Examining the Relationship between Technology Usage in the Classroom and Assessment of Online Professional Development Courses: Conclusion of an Online Study
Abstract: This paper describes a study that investigates the relationship between the usage of technology in the classrooms of in-service teachers and their assessment of the efficacy of technology integration with pedagogy and content knowledge in online professional development courses. The purpose of the study is to extend our understanding of technology integration into learning and teaching in a way that is useful to teachers, teacher educators, and staff developers. The data for this study was collected from a survey completed by 829 in-service teachers at the conclusion of an online professional development course. Results indicate a moderate degree of correlation between classroom technology usage and a positive assessment of TPACK integration in the online course.
Presider: Karen McFerrin, Northwestern State University of Louisiana