Norton, M., Creghan, C., Creghan, K. A., & Maninger, R. (2017). Professional development and effective technology integration. Journal of Multidisciplinary Graduate Research, 3(1), 1-17. Retrieved from http://www.shsu.edu/academics/education/journal-of-multidisciplinary-graduate-research/documents/2017/Article%201%20-%202017%20-%20CREGHAN.pdf

Abstract:

“Technology drives our society and plays a crucial role in classrooms today. Technology is being purchased and put into classrooms at an alarming rate. While the impact on learning has not reached its potential; educators need to explore how we go about integrating technology so that it positively impacts educational processes and learning outcomes. This research study explored both teacher and administrator perceptions of technology integration and professional development with the intent of finding ways administrators can support teachers with integrating technology in the classroom in order to impact learning. Teachers and administrators in the Archdiocese of Galveston-Houston were surveyed and their responses were used to develop a second survey. This survey was given to a focus group of teachers at Christ the Redeemer Catholic School in Houston, Texas. The study revealed differences between: how administrators and teachers define technology integration; ways in which teachers want to learn about technology integration; ways in which administrators plan on presenting that information; and between what teachers want to learn about technology integration and what administrators are teaching during technology-related professional development.”