Rural Teachers’ Perceptions of the Effectiveness of Technology Professional Development
Abstract: The present study examined the influence a federally funded technology implementation project had on technology-related professional development in six rural school districts in Texas. The results show that providing the schools more hardware, software, and professional development, via a technology grant, did not significantly change teachers’ perceptions of the effectiveness of technology-related professional development. These findings suggest that future technology-related professional development should include characteristics of effective professional development.
Presider: Md Mokter Hossain, University of Alabama