Annotated Bibliography on Professional Development
Note: Any bibliographic information displayed without a link is available in Full text online through the Michigan State University Library E-Resources section or any Academic library that carries Education Full Text Databases.
Borthwick, A., & Pierson, M. (Eds.). (2008). Transforming Classroom Practice: Professional Development Strategies in Educational Technology. Eugene, OR: International Society for Technology in Education http://www.iste.org/docs/excerpts/PRODEV-excerpt.pdf
This article (which excerpts parts of a book produced by ISTE, the International Society for Technology in Education) offers an overview of successful professional development (PD) practices in educational technology for teachers. It recognizes that having teachers learn a new technical skill (competency with hardware/software) is entirely different from having them learn how to teach effectively with IT (expanding knowledge and strength in teaching and learning). Based on outcome assessments, this article offers an insight into different models of PD that have been successful.
The authors remind educators to consider that specific technologies are constantly changing, so professional development cannot be focused on learning specific tools or software, but rather on competencies that “enable today’s students to be digitally literate, inventive thinkers, effective communicators, and highly productive. (Partnership for 21st Century Skills, 2008).”
Cosmah, M., & Saine, P. (2013). Targeting Digital Technologies in Common Core Standards: A Framework for Professional Development. New England Reading Association Journal, 48(2), 81-86.
This article focuses on the new curriculum coming into our schools and the challenges that teachers and schools face with the integration of technology within these new curriculum standards. The author provides several examples of scenarios and how teachers of varying technological comfort levels (beginner, intermediate, and advanced) utilize technology integration strategies into the new Common Core curriculum standards for English/Language Arts.
The author provides a framework for integrating technology that would be most useful in the planning stages for implementation within an existing professional development program. The examples provided are attached to specific standards to provide a clear outline that can be easily adapted and utilized by those who plan and implement professional development.
King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39(3), 283–297. doi:10.1016/S0360-1315(02)00073-8
Because schools are investing heavily in technology for educators, teachers professional development has become essential to ensure pedagogically sound technology use in the classroom. The research conducted in this article focuses on the theory of transformational learning and how it provides benefits to professional development through the use of educational technology.
The research in this study is based in part on the International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE) recommendation for using technology to meet educational standards. The National Staff Development Council’s standards for professional development are the nearest research to what was being explored in this research project. In addition the transformational learning theory is used to in this study to establish how viable the benefit of educational technology is for teachers professional development.
This research article is a very good resource because it uses established standards to evaluate the impact of technology on professional development.
Martin, W, Strother, S., Bates, L., Reitzes, T., Culp, K.M., & Beglau, M. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. ISTE Journal of Research on Technology in Education, 43(1), 53–74. http://www.eric.ed.gov/PDFS/EJ898528.pdf
Much research has been done about what constitutes quality technology professional development, but measuring the connection between those practices and actual outcomes is much harder to do. Some research about PD has demonstrated improved teacher knowledge and skills, but what is the connection of PD to improved student achievement?
This article summarizes how educational researchers developed a framework to collect evidence on how different types of PD are connected to student outcomes. The focus of this study was the iMINTS program (enhancing Missouri’s Instructional Networked Teaching Strategies; http://www.emints.org),
Although there are limitations to the study (small size), the findings suggest that quality instructional-technology PD can have a positive impact on teachers and students. Much of the report focuses on what constitutes quality PD which includes, but is not limited to the following characteristics: a connection to actual classroom practice (including lesson planning and models of how student learning unfolds); more than a single-session (thus extend over a long period of time); and ongoing coaching and support (including “active learning” or observing expert teachers and being observed).
Evidence suggested that the more time “spent planning lessons during classroom visits was associated with higher-quality lessons plans, whereas more time spent on technical assistance and problem solving were associated with lower-quality lesson plans.” And the extension of this finding was that the quality of teachers’ lesson plans was significantly associated with higher student achievement. Findings also reinforced that when instructional technology is integrated into a purposeful, quality, comprehensive PD program, it is more likely to have a positive outcome for students than the “one-shot” workshops that technology PD often focuses on.
Sugar, W. (2005). Instructional technologist as a coach: Impact of a situated professional development program on teachers' technology use. Journal of Technology and Teacher Education, 13(4), 547-571. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/200082817?accountid=12598
The primary reasons why teachers are unable to integrate technology within their classrooms are external (lack of supplies) and internal (lack of knowledge or confidence). Although lack of confidence and knowledge hinders integration, many teachers note that professional development does not usually support technology integration and are mostly just used as renewal credits. In facts, in 2000 only 1/3 of teachers feel well prepared to use computers and Internet for instruction. To support this issue, come schools hire technology coaches. Unlike technology specialists who support trouble shooting of technology problems, the role of a technology coach is to support teachers in effectively instructing their students using technology.
The study follows a technology coach and his participating teachers. Through the use of support, projects, alternative in-service workshops, and activities, in technology integration participants were marked as effective or highly effective. Participants indicated increase in confidence due to this form of situation professional development.
Summerville, J., & Johnson, C. S. (2006). Rural creativity: A study of district mandated online professional development. Journal of Technology and Teacher Education, 14(2), 347-361. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/200080033?accountid=12598
In a rural school districts, teachers were mandated to participate in online professional development. The content of the course was up to the individual participants and the graduate credits were paid for by the school district. Teachers were provided with some in-service time to complete the courses and with available tech support. In completion of the course, teachers completed a survey giving feedback on the effectiveness of the online course..
The study suggests that mandating teachers to participate in an online course has positive implications. Teachers indicated that they learned a great deal from the content and especially enjoyed the community of teachers that were represented in their group work. This way, teachers could pass new ideas of each other. Teachers indicated that the lack of interaction was the only drawback from the courses. It was suggested that teachers participate in a starter online course prior to the required class, in order for teachers to learn how online courses work. The authors of this article suggest that specifically for rural school, mandating online courses for professional development could be a possible positive alternative.
Walker, A., Recker, M., Ye, L., Robertshaw, M., Sellers, L., & Leary, H. (2012). Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts. Educational Technology Research & Development, 60(3), 421-444.
The authors in this article study two different methods of technology integration methods for professional development. The first method involves having the professional development centered on technology itself, or tech-only, being utilized for the creation and implementation of classroom activities with online resources. The second method involves technology integration paired with problem-based learning.
The study reviews several technologies that are free and open sourced for specific use with middle school science and math education. The technology involved utilized is Instructional Architecture software, which is a free web-based tool that teachers can create simple activities using data from the web and the National Science Digital Library.
Watson, G. (2006). Technology professional development: Long-term effects on teacher self-efficacy. Journal of Technology and Teacher Education, 14(1), 151-165. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/200081918?accountid=12598
In this study, teachers were tracked to determine if professional development and self-efficacy have a positive correlation. The study indicated that when a teacher has a high self-efficacy, students show higher achievement. Many teachers in West Virginia participated in the RuralNet Project, which funded professional development that specifically focused on using the computers and internet resources for science and math instruction. This professional development was offered as a summer workshop. Teachers were surveyed before and after the workshops, as well as six years after completion.
Upon completion of the surveys, it was indicated that even six years after the workshops, teachers who participated had a much higher self-efficacy than teachers who didn’t complete it. Years of experience had impact on the results. They do not have anxiety about using the Internet and have changed the classroom-teaching environment.
Wells, J. G. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15(1), 101-122. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/200003444?accountid=12598
The traditional approach to professional development occurs when teachers participate in “short-term in-service sessions and workshops.” This type of professional development falls short because it doesn’t support a greater change within the classroom environment. Effective professional development supports a greater change, with support for a greater length of time. Trek-21 was a successfully project focused on integration of instructional technology. After gathering data from participants, key factors from Trek-21 were examined as design features of successful professional development. The key factors that determine quality and effectiveness are indicated in this table:
This article (which excerpts parts of a book produced by ISTE, the International Society for Technology in Education) offers an overview of successful professional development (PD) practices in educational technology for teachers. It recognizes that having teachers learn a new technical skill (competency with hardware/software) is entirely different from having them learn how to teach effectively with IT (expanding knowledge and strength in teaching and learning). Based on outcome assessments, this article offers an insight into different models of PD that have been successful.
The authors remind educators to consider that specific technologies are constantly changing, so professional development cannot be focused on learning specific tools or software, but rather on competencies that “enable today’s students to be digitally literate, inventive thinkers, effective communicators, and highly productive. (Partnership for 21st Century Skills, 2008).”
Cosmah, M., & Saine, P. (2013). Targeting Digital Technologies in Common Core Standards: A Framework for Professional Development. New England Reading Association Journal, 48(2), 81-86.
This article focuses on the new curriculum coming into our schools and the challenges that teachers and schools face with the integration of technology within these new curriculum standards. The author provides several examples of scenarios and how teachers of varying technological comfort levels (beginner, intermediate, and advanced) utilize technology integration strategies into the new Common Core curriculum standards for English/Language Arts.
The author provides a framework for integrating technology that would be most useful in the planning stages for implementation within an existing professional development program. The examples provided are attached to specific standards to provide a clear outline that can be easily adapted and utilized by those who plan and implement professional development.
King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39(3), 283–297. doi:10.1016/S0360-1315(02)00073-8
Because schools are investing heavily in technology for educators, teachers professional development has become essential to ensure pedagogically sound technology use in the classroom. The research conducted in this article focuses on the theory of transformational learning and how it provides benefits to professional development through the use of educational technology.
The research in this study is based in part on the International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE) recommendation for using technology to meet educational standards. The National Staff Development Council’s standards for professional development are the nearest research to what was being explored in this research project. In addition the transformational learning theory is used to in this study to establish how viable the benefit of educational technology is for teachers professional development.
This research article is a very good resource because it uses established standards to evaluate the impact of technology on professional development.
Martin, W, Strother, S., Bates, L., Reitzes, T., Culp, K.M., & Beglau, M. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. ISTE Journal of Research on Technology in Education, 43(1), 53–74. http://www.eric.ed.gov/PDFS/EJ898528.pdf
Much research has been done about what constitutes quality technology professional development, but measuring the connection between those practices and actual outcomes is much harder to do. Some research about PD has demonstrated improved teacher knowledge and skills, but what is the connection of PD to improved student achievement?
This article summarizes how educational researchers developed a framework to collect evidence on how different types of PD are connected to student outcomes. The focus of this study was the iMINTS program (enhancing Missouri’s Instructional Networked Teaching Strategies; http://www.emints.org),
Although there are limitations to the study (small size), the findings suggest that quality instructional-technology PD can have a positive impact on teachers and students. Much of the report focuses on what constitutes quality PD which includes, but is not limited to the following characteristics: a connection to actual classroom practice (including lesson planning and models of how student learning unfolds); more than a single-session (thus extend over a long period of time); and ongoing coaching and support (including “active learning” or observing expert teachers and being observed).
Evidence suggested that the more time “spent planning lessons during classroom visits was associated with higher-quality lessons plans, whereas more time spent on technical assistance and problem solving were associated with lower-quality lesson plans.” And the extension of this finding was that the quality of teachers’ lesson plans was significantly associated with higher student achievement. Findings also reinforced that when instructional technology is integrated into a purposeful, quality, comprehensive PD program, it is more likely to have a positive outcome for students than the “one-shot” workshops that technology PD often focuses on.
Sugar, W. (2005). Instructional technologist as a coach: Impact of a situated professional development program on teachers' technology use. Journal of Technology and Teacher Education, 13(4), 547-571. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/200082817?accountid=12598
The primary reasons why teachers are unable to integrate technology within their classrooms are external (lack of supplies) and internal (lack of knowledge or confidence). Although lack of confidence and knowledge hinders integration, many teachers note that professional development does not usually support technology integration and are mostly just used as renewal credits. In facts, in 2000 only 1/3 of teachers feel well prepared to use computers and Internet for instruction. To support this issue, come schools hire technology coaches. Unlike technology specialists who support trouble shooting of technology problems, the role of a technology coach is to support teachers in effectively instructing their students using technology.
The study follows a technology coach and his participating teachers. Through the use of support, projects, alternative in-service workshops, and activities, in technology integration participants were marked as effective or highly effective. Participants indicated increase in confidence due to this form of situation professional development.
Summerville, J., & Johnson, C. S. (2006). Rural creativity: A study of district mandated online professional development. Journal of Technology and Teacher Education, 14(2), 347-361. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/200080033?accountid=12598
In a rural school districts, teachers were mandated to participate in online professional development. The content of the course was up to the individual participants and the graduate credits were paid for by the school district. Teachers were provided with some in-service time to complete the courses and with available tech support. In completion of the course, teachers completed a survey giving feedback on the effectiveness of the online course..
The study suggests that mandating teachers to participate in an online course has positive implications. Teachers indicated that they learned a great deal from the content and especially enjoyed the community of teachers that were represented in their group work. This way, teachers could pass new ideas of each other. Teachers indicated that the lack of interaction was the only drawback from the courses. It was suggested that teachers participate in a starter online course prior to the required class, in order for teachers to learn how online courses work. The authors of this article suggest that specifically for rural school, mandating online courses for professional development could be a possible positive alternative.
Walker, A., Recker, M., Ye, L., Robertshaw, M., Sellers, L., & Leary, H. (2012). Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts. Educational Technology Research & Development, 60(3), 421-444.
The authors in this article study two different methods of technology integration methods for professional development. The first method involves having the professional development centered on technology itself, or tech-only, being utilized for the creation and implementation of classroom activities with online resources. The second method involves technology integration paired with problem-based learning.
The study reviews several technologies that are free and open sourced for specific use with middle school science and math education. The technology involved utilized is Instructional Architecture software, which is a free web-based tool that teachers can create simple activities using data from the web and the National Science Digital Library.
Watson, G. (2006). Technology professional development: Long-term effects on teacher self-efficacy. Journal of Technology and Teacher Education, 14(1), 151-165. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/200081918?accountid=12598
In this study, teachers were tracked to determine if professional development and self-efficacy have a positive correlation. The study indicated that when a teacher has a high self-efficacy, students show higher achievement. Many teachers in West Virginia participated in the RuralNet Project, which funded professional development that specifically focused on using the computers and internet resources for science and math instruction. This professional development was offered as a summer workshop. Teachers were surveyed before and after the workshops, as well as six years after completion.
Upon completion of the surveys, it was indicated that even six years after the workshops, teachers who participated had a much higher self-efficacy than teachers who didn’t complete it. Years of experience had impact on the results. They do not have anxiety about using the Internet and have changed the classroom-teaching environment.
Wells, J. G. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15(1), 101-122. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/200003444?accountid=12598
The traditional approach to professional development occurs when teachers participate in “short-term in-service sessions and workshops.” This type of professional development falls short because it doesn’t support a greater change within the classroom environment. Effective professional development supports a greater change, with support for a greater length of time. Trek-21 was a successfully project focused on integration of instructional technology. After gathering data from participants, key factors from Trek-21 were examined as design features of successful professional development. The key factors that determine quality and effectiveness are indicated in this table:
Trek 21 also consisted of a series of yearly events that continually revisited learning. These events include conferences, meetings, site visits, and summer institutes. Teachers who participated in Trek21 showed effective integration in instructional technologies.
