Attitudinal responses to teacher professional development for the effective integration of educational technology

Abstract

The purpose of this study was to assess elementary school teachers' level and extent of professional development specifically designed to educational technology, and to measure the perceptions of elementary school teachers regarding the effectiveness of professional development initiatives in their school district. Participants in the study were elementary school teachers employed in 20 elementary schools within the same urban Oklahoma independent school district during the 2000 school year. Based on the analysis of the data, 68% of the teachers agreed their school promotes and implements effective professional development programs. Over 75% of the teachers agreed that professional development can no longer be viewed as an event that occurs in a particular day of the school year; rather, it must become part of the daily work life of teachers. Approximately 60% of teachers agreed that professional development programs are recognized as important elements contributing to successful implementation of educational technology initiatives in the classroom.However, 70% of teachers spent 5 hours or less in educational technologyrelated professional development activities during the school year. Only one-third (33%) of the elementary teachers agree that the integration of educational technology is an administrative priority in their school district