A Study of Technology use through a Learner-Centered Series of Professional Development Sessions with Classroom Teachers.
Abstract: This study examined the results of a professional development plan that was steeped in the framework of a learner-centered learning environment (LCLE). A quasi-experimental, pretest/posttest survey was used to identify changes in: the use of technology by students, teacher’s technology skill, the use of computer technology to meet curricular objectives, and the relationship of LCL during technology professional development on teacher’s pedagogy. The survey data, along with detailed computer lab usage data were used in collaboration to determine if computer technology use increased from the 2005-2006 to 2006-2007 school year. The results of the current study indicate that a LCLE series of technology professional development sessions was positively related to increases: in technology used by teachers, teacher technology skills, and direct instruction using technology. 10/17/08