Date of Award
Curriculum and Instruction
College of Education
Type of Degree
Lisa A. Heaton
Ronald B. Childress
Rudy D. Pauley
This study examined whether a quality professional development course, Infusing Technology, influenced the use of technology by elementary and middle school teachers in West Virginia. Infusing Technology was designed to help school-based team learning communities use technology in their instruction while engaging students in critical thinking, reasoning, and problem solving skills.
This mixed-method study used the LoTi Digital-Age Survey, aligned with the National Educational Technology Standards, to collect quantitative data on levels of technology innovation, levels of personal computer use, and levels of current instructional practices. Participants in the Infusing Technology course completed the survey before the summer institute and after they had time to implement the content learned and focus groups were conducted following survey analysis. This allowed for pre-post comparison to determine the participants‘ progress integrating technology.
This study found that Infusing Technology did not significantly change participants‘ LoTi Levels from pre to post based on the evaluation of the LoTi DigitalAge Survey. Focus group interviews supported these conclusions. Infusing Technology did appear to significantly increase participants‘ levels of personal computer use from pre to post based on the evaluation of the LoTi Digital-Age Survey. Focus group interviews supported these conclusions. Infusing Technology did appear to significantly increased participants‘ levels of current instructional practices from pre to post based on the evaluation of the LoTi Digital-Age Survey. Focus group interviews supported these conclusions.
ualitative data from focus group interviews of participants identified constraints in the LoTi survey and focus group interviews, such as: (a) a lack of time to learn, practice, plan, and use technology with students, (b) lack of sufficient technology assistance, (c) equipment failure, (d) access to technology, (e) lack of technology knowledge or expertise for substitute teachers, and (f) other priorities (e.g., statewide testing, new textbook adoptions). Participants identified enablers in the LoTi Digital-Age Survey and focus group interviews, such as: (a) technology support from other classroom teachers, computer teachers, and school district specialists, (b) technology support from Infusing Technology mentors and presenters, (c) funding for new technology tools, and (d) motivation to use technology from administration endorsement.
Information technology - Study and teaching.
Cottle, Amy E., "Infusing Technology: A Study of the Influence of Professional Development on How Teachers Use Technology" (2010). Theses, Dissertations and Capstones. 548.