McGee, R. (2015). Technology professional development phenomena in today’s schools (Publication No. 3704505) [Doctoral dissertation, Northeastern University].  ProQuest Dissertations and Theses Global. 

Abstract:

“This interpretive phenomenological case study explores the Technology Director’s understanding of technology professional development phenomena in today’s public K-12 schools. This research was conducted to provide a greater understanding of technology needs in school systems in southeastern Massachusetts and Rhode Island. Through interviews with current technology directors, significant themes emerged from current practices. These themes were The Call to Educational Technology, The Role of a Technology Director, Technology Proficiency, and Professional Development. These themes were further analyzed resulting in significant findings.

The significant findings that emerged as a result of this case study were categorized into three main categories which were Pedagogical Beliefs of Technology Directors, Technology Proficiency and Technology Director’s Understandings of Professional Development. This research can help school districts gain a better understanding of the role of the educational technology leader. This research documents current technology professional development findings in southeastern Massachusetts and Rhode Island. The information in this research gives stakeholders a better understanding of technology professional development and how a TPACK theoretical framework and Adult Learning Theory can generate important technology conversation. These finding can provide a means to share current practices and focus on future implementation of technology professional development.”