This document discusses effective professional development for educational technology integration. It explains that quality educational technology professional development (ETPD) should be long-term, provide follow-up support and feedback, encourage collaboration and reflection, and engage teachers in meaningful learning activities rather than one-size-fits-all workshops. The document also summarizes several ETPD models proposed in other research, including the use of online communities and knowledge brokers to facilitate teacher learning and the master technology teacher program.

1. Educational Technology
Professional Development
Yuri Zepeda
Dr. Chen
EDIT 556

2. The role of Educational
Technology
 Provides authentic learning experiences
 Improves instruction
 Enhances student learning
 Prepares students for the 21st century
 Students gain & develop new set of skills: critical,
analytical, cultural, global, and digital

3. The need for high-quality ETPD
 In order for students to be prepared for the 21st
century and gain technology skills & fluency,
teachers need to learn how to integrate
technology into their classrooms successfully.
 It educates teachers the value of technology
 It provides constant support for teachers, thus
developing confidence
 It exposes teachers to innovative/ creative ideas
& resources

4. Reasons why many PD programs
fail
 No explicit connection between the use
technology and instruction
 Short-term workshops that focus on technical
assistance
 Lack of meaningful opportunities for teachers to
share ideas and reflect on their instructional
practices
 Little teacher support or feedback
 Follow “one-size- fits- all” workshops
 Fails to address the needs of teachers, school,
students, etc.

5. What defines a high-quality ETPD?
 Longer duration
 Follow-up support and feedback
 Access to new technologies
 Collaboration and reflection
 Shared vision for student learning
 Community building
 Moves beyond technical assistance/ skills
 Engages teachers in meaningful & relevant
learning activities
 Helps teacher to become comfortable using
technology

6. “Online communities”
 Lock (2006) introduces “online communities” to
facilitate teacher professional development
 Creates authentic learning communities where
teachers become active participants
 Focuses on “designing, building, and supporting a
structure and a process… meeting the personal
ongoing professional development needs of
teachers” (pg. 663)
 Function outside “conventional practices and
timeframes (e.g., workshops)” (pg. 675)

7. “Knowledge Brokers”
 Plair (2008) introduces the notion of “knowledge
brokers, or a intermediary to sort through a
wealth of information about programs, tools, and
Web resources and o explain and demonstrate to
them (teachers) how to use it in a way that
supports and enhances student learning and
personal productivity” (pg. 71).

8. “Master Technology Teacher”
 Wright (2010) describes that the Master
Technology Teacher, a professional development
program that focuses on “training teachers how
to use technology in classroom instruction” (pg.
139).
 Classroom observation to see how a teacher
uses & implements technology
 Opportunities for reflection, feedback, support,
collaboration, and active participation

9. “The Centers for Quality Teaching
and Learning”
 This professional development places technology
in the “context of student-centered instructional
practices “ (Matzen & Edmunds, 2007, pg. 417)
 Shift from “traditional instruction” to a more
“constructivist- compatible instruction” (pg. 417)
 Alternative vision for the use of technology
 Teachers are able to connect technology and
instruction

10. Resources
 Harris, J. (2008). One Size Doesn’t Fit All: Customizing Educational
Technology Professional Development. Learning and Leading with
Technology.18-26.
 Jansen, D., & Mensh, M. (2011). Professional Development for Change.
Agriculture Education Magazine. 84 (2), 9-11.
 Lawless, K., & Pellegrino, J. (2007). Professional Development in
Integrating Technology into Teaching and Learning: Knowns, Unknowns,
and Ways, to Pursue Better Questions and Answers. Review of Educational
Research, 77(4), 575-614.
 Lock, J. V. (2006). A New Image: Online Communities to Facilitate Teacher
Professional Development. JI of Technology and Teacher Education, 14 (4),
663-678.
 Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & Culp, K. (2010).
Connecting Instructional Technology Professional Development to Teacher
and Student Outcomes. Journal of Research on Technology in Education,
43(1), 53-74.
 Matzen, N. J., & Edmunds, J. A. (2007). Technology as a Catalyst for
Change: The Role of Professional Development. Journal of Research on
Technology in Education, 39 (4), 417-430.
 Plair, A. K. (2008), Revamping Professional Development for Technology
Integration and Fluency. Clearing House, 82 (2), 70-75.
 Wright, V.H. (2010) Professional Development and the Master Technology
Teacher: The Evolution of one Partnership. Education 131 (1), 139-146.