A Process Model for Faculty Development: Individualizing Technology Learning

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Howland, J. & Wedman, J. (2004). A Process Model for Faculty Development: Individualizing Technology Learning. Journal of Technology and Teacher Education, 12(2), 239-262. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/4472.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 12, Issue 2, 2004
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JTATE

Authors

Jane Howland, Judy Wedman, University of Missouri, USA

Abstract

Participants (N = 156) were involved in the teacher preparation program at a large Research 1 university located in the mid-west. The faculty (n = 21) participated in a two-year individualized professional development process to: 1) develop technology knowledge and skill efficacy and 2) integrate technology in teaching. The pre-service teachers (n= 135) were enrolled in the courses taught by the faculty participants. Evaluation of the professional development process included a pre/post questionnaire that yielded data for faculty’ s development of technology knowledge and skill efficacy, integration of technology into courses, and change in teacher practices. The pre-service teachers completed a survey that examined the frequency of technology use during the course in which they were enrolled. Analysis included computing frequencies, means, standard deviations, and significance levels. Results indicated change in faculty skill efficacy in the areas of communication (p<.05), inquiry-based learning (p<.01), feedback and metacognition (p<.01), and problem-solving (p<.05). Results related to technology integration indicated significant change in inquiry-based learning (p<.01), feedback and metacognition (p<.05), problem-solving (p<.01), and content knowledge (p<.05). Results related to changes in teaching practices indicated that the faculty significantly reduced the frequency of lecture (p<.05) and integrated problem-based learning (p<.001) more frequently. Pre-service teachers reported using a variety of technology applications during the courses.

Keywords

• Teachers
• Integration
• Preservice Teacher Education
• Professional Development

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