Scribd
Upload
92 views13 pages

Presentation Rough Draft

Uploaded by

api-204210037
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
92 views13 pages

Presentation Rough Draft

Uploaded by

api-204210037
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 13

TECHNOLOGY INTEGRATION

PROFESSIONAL
DEVELOPMENT
REVIEW OF A MIXED-METHODS STUDY
Purpose: To examine teacher perception of teacher-led
technology integration professional development (PD) within
public schools in the U.A.E.
Status of technology PD at the time of study and up to date
requirements
Method: a mini-series of teacher-led PD sessions was
supported at two U.A.E. schools
Measurement tools: pre- and post-PD surveys, and open
feedback forums upon conclusion of each PD session

Abstract
2010 introduction of the New School Model (NSM) into all
Kindergarten and Grade 1-3 classrooms within the public sector
schools in the UAE. Future implementations into subsequent grade
levels over the next several years.
NSM focuses on the integration of technology within the classroom
At the time of this study, no mandated format for technology PD had
been implemented.
Little to no PD sessions focuses on technology, however standards for
eLearning exist and are expected to be met.
New technology to enhance students learning is continually
incorporated into the school environment; training on how said
technologies can assist teachers in the facilitating of learning of their
students, is non-existent.
Background
Todays classroom teachers must be prepared
to provide technology-supported learning
opportunities for their students being
prepared to use technology and knowing how
that technology can support student learning
must be integral skills in every teachers
professional repertoire.
International Society for Technology in Education (ISTE)(2000).
The purpose of this research was to investigate the effectiveness of
teacher delivered technology integration professional development as
a means to bridge the barriers facing teachers of the U.A.E.
RQ1. To what degree do teachers perceive their ability to integrating technology
into their daily lessons in a standard school week?
RQ2. To what degree do teachers perceive the usefulness of the given
professional development session(s) to improve their current ability of
technology integration in their daily lessons in a standard school week?

METHOD, INSTRUMENTATION, &
PROCEDURES
SAMPLE OF TEACHER-LED PD
Q1. I can use technology to locate, evaluate, and collect information
for lessons and planning.
Q2. I can use technology tools and resources for managing and
communicating information (e.g. with parents, colleagues, and or
administration).
Q3. I can use a variety of media formats to facilitate the eLearning of
my students.
Q4. I can use technology resources to facilitate higher levels of
thinking and problem solving in my classroom.

RESULTS:
FEEDBACK SURVEY AND BREAK-OUT SESSION
COMMENTS
Lack of knowledge on technology integration stemmed from a lack of
communication from higher administration to school administration on
how eLearning standards are to be met.
Many teachers still expressed concern and fears of not understanding
and or being able to use new Smart Boards.
However, overall moral and excitement seemed to improve after
teachers were allotted time after each exploratory pause in the PD
modules.
Informal nature led to greater peer collaboration and problem solving
due to relaxed atmosphere.
We are interested in your opinion of the professional development program that was provided for you.
We will use this information to improve future professional development offerings. Please check your
response and add your comment. Thank you.
. .
.



1. To what degree will the information delivered in this session help you in your professional
assignment? Please comment on how you will use this information to improve student achievement.

:
.
Very Helpful

Helpful
Somewhat Helpful Not Helpful
Comment:
2. To what degree was the workshop presenter effective in facilitating this session? Please comment
on the content knowledge and ability of the presenter to engage/motivate the audience.
:
.
Very Helpful

Helpful
Somewhat Helpful Not Helpful
Comment:
3. Please provide additional information, not already mentioned, that will help the school in its effort to
improve the teaching and learning process. Use the back of this sheet if necessary.

.
.
Comment:
REFERENCES
Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers' perceptions of
technology integration in the United Arab Emirates school classrooms.
Educational Technology & Society, 13(1), 165-175. ISSN 1436-4522.
Retrieved from EBSCO.
International Society for Technology in Education (ISTE). (2000). National
Educational Technology Standards (NETS) for teachers. Retrieved May 5,
2013 from http://cnets.iste.org/teachers/.
International Society for Technology in Education (ISTE). (2008). National
Educational Technology Standards (NETS) for teachers. Retrieved October
10, 2013 from http://www.iste.org/AM/Template.cfm?Section=NETS.
Keengwe, J., & Onchwari, G. (2009). Technology and early childhood
education: A technology integration professional development model for
practicing teachers. Early Childhood Education Journal, 37(3), 209-218. doi:
10.1007/510643-009-0341-0
REFERENCES (CONT.)
Plair, S. K. (2008, 11/12). Revamping professional development for
technology integration and fluency. The Clearing House, 82(2), 70-74.
Retrieved from EBSCO.
Polly, D., & Hannafin, M. J. (2010). Reexamining technolog'ys role in
learner-centered professional development. Association for Educational
Communications and Technology, 58, 557-571. doi: 10.1007/s11423-009-
9146-5
Walker, A., Recker, M., Ye, L., Robertshaw, M. B., Sellers, L., & Leary, H.
(2012). Comparing technology-related teacher professional development
designs: a multi-level study of teacher and student impacts. Association for
Educational Communications and Technology, 60, 421-444. doi:
10.1007/s11423-012-9243-8
Wright, V. (2010). Professional development and the master technology
teacher: the evolution of one partnership. Education, 131(1), 139-146.
Retrieved from EBSCOhost

You might also like