’ feelings of preparedness to support student technology use; teachers’ perceptions of the usefulness of creating specific work products; teachers’ perceptions of the relevance of the pedagogical approaches emphasized; and teachers’ prior use of featured software. Analyses indicated different combinations of factors influenced each outcome, and suggest how program structure and teachers’ personal readiness can influence the impact of professional development on practice.