This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. Recommendations focused on differentiating training and developing personalized learning plans with departmental collaboration.

1. Professional Development:
An Investigation of an 1:1 iPad Initiative
on a High School Campus in Southeast Texas
Paul E. Goebel, M. Ed.
L. Kay Abernathy, Ed.D.
Donna Azodi, Ed.D
.
Cynthia D. Cummings, Ed.D.

2. Action Research Project
This action research study used qualitative and
quantitative data to assess the effectiveness of the
professional development activities throughout a 1:1
iPad initiative. The action research project began in
the second course and was completed in the final
course in the Masters in Educational Administration
program at Lamar University (an 18 month
program).

3. Action Research
“I think of action research as a process of deep
inquiry into one's practices in service of moving
towards an envisioned future, aligned with values.”
Margaret Riel, 2010

4. Background
The purpose of this paper was to study
methods and practices that lead to effective
professional development during a 1:1 iPad
initiative.

5. Rationale
Many schools are integrating technology into student
learning and making the transformation from a
traditional classroom to one that can equip students
for today’s technologically rich society. The key is to
improve the level of professional development that is
presented to teachers in the 1:1 environment.

6. Research Question
How will teachers embrace iPad specific
professional development in partnership
with the technology integration specialists
in order to broaden the professional
knowledge base ?

7. Review of the Literature
“High-quality professional learning
is the foundation on which any
improvement effort in education
must build.”
T. R. Guskey, 2014

8. Review of the Literature
“To obtain desired results, teachers need
to harness supportive attitudes toward, feel
comfortable using, and actually incorporate
the technology; further, an institutional
culture of technology use must be
established.”
Ertmer & Ottenbreit-Leftwich, 2010

9. Review of the Literature
“Recognizing the scope of the challenge
associated with transforming classrooms is
essential to this endeavor if technology is
truly to be integrated into curriculum in
ways that meaningfully impact student
learning and achievement.”
Sun Associates, 2010

10. Review of the Literature
“…Teachers must make massive
investments in time and effort to adapt their
teaching materials and practices to make
the 1:! environment effective and relevant.”
Bebell & Kay, 2010

11. Data Collection
Quantitative Survey Method
Google Docs
Google Forms
Google Analytics

12. Participants
One Technology Director
Two Part-Time Technology Instructional Specialists
40 Teachers on Campus (20 respondents)

13. 75% felt that training was adequate but there were
obstacles that prevented having a higher satisfaction
quotient.
Other factors were addressed, and these impacted
the findings.
Findings

14. Outline of
Professional Development Sessions

15. Adequate Professional Development?
Once again, 75% felt professional development was
adequate and all participants felt like the TIS was available
when needed.

16. Perceived Obstacles
to Professional Development

17. Perceived Obstacles
to Professional Development
•Time Constraints.
•Sessions at inopportune times.
•Sessions too generalized.

18. Perceived Obstacles to
Integrating Technology

19. Perceived Obstacles to
Technology Integration
• Bandwidth
• Device Troubleshooting
• Video Applications
• Blocked Applications

20. Responsibility of Teachers
and Specialists

21. Responsibilities
At this stage of training, the majority of teachers
perceived that it was the teacher’s responsibility
to seek out resources for technology integration.
There were also participants who felt that it was
the TIS’s responsibility to guide the integration
for the classroom.

22. Recommendations
• Sessions specific to learning outcomes in
nature.
• Time where people are able to attend.
• Differentiated instruction for teachers
offered at beginning, intermediate and
advanced levels of competency

23. Recommendations
• Developing personalized learning plans with
departmental collaboration.
• Implementing a local online support group to
share resources and ideas.
• Providing a full time technology integration
specialist position on campuses.

24. Then vs. Now
2013 2015
Grades 6-9 Grades 6-12
Server-based Cloud-based
Network constraints Robust network
Teachers reliant on TIS
Teachers seeking their own
resources/solutions
Generalized training Focused training

25. References
Bebell, D. & Kay, R. (2010). One to one computing: A
summary of the quantitative results from the
Berkshire Wireless Learning Initiative. Journal of
Learning and Assessment, 9(2), 48.
Ertmer, P. & Ottenbreit-Leftwich, A. (2010). Teacher
technology change: How knowledge, confidence,
beliefs, and culture intersect. Journal of Research
on Technology in Education, 42, 255-284.

26. References
Guskey, T. (2014). Planning professional learning,
Professional Learning: Reimagined, 71 (8), 10-16.
Riel, M. (2010). Understanding Action Research,
Center For Collaborative Action Research,
Pepperdine University (Last revision Sep,
2013). Accessed Online on [October 2, 2015]
from http://cadres.pepperdine.edu/ccar/define.htm
Sun Associates (2010). What the research says –
Best practices in technology integration.
Retrieved from http://ww.sunassociates.com/tiresources.html

27. Contact Information
Goebel, Paul, M. Ed.
paulgoebel@hjisd.net
Abernathy, L. Kay, Ed.D.–
lkabernathy@lamar.edu
Azodi, Donna—Ed.D.—
donna.azodi@lamar.edu
Cummings, Cynthia D., Ed.D.
cynthia.cummings@lamar.edu
Presentation:
http://tinyurl.com/nksvwq9