Examining the factors of a technology professional development intervention

Designing effective professional development for technology integration in schools

“…Previous research has found that effective technology integration PD requires specific practices beyond those already described (DeSantis, ; Holland, ; Lawless & Pellegrino, ; Liu & Kleinsasser, ; Palak & Walls, ; Tweed, ; Twining et al, ; U.S. Department of Education, ; Unger, ; Unger & Tracey, ; Walker et al, ; Wells, ). This section elaborates on details of how effective technology PD is to support core features, which also embodies distinct specific practices: learner centred, relevant to practice, incorporate teachers' evaluation of student work, follow a constructivist design and include support, follow‐up, student involvement, and an initial implementation under the guidance of teacher leaders.…”

“…The authors describe playing video games, modifying wikis, and creating podcasts as being among the new literacy practices and note that such practices tend to be more collaborative and, by nature, require a heightened level of participation (Curwood & Cowell, ). Incidentally, several studies have found that PD that includes peer collaboration and active, hands‐on learning experiences are more effective for preparing teachers to integrate technology into their classroom practices (Barrett‐Greenly, ; Curwood, ; Davis et al, ; DeSantis, ; Gerard et al, ; Jones, ; Lawless & Pellegrino, ; Liu & Kleinsasser, ; Tweed, ; U.S. Department of Education, ; Unger & Tracey, ; Walker et al, ; Wells, ).…”

“…Wells defines learner‐centred PD as being “designed around participant concerns, needs, and interests” (p. 106). According to Unger and Tracey (), learner‐centred instruction during a PD activity should involve teachers in all decisions regarding technology use and implementation, with the goal of leading to positive changes in teachers' attitudes toward technology integration. Likewise, Beauchamp et al () found that teachers' involvement in the learning process can be supported by providing a space for “learning networks run by teachers” within the PD experience.…”

“…Several studies provide support for using real‐world technology integration case studies to help teachers understand the relevance of their newly acquired skills and knowledge for their classroom practices (Barrett‐Greenly, ; Carlson & Gadio, ; DeSantis, ; Gerard et al, ; Polly & Hannafin, ). For example, studies by DeSantis (), Unger and Tracey (), and Gerard et al () each found that providing teachers with classroom applications and good technology integration examples help building technical efficacy and to improve teachers' PD experiences, especially during the early stages of technology integration. DeSantis recognizes building technical efficacy as one of the essentials of effective PD for teachers with different levels of confidence, skill, and beliefs about technology.…”

Analyse de besoins sur l’utilisation des outils Web 2.0 : éléments essentiels pour la communication dans les équipes de recherche universitaire

“…Or, à la question des usages s'adjoint aussi une autre problématique, celle des compétences qui sont susceptibles d'être modifiées (Brillet, Hulin et Martineau, 2010;Unger, 2012 (Oiry, Ologeanu-Taddéi, Pascal et Tchobanian, 2010). D'autres appellent à adjuger des ressources directement aux personnes.…”