Technology professional development phenomena in today's schools

Permanent URL: http://hdl.handle.net/2047/D20194066
Title:
Technology professional development phenomena in today's schools
Creator:
McGee, Ryan (Author)
Contributor:
Reiss Medwed, Karen (Advisor)
Reiss Medwed, Karen (Committee member)
Lohmann, Jane (Committee member)
Frangos, Elise (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2015
Date Accepted:
March 2015
Date Awarded:
May 2015
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
This Interpretive Phenomenological case study explores the Technology Director's understanding of technology professional development phenomena in today's public K-12 schools. This research was conducted to provide a greater understanding of technology needs in school systems in southeastern Massachusetts and Rhode Island. Through interviews with current technology directors, significant themes emerged from current practices. These themes were The Call to Educational Technology, The Role of a Technology Director, Technology Proficiency, and Professional Development. These themes were further analyzed resulting in significant findings.

The significant findings that emerged as a result of this case study were categorized into three main categories which were Pedagogical Beliefs of Technology Directors, Technology Proficiency and Technology Director's Understandings of Professional Development. This research can help school districts gain a better understanding of the role of the educational technology leader. This research documents current technology professional development findings in southeastern Massachusetts and Rhode Island. The information in this research gives stakeholders a better understanding of technology professional development and how a TPACK theoretical framework and Adult Learning Theory can generate important technology conversation. These finding can provide a means to share current practices and focus on future implementation of technology professional development.
Subjects and keywords:
educational technology
professional development
technology directors
technology professional development
technology in schools
todays schools
Educational technology -- New England -- Administration
Technological literacy -- New England
Teachers -- Training of -- New England
Teachers -- In-service training -- New England
Technical education -- New England
Technology -- Study and teaching -- New England
Public schools -- Effect of technological innovations on -- New England
DOI:
https://doi.org/10.17760/D20194066
Permanent Link:
http://hdl.handle.net/2047/D20194066
Use and reproduction:
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