You are here:

Instructional environments for technology inservice education

, University of Nevada, Las Vegas, United States

University of Nevada, Las Vegas . Awarded


This study examines different instructional formats for providing inservice education on classroom technology applications to elementary teachers. An intensive weekend workshop format was compared with a traditionally paced format for inservice education. Results are discussed in terms of measurable changes in teacher growth in the use of the applications and growth in the use of the applications with students. A secondary purpose was to determine if there was a relationship between learning styles and success in these two environments. Teachers' learning styles were identified using the Myers-Briggs Type Indicator. The results of the study indicate that intensive models of inservice education are as effective as traditional models in this context. The study was inconclusive with respect to learning styles relationships; however the data suggest that further research is warranted.


Grove, K.J. Instructional environments for technology inservice education. Master's thesis, University of Nevada, Las Vegas. Retrieved July 19, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or