"Making Teachers Better"

2011 ◽  
pp. 41-57
Author(s):  
Catherine Schifter
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Public Schools ◽  
Federal Funding ◽  
Internet Access ◽  
Department Of Education ◽  
Technology Professional Development ◽  
Funding Program ◽  
Technology Professional ◽  
Telecommunications Services

In 2007, reports from the Office of the Secretary of Education’s website listed statistics about educational technology and schools. As of November 2006, the Internet Access in U.S. Public Schools and Classrooms: 1994-2005 report indicated “the ratio of students to instructional computers with Internet access in public schools was 3.8 to 1…” This was a decrease from 2003, when the ratio was 4.4 to 1. (Department of Education, 2006) There was also information about funding, including the $2.25 billion in the federal E-rate program supporting discounts on telecommunications services, Internet access, and networking for schools and libraries. With each Federal funding program for educational technology, professional development was an essential component, requiring up to 25 percent of funds to be used for professional development on using technology to improve student outcomes.

Standards-Based Educational Technology Professional Development

2012 ◽  
pp. 819-834
Author(s):  
Diana Stanfill
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Valuable Insight ◽  
Technology Professional Development ◽  
Technology In The Classroom ◽  
Train The Trainer ◽  
Design And Implementation ◽  
Technology Professional ◽  
Integrate Technology ◽  
Adoption Design

Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.

scholarly journals Evaluating the impact of educational technology professional development upon adoption of Web 2.0 tools in teaching

2011 ◽  
Vol 27 (3) ◽  
Author(s):  
Iain Doherty
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Web 2.0 ◽  
Continuing Professional Development ◽  
Technology Professional Development ◽  
Research Project ◽  
Web 2.0 Tools ◽  
Technology Professional ◽  
The Impact

<blockquote>Our paper reports upon and critically analyses findings from a two-year research project into the provision of continuing professional development for making purposeful use of Web 2.0 tools in teaching. Based on our research, we make recommendations for delivering effective continuing professional development workshops whilst also acknowledging the limitations of this form of continuing professional development. The advantages of alternative forms of professional development are discussed and implications for practice are outlined.</blockquote>

ISET Expert Panel Discussion Series 2020–2021

2021 ◽  
pp. 016264342110335
Author(s):  
Emily Hoeh ◽  
Tara L. Kaczorowski
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Information Sharing ◽  
Expert Panel ◽  
Panel Discussion ◽  
Education Technology ◽  
Technology Professional Development ◽  
Individuals With Disabilities ◽  
Technology Professional ◽  
Development Committee

The Innovations and Special Education Technology Professional Development Committee would like to extend its appreciation to the following leaders in the field of Special Education. Each of the following individuals volunteered to speak during the 2020–2021 ISET Expert Panel Discussion series and shared expertise on a variety of pressing topics during remote instruction due to the COVID pandemic. The information sharing is a testament to their unwavering support for the members of ISET and all of the stakeholders involved in supporting individuals with disabilities.

scholarly journals One Law with Two Outcomes: Comparing the Implementation of CIPA in Public Libraries and Schools

2009 ◽  
Vol 28 (1) ◽  
pp. 6 ◽  
Author(s):  
Paul T. Jaeger ◽  
Zheng Yan
Keyword(s):  
Education Research ◽  
Public Schools ◽  
Public Libraries ◽  
Federal Funding ◽  
Internet Access ◽  
Social Institutions ◽  
Policy Context ◽  
Current State ◽  
Research Questions ◽  
Children’S Internet Protection Act

<span>Though the Children’s Internet Protection Act (CIPA) established requirements for both public libraries and public schools to adopt filters on all of their computers when they receive certain federal funding, it has not attracted a great amount of research into the effects on libraries and schools and the users of these social institutions. This paper explores the implications of CIPA in terms of its effects on public libraries and public schools, individually and in tandem. Drawing from both library and education research, the paper examines the legal background and basis of CIPA, the current state of Internet access and levels of filtering in public libraries and public schools, the perceived value of CIPA, the perceived consequences of CIPA, the differences in levels of implementation of CIPA in public libraries and public schools, and the reasons for those dramatic differences. After an analysis of these issues within the greater policy context, the paper suggests research questions to help provide more data about the challenges and questions revealed in this analysis.</span>

Mathematics Education Technology Professional Development

2018 ◽  
pp. 115-144
Author(s):  
Shannon O. Driskell ◽  
Sarah B. Bush ◽  
Robert N. Ronau ◽  
Margaret L. Niess ◽  
Christopher R. Rakes ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Education Technology ◽  
Development Research ◽  
Learning Tools ◽  
Technology Professional Development ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Technology Professional

The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn's (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.

Professional Development for Classroom Teachers

2021 ◽  
pp. 51-71
Author(s):  
Jeffrey Maiden
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Professional Learning ◽  
Technology Use ◽  
Classroom Teachers ◽  
Technology Professional Development ◽  
University Partnerships ◽  
Symbiotic Relationships ◽  
Modeling Technology ◽  
Technology Professional

The professional development of teachers in instructional technology is of paramount importance. This chapter provides an overview of the topic, beginning with adult learning as a foundation. Teachers are adults, and any type of professional development, whether related to technology or not, should meet the needs of adult learners. The chapter subsequently provides a review of professional learning communities (PLCs), which may provide a venue for impactful, sustainable technology professional development. Next, teacher-led technology professional development and peer coaching are addressed, followed by a discussion of the use of the community, corporate, and university partnerships that may enhance professional development through symbiotic relationships. The chapter concludes with a discussion of virtual professional development, which may serve a dual purpose of enhancing professional development sustainability as well as modeling technology use for instructional purposes.

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