Master of Education (MEd)
Pamela A. Redmond, Jim O'Connor, Diane Darrow
This study sought to discover what percentage of teachers would increase their use of technology in their instruction after they complete professional development coaching sessions. In the fall of this year, a lengthy survey was provided to elementary teachers to complete prior to the start of coaching sessions. The survey addressed areas of opinions, attitudes, technical needs, technology use in the classroom, and the level of proficiency in competencies with technology tools. Within the context of competencies, teachers were asked specifically about their use of software productivity tools through Google Drive, integration of technology into daily lessons, use of technology in support of curriculum standards, designing activities that integrate technology, and locating learning opportunities needed to advance technology skills. The literature suggested that teachers are likely to integrate technology into their instruction if they are given contextualized, situated, and sustained professional development opportunities.
Dowdy, Amanda, "Professional Development for Teachers: A Coaching Model" (2014). Student Publications & Research of the TUC GSOE. 23.
Dowdy, A. (2014). Professional Development for Teachers: A Coaching Model. Retrieved from https://touroscholar.touro.edu/tucgsoe/23