Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools

Dados Bibliográficos

ID9734641
AutoresMargaret R Blanchard (0000-0003-4711-3793, North Carolina State University, Raleigh, NC, autor correspondente), Catherine E LePrevost (0000-0001-7360-0021, North Carolina State University, Raleigh, NC), A Dell Tolin (North Carolina State University, Raleigh, NC), Kristie S Gutierrez, Kristie Gutierrez (0000-0002-9339-7574, North Carolina State University, Raleigh, NC)
Ano2016
Volume45
Fascículo3
Páginas207-220
Data de publicação2016-04-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x16644602
OpenAlexW2319927844
IdiomaEN
Citações recebidas21
Referências citadas43

This 3-year, mixed-methods study investigated the effects of teacher technology-enhanced professional development (TPD) on 20 teachers’ beliefs and practices. Teachers in two middle schools located in neighboring rural, high-poverty districts in the southeastern United States participated in reform-based lessons and learned how to integrate technologies into their teaching over three summers and throughout the school year. Mathematics and science assessment scores for 2,321 students both with and without TPD teachers were analyzed over the 3 years of teacher TPD. Teachers’ reform-based teaching beliefs and their comfort using new technologies increased significantly, and all of the teachers integrated the use of technologies into their instruction. Although some TPD teachers used technology in ways that transformed their roles and classroom practices, the majority of the teachers adopted technology in ways that improved efficiency and effectiveness. African American students who had more TPD teachers over more years experienced significant gains on end-of-grade mathematics and science tests. Findings suggest that if teachers integrate technology into their instruction, large-scale changes in teachers’ practices are not necessary to enhance students’ learning, particularly for African American students

Cognitively Guided Instruction · Educational technology · Faculty Development · Mathematics education · Pedagogy · Political science · Poverty · Professional development · School teachers · Teacher education · Technology integration · Child Development and Digital Technology · Education and Technology Integration · Gender and Technology in Education · Psychology