The effects of online staff development training on teacher attitude and technology integration

Keywords

Online staff development; Online teacher training; Staff development; Teacher attitude

Abstract

The purpose of this study was to determine the effects of the online technology training course Teachers Discovering Computers on teacher attitude and technology integration. Six questions that directed the research were: (1) Was there a statistically significant difference in teacher attitude toward technology integration after participation in an online staff development training course? (2) Was there a statistically significant difference in teacher attitude toward technology integration in groups based on teaching experience? (3) Was there a statistically significant difference in teacher attitude toward technology integration in groups based on years using technology? ( 4) Did teacher attitudes change toward integrating technology into instruction after participating in online training? (5) What was the level of computer use among teachers after online training? ( 6) In what ways did teachers integrate technology into the curriculum after online training? A mixed qualitative and quantitative design was used to explore the research questions. Results indicated that there was no significant difference in teacher attitude toward technology integration after participation in the online training, nor was there a significant difference in teacher attitude in groups based on teaching experience or years using technology. The results from the modified Milken Professional Competency Continuum indicated that teachers' technology integration increased. Qualitative data indicated that teachers were more positive toward technology integration following the course and were using technology more in the classroom. However, the modified Milken Professional Competency Continuum defined teacher technology integration as Entry or Adaptation. Recommendations for future research include examining factors that limit technology integration, teachers' willingness to participate in online staff development and specific changes in teachers' instructional practice.

Notes

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Graduation Date

2003

Advisor

Gunter, Glenda

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology, and Leadership

Format

PDF

Pages

156 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0029103

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

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