This article discusses technology integration literature used to guide the design and implementation of a technology professional development intervention (TPDI) for secondary education teachers. Qualitative multiple-case research methods were used to examine teachers’ perceptions of the TPDI factors to provide a deeper understanding of which factors teachers’ perceived to be beneficial to the quality of the TPDI. A content analysis methodology was used to compare teachers’ perceptions at two different phases throughout the study:
• Phase 1: while participating in the TPDI and,
• Phase 2: after transferring the knowledge and skills taught in the TPDI to teaching practice.
The results demonstrated seven beneficial factors to include when designing technology curriculum for adult learners: relevant, learning, access, reactions, interactions, clear and easy, and instructor. While this study examined a specific TPDI, the instructional design incorporated factors rooted in constructivist design principles, making the implications of the findings relevant to the instructional design of technology learning environments for higher education and business environments.
Education | Educational Administration and Supervision
Unger, K. L., & Tracey, M. W. (2013). Examining the factors of a technology professional development intervention. Journal of Computing in Higher Education, 25(3), 123-146.