Thesis

Professional Development Impact of Integration of Technology in a Charter High School and Middle School

The purpose of this study was to analyze the aspects of professional development that were the most effective in supporting and motivating teachers to integrate technology into the classroom. The participants were twenty-nine teachers from a high school and middle school charter that worked within a 1:1 technology classroom. Twenty-nine participants answered survey questions that gave demographic information and asked them to rate and rank different aspects of professional development in hopes that particular aspects of professional development would be identified as being more effective at supporting and motivating teachers to integrate technology into the classroom. Three of those participants were randomly selected for participating in an interview that asked more specific questions about different aspects of professional development and those aspects’ supporting and motivating qualities. After this data was analyzed and compared, findings indicated which aspects of professional development were the most effective at supporting and motivating teachers to integrate technology into the classroom. Findings indicated that time, information of new technology, and technical support were the most supportive and motivating aspects of professional development while leadership, collaboration, and opportunity to go to off campus conferences were the least. It was also found that the overall culture of the school played a significant role in supporting and motivating teachers to integrate technology into the classroom. Overall, there was a need for more research to be done identifying how these different types of aspects played a role in supporting and motivating teachers to integrate technology into the classroom, and a need for more research to be done looking at how the overall culture of the school contributed to teachers’ success integrating technology into the classroom.

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