The Regional Educational Technology Assistance Program

Gonzales, Carmen; Pickett, Linda; Hupert, Naomi; Martin, Wendy

doi:10.1080/15391523.2002.10782366

Cited by 11 publications

(11 citation statements)

References 2 publications

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“…Allowing educators who are undergoing the experience of technology professional development to share their experiences (Garet, et. al, 2001;Gonzales, et. al, 2002).…”

Section: Assessment and Evaluationmentioning

confidence: 99%

“…The following list addressing the most common characteristics of successful and effective instructional technology professional development programs was resulted from an in-depth literature review on the topic (Bray, 1998;Bybee, 2001;Crawford, 2003;Feist, 2003;Garet, et. al., 2001;Knowles, Holton, & Swanson, 1998;Gonzales, Pickett, Hupert, & Martin, 2002;Guskey, 2000;Mckenzie, 1998;Mckenzie, 2001; National Foundation for the Improvement of Education, 2000;North Central Regional Education Laboratory, 2003;Sparks, 2002;Whitfield & Latimer, 2003). Effective and successful professional development must:…”

Section: Assessment and Evaluationmentioning

confidence: 99%

“…1. Be intentional and focused on broadening teachers knowledge and pedagogical skills to promote students' learning and the integration of technology into the curriculum rather than focusing on building up skills on a specific software -when establishing the goals of any professional development one must understand that they should focus on issues related to learning and learners (Bybee, 2001;Gonzales, et. al, 2002;Guskey, 2000;Mckenzie, 1998; National Foundation for the Improvement of Education, 2000; Sparks, 2002).…”

Section: Assessment and Evaluationmentioning

confidence: 99%

“…Be designed in a way to offer significant support that will lead to the use of technology in a pedagogically sound way. Examples of good practices on the use of technology to empower teachers and students is a must to guarantee the success of professional development (Grant, 1996;Gonzales, et. al, 2002;OTA, 1995) 11.…”

Section: Assessment and Evaluationmentioning

confidence: 99%

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Strategies for sustainable professional development programs to promote effective pedagogical use of instructional technology in teaching

Cezarino

Karla²

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The purpose of this study was to determine a set of common strategies employed by sustainable instructional technology professional development programs that are found to successfully promote educators' high-level use of technology in their teaching practice. Two questions guided this study: (a) Research Question 1: What do successful instructional technology professional development programs recognize as indicators of high-level use of technology?, and (b) Research Question 2: Which instructional technology professional development strategies successfully promote high-level use of instructional technology in participants' teaching practice? An online questionnaire consisting of close-ended questions and open-ended questions was used as the means of data collection. The online questionnaire was completed by 70 instructional professional development programs' directors or their designees. The professional development programs participating in this study were awardees of PT3 1999 and 2000 implementation grants. The data from the close-ended questions of the questionnaire were analyzed using central tendency measures and were used to answer to Research Question 1. For each survey's closeended questions there was a corresponding open-ended question. The open-ended questions were analyzed using qualitative content analysis and the data coming from this section of the questionnaire were used to answer to Research Question 2. The results from the analysis of the close-ended section of the questionnaire indicated that the majority of instructional technology professional development programs participating in this study were successful in preparing their participants to address 22 out of the 27 indicators of high-level use of technology presented in this study. The analysis of the open-ended responses indicated that out of the 26 strategies mentioned by participants the most successfully used strategies across indicators were:

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“…Allowing educators who are undergoing the experience of technology professional development to share their experiences (Garet, et. al, 2001;Gonzales, et. al, 2002).…”

Section: Assessment and Evaluationmentioning

confidence: 99%

Section: Assessment and Evaluationmentioning

confidence: 99%

Section: Assessment and Evaluationmentioning

confidence: 99%

Section: Assessment and Evaluationmentioning

confidence: 99%

See 2 more Smart Citations

Strategies for sustainable professional development programs to promote effective pedagogical use of instructional technology in teaching

Cezarino

Karla²

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“…Research clearly indicates training teachers to use technology does lower anxiety and increase efficacy while improving their skills. A study by Gonzales, Pickett, Hupert and Martin (2003) found that teachers who had training with technology were much more confident about using technology in their classrooms. Leh (2000) and found that pre-service and in-service teachers taking a college technology integration course had a higher comfort level, more confidence, and more positive attitude toward the use of computers, and were more inclined to…”

Section: Self-efficacy and Professional Developmentmentioning

confidence: 99%

Factors affecting teachers' level of classroom Internet use and teachers' self -efficacy regarding classroom Internet use

Watson¹

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This study examined the factors that affect teacher classroom Internet use and teacher self-efficacy with using the Internet. With regards to classroom Internet use, the factors examined were grade taught, years of teaching experience, type of school technical support, Internet-related professional development training, number of Internet-accessible computers in the classroom, student socioeconomic status, and teacher Internet self-efficacy. For teacher Internet self-efficacy, the factors examined were years of teaching experience, type of school technical support, and Internet-related professional development training. This study surveyed 419 public school teachers, across grades K-12, using stepwise multiple regression to analyze the factors and their relationships with classroom Internet use and teacher Internet self-efficacy.

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Lasting impact of a professional development program on constructivist science teaching

et al. 2008

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The Regional Educational Technology Assistance Program

Cited by 11 publications

References 2 publications

Strategies for sustainable professional development programs to promote effective pedagogical use of instructional technology in teaching

Strategies for sustainable professional development programs to promote effective pedagogical use of instructional technology in teaching

Factors affecting teachers' level of classroom Internet use and teachers' self -efficacy regarding classroom Internet use

Lasting impact of a professional development program on constructivist science teaching

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