The effect of technology professional development program on K-5 teachers' levels of technology integration: An action research study

摘要

This research study focused on determining if offering professional development to K-5 teachers on how to use technology and how integrating technology into the curriculum would increase the use of technology in their classroom instruction. Technology use throughout the school and making sure that technology is being used effectively for new learning opportunities and promoting student achievement. The purpose of this action research study was to assess the effects of an educational technology professional development program in order to have useful technology integrated into K-5 classroom instruction. The study was based on an action research design using qualitative and quantitative data. There was an action research intervention facilitated using educational technology integration professional development applied to teachers and the Kurt Lewin change process method as the theoretical framework. The participants and sample in the study were 14 K-5 teachers from a private elementary school and the research site is located in Georgia. The research questions focused on the effect an educational technology professional development on K-5 teachers' levels of technology integration change the use of classroom technology integration. The research study findings support that the educational technology professional development program on K-5 teachers' levels of technology integration intervention was successful in changing teachers' views on classroom technology integration when analyzed and compared to the results of the pre and post data that supported both of these results. The implications of this study indicate that when teachers take educational technology professional development on how to integrate educational technology into their classrooms, they will have a better view of integrating educational technology tools into classroom instruction.