Instructional Technology Conference
Middle Tennessee State University
Building Communities of Learners
April 3-5, 2005
The Relationship Between Technology Resource Teachers and the Delivery of Job-Embedded Professional Development
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Dr. Susan A. Lancaster Poster Session |
Abstract
The study concentrated on common concerns, strengths, and weaknesses of the job-embedded professional development model for Technology Resource Teachers (TRTs). The objectives of the study were to determine the relationship between TRTs and the delivery of job-embedded professional development and to share that information with other providers of technology related professional development.
Description
Twenty technology resource teachers (TRTs) participated in a study to determine the relationship between TRTs and the delivery of job-embedded professional development. Evaluation focused on collecting data through questionnaires, open-ended questions, surveys, and interviews. The questionnaires and interviews were conducted with Kentucky TRTs who had, as defined in their job descriptions, been responsible for delivering professional development for longer than 1 year.
This study concentrated on common concerns, strengths, and weaknesses of the job-embedded professional development model. Teachers, as adult learners, use a different learning style than their students. Therefore, professional development providers are required to accommodate the needs of the adult learning style. The objectives of this study were to determine the relationship between TRTs and the delivery of job-embedded professional development and to share that information with other providers of technology-related professional development.
The study determined that TRTs believe that technology can enhance learning, support effective instruction, and engage students. The participants concurred that teachers should not be barriers to allowing the students to integrate technology into their work. Technology is a tool that can change instruction, and the purpose of technology integration is to prepare students for careers of the future. The participants valued the role and support of principals and administrators, determined that time is an issue related to technology-related professional development, and believed that job-embedded professional development can enhance teaching and affect student learning. Follow-up is perceived to be a key component of professional development, and successful integration of technology resources occurs best when paired with content and curriculum activities.