Abstract

"** Invited as a paper from SITE 2012 **"

The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling’s Technology and Learning Spectrum (Porter, 2001) to determine the change in levels of technology integration in classroom practice. The Computer Technology Integration Survey (Wang, 2004) was used to determine differences in efficacy levels for technology integration between the experimental and comparison groups. Study findings indicated there was no statistically significant change in levels of technology integration after experimental group participation in a school-based, job-embedded professional development program. Statistically significant differences in levels of efficacy for technology integration between the experimental and comparison groups were found with moderate effect sizes. Additionally, findings indicated statistically significant differences in the experimental group’s levels of efficacy for technology integration based on years of teaching experience, whether teachers taught in an elementary or middle school and whether teachers taught multiple subjects or a single subject, with effect sizes ranging from moderate to large. The relationship between efficacy for technology integration for the experimental group and technology integration in classroom practice was not statistically significant.

Citation

Skoretz, Y. & Childress, R. (2013). An Evaluation of a School-Based, Job-Embedded Professional Development Program on Teachers’ Efficacy for Technology Integration: Findings from an Initial Study. Journal of Technology and Teacher Education, 21(4), 461-484. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 2, 2023 from https://www.learntechlib.org/primary/p/43710/.

© 2013 Society for Information Technology & Teacher Education