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Relative Uses, Impact, and Possibilities For Teachers’ Uses of Formal, Informal, and Independent Learning to Integrate Technology
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, , , , University of Virginia, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

Formal, informal, and independent professional learning opportunities have distinct characteristics, meeting different teacher needs. In a quasi-experimental design with matched comparison sites, leaders in treatment schools were guided to provide high-quality formal professional development to teachers as part of participation in a technology leadership development project. Teachers in treatment and comparison schools responded monthly about their opportunities to learn. For treatment teachers, results indicated significantly greater participation in and perceived impact of these opportunities, as well as an increase in the reflective nature of informal and independent learning. We discuss implications from these findings for increasing the amount and effectiveness of teachers’ professional learning for technology integration.

Citation

Dexter, S., Barton, E., Anderson Morgan, M. & Meyer, J.P. (2016). Relative Uses, Impact, and Possibilities For Teachers’ Uses of Formal, Informal, and Independent Learning to Integrate Technology. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1195-1202). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

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