Examining the Role of Professional Development in a Large School District's iPad Initiative

Abstract

This study examined 342 teachers' views of professional development (PD) provided by a large school district to support its iPad initiative. We were interested in investigating teachers' perceptions of this district-provided PD, any change in teachers' views, and how they used iPads in their instruction while/after receiving PD. The findings, using a mixed-methods design, showed although teachers held overall positive views regarding PD, their perceptions did not change over the 1-year implementation. Rather, certain teacher characteristics such as teachers' beliefs, technology self-efficacy, and school levels influenced their views. This study also provided an in-depth analysis of teachers' use of iPad to support their instruction. Findings revealed teachers used the iPad for a variety of purposes. From mid-year to end-year, there was a decrease in using iPads for class management and basic uses, but an increase in using the iPad to create instructional materials by the teachers and creating artifacts by their students. Such findings suggested a connection between the PD teachers received and their practices, indicating a shift to more interactive uses during the second half of the year. The findings highlighted the importance of providing situated PD and considering teacher characteristics when designing PD. (Keywords: professional development, mobile teaching and learning, iPad use, K–12 education, large suburban schools, technology integration)

Additional information

Notes on contributors

Min Liu

Min Liu, Ed.D., is Professor of Learning Technologies in the Department of Curriculum & Instruction at the University of Texas at Austin. Her research interests focus on educational uses of new media, the design of new media enriched interactive learning environments for learners at all age levels, the use of mobile technologies in teaching and learning, and use of Web 2.0 tools to facilitate instruction. Please address correspondence regarding this article to Min Liu, University of Texas at Austin, 1912 Speedway Stop D5700, Austin, TX 78712. E-mail: [email protected]

Yujung Ko

Yujung Ko is a Ph.D. candidate in the Department of Curriculum & Instruction at the University of Texas. Her research interests focus on technology integration and teacher professional development.

Amanda Willmann

Amanda Willmann is a doctoral student in the Department of Curriculum & Instruction at the University of Texas at Austin. Her research interests include integration of technology in teaching and learning.

Cynda Fickert

Cynda Fickert is a doctoral student in the Department of Curriculum & Instruction at the University of Texas at Austin. Her research interests include innovative pedagogical uses of mobile technologies, technology professional development for in-service teachers, and applications of open educational resources.