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Impact of Technology-Intensive Professional Development on Classroom Gains in Reading Achievement
PROCEEDINGS

, University of North Texas, United States ; , Institute for the Integration of Technology into Teaching & Learning, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper contains a corollary study of scientifically-based research conducted to verify the impact of one large-scale U.S. Dept. of Education Technology Innovation Challenge Grant's activities (Grant # R303A99030, 1999-2004) on K-3 reading achievement. The focus of this paper is on the impact of needs-based, intensive summer institute, educator professional development on primary school reading achievement. A complete description of the project itself and the outcomes from the first three years are provided in a series of books about the project (Knezek & Christensen, 2000; Christensen & Knezek, 2001; Knezek & Christensen, 2002).

Citation

Knezek, G. & Christensen, R. (2004). Impact of Technology-Intensive Professional Development on Classroom Gains in Reading Achievement. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2339-2346). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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