Professional Development in Today’s Technological Environment
PROCEEDINGS
Elizabeth Bennett, Dawn Putney, University of West Georgia, 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), Waynesville, NC USA
Abstract
New technologies, including web-based communication and networking tools and online information resources, have broadened the professional development opportunities available to educators and may support a new model of informal professional growth that evolves from and focuses on practitioner concerns and experiences. A survey was conducted with educational practitioners enrolled in graduate courses at a southern university to identify the types of technology-based and traditional professional development activities these educators prefer and engage in, the frequency and perceived importance of these activities by type, as well as factors that motivate professional development participation. The results are examined within the context of a proposed technology-supported informal professional growth model to see if evidence exists to support the model. In addition, the implications of the findings for educator preparation and professional development programs will be discussed.
Citation
Bennett, E. & Putney, D. (2004). Professional Development in Today’s Technological Environment. 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. 1946-1953). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/14722/.
Keywords
References
View References & Citations Map- Association for Educational Communications and Technology and American Association of School Librarians. (1988). Information power: Guidelines for school library media programs. Chicago, IL: Association for Educational Communications and Technology and American Library Association.
- Brock, K., and Bennett, E. (2002). Redefining professional growth: New attitudes, new tools – a case study. In M.A. Fitzgerald, M. Orey, and R. Branch (eds.) Educational Media and Technology Yearbook 2002. Englewood, CO: Libraries Unlimited.
- Finch, C. (1999, February). Using professional development to meet teachers’ changing needs: What we have learned. Centerpoint, 2.
- Guhlin, M. (2002). Teachers must push technology’s tidal wave: District technology initiatives must put the teacher in charge. Journal of Staff Development, 23(1), 40-41.
- Killion, J. (2002). Loading the e-learning shopping cart: First examine the product and service for student results. Journal of Staff Development, 23(1), 12-16.
- McLeskey, J., and Waldron, N. (2002). Professional development and inclusive schools: Reflections on effective practice. Teacher Educator, 37(3), 159-172.
- National Board for Professional Teaching Standards. (1989). What Teachers Should Know and Be Able to Do: The Five Core Propositions of the National Board. (Retrieved Oct. 13, 2003 from http://www.nbpts.org/about/coreprops.cfm)
- Richardson, V. (2003). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401-406.
- Zederayko, G.E., and Ward, K. (1999). Schools as learning organizations: How can the work of teachers be both
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References