A Quantitative Study of the Impact of Professional Development on Teacher Technology Integration

Abstract

School districts have spent millions on technology tools and trainings. Yet, half of teachers still feel unprepared to utilize technology in the classroom. The primary barrier to technology has shifted to teacher belief—composed of teaching philosophy, technology skills, and experience with technology. Technology-based professional development must integrate a theoretical framework which directly addresses the role of technology in order to fully support teacher technology integration. Moreover, technology-based professional development requires new models to counteract the focus on skills acquisition. The researcher used the TPACK (Technological, Pedagogical, and Content Knowledge) framework— conceptualizing instruction as a blending of technology, pedagogy, and content- to support participants in evaluating their own practice. Additionally, the researcher investigated supplemental supports for professional development, modeling and mentoring, on technology integration. The researcher used the Technology Integration Assessment Rubric (TIAR), based on the TPACK framework, to measure changes in technology integration. Comparison of pretest and posttest TIAR scores found TPACK-based professional development raised TIAR scores by 0.37 (SE = 0.051, p < 0.001). Analysis of the mean posttest TIAR scores for the supplemental supports showed mentoring (M = 2.47), modeling (M = 2.29), and modeling and mentoring (M = 2.27) scored higher than the control group (M = 2.17), but were not statistically significant. Based on the results, the researcher asserts the need for theory-based support for technology integration and school districts to incorporate TPACK into the core principles guiding instructional technology departments. Further research is needed regarding the evolution of diverse models for professional development.