Ferrari, K. A. (2016). Examining the design and implementation of a professional development program on the use of writing software in a school for the deaf (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10247074)

Abstract:

“Nikolaraizi, Verkiri and Easterbrooks (2013) documented how deaf learners can benefit from the use of visual supports in the classroom. Technology provides the tools to create a robust visual learning environment (Smith & Okolo, 2010). For teachers to facilitate learning in a technology rich environment, they themselves must be comfortable with the tools and understand how to effectively integrate their use into curricular delivery.

This project examines the design, implementation and evaluation of a professional development program that was created to educate deaf education teachers about the use of the educational software, Clicker6. The Clicker6 Professional Development program was designed specifically to integrate the use of technology with the newly adapted bilingual curricular approach to teaching English Language Arts (ELA).

The Clicker6 Professional Development Program consists of four teacher improvement goals: (1) to build competency in the use of the Clicker6 software; (2) to promote understanding of the connection among Clicker6 software, literacy content and pedagogy; (3) to provide time to create instructional classroom materials in Clicker6 directly aligned to teachers’ curriculum goal; (4) to support teachers’ continuing training as they implement Clicker6 in the classroom.

Following teacher participation in the program, an investigation was conducted to understand and characterize the impact of the program on teacher learning. Specifically, this effort focused on three key questions: (1) What impact did the Clicker6 professional development program have on the teachers’ technical ability to operate the software?; (2) How did participation in the Clicker6 training influence teachers’ use of the software in relation to English Language Arts (ELA) curricular content in the classroom?; and (3) What were the teachers’ perceptions of the Clicker6 professional development program?

Fifteen English language arts (ELA) teachers participated in the Clicker6 professional development program. Four sessions of training were offered during a single in-service day, and focused upon use of Clicker6 software as a classroom instructional tool. The program continued the following week with an in-class support session in which the facilitator offered assistance while the teacher used the technology in the classroom. Approximately two weeks after the initial professional development sessions, the teachers met together with the facilitator for 45 minutes of support follow-up. Data were collected through surveys, observations, and interviews. Survey data examined changes in Technological Pedagogical Content Knowledge (TPACK) among teachers before and after their participation in the professional development. Observation rubrics were used to assess the teachers’ demonstrated ability in the use of the software as a result of the professional development. Finally, interviews were used to collect qualitative data regarding teachers’ perceptions of the professional development program.

Findings indicated that teachers were positive regarding the Clicker6 professional development offering. Further, findings suggested an increase in teachers’ capacity to technically operate the Clicker6 software and integrate it into their curriculum following the training.

Recommendations were made in regard to planning and design of future technology-related professional development with the goal of improving its effectiveness. These include: (a) provide multiple sections of training based on teachers’ technology competency; (b) schedule sessions over the course of a school year; (c) provide monthly email communication with tips and tutorials; (d) schedule teacher-to-teacher observations of the use of Clicker6 in the classroom setting; (e) expand professional development for other subject areas; (f) add a session on managing student use of the software; and (g) add a session on technical trouble shooting.”