This document outlines a study on the utilization of technology in the classroom with the help of professional development for teachers. It discusses how professional development can train teachers, as digital immigrants, to better use educational technologies. The study aims to understand why teachers are not using technologies like multimedia and determine how professional development can help address this. It will focus on elementary school teachers and students, collecting data through surveys, observations, interviews and analyzing students' work before and after the teachers receive professional development. The literature review discusses past research that found a lack of technology training for teachers and the goal of professional development to integrate technologies into teaching.

1. R O S H A N I R A J B A N S H I
N E W M E X I C O S T A T E U N I V E R S I T Y
Utilization of Technology in the
Classroom with the Help of
Professional Development

2. Outline
 Introduction
 Definition of Professional Development (PD)
 Significance of the Study
 Research Questions
 Literature Review
 Methods
 Focus area
 Procedure
 Study area
 References

3. Introduction
 Difference in the way children and adults use
technology.
 Children Digital natives (Prensky, 2001).
 Adult Digital immigrants
 Professional a way to encourage
development and train teachers
to use technology

4. Definition
 According to Schalager & Fusco (2003), PD is conducted
as training, workshop and seminar that are held for
teachers to inform them about “new knowledge and skill
in the context of conceptual tools, rules and allocation of
roles” (p. 209).
 Zhao (2013) also states that it was Holmes in 1986 who
introduced the concept of “Professional Development
School” (p. 1628).
 Cannon, 2013 states that PD “learning activities and
experiences educators engage, from pre-service
education to retirement, in order to increase career
related performances” (p. 1).

5. Significance of Study
 The significance of this study is to find out why
teachers are not using available learning technology
like multimedia and Web 2.0 in classroom.
 It will also assist teachers to utilize technology in the
classroom.
 This study will also help teachers to improve
teaching practices with the utilization of technology.

6. Research Questions
 Why is multimedia and Web 2.0 good educational
tool for teachers?
 How effectively are teachers using teaching
technologies in the class?
 What learning technological tools are students
using?
 How will professional development help teachers to
use learning technology in classroom?

7. Literature Review
 Ratio of computer to student is 5:1 in 2001 (Lawless
& Pellegrino, 2007); however computers are not
turned on in the classroom (Wiburg, 2003)
 Teachers felt lack of training regarding the use of
technology (Watson, 2006).
 The goal of professional development to integrate
technology in the classroom (Mouza, 2002).

8. Literature review cont...
 The level of self-efficacy is high after workshop.
(Watson, 2006).
 Long vacations are the time to learn new
applications (Dwyer, 1994).
 Online technology PD can be an alternative to face-
to-face instruction (Barnett, 2003).
 According to Schlager and Fusco (2003), PD
provides information to teachers and puts knowledge
into practice through the eyes of experts.

9. Cont..
 Ambiguity of Professional Development
 Outdated and inadequate equipment in classroom
 PD far away from the school site
 long hours
 irrelevant skills
 one-shot training
 no follow-up or no support (Mouza, 2002).
 Problem arises when there are “incompatibilities in
culture, leadership and tools” (Schlager & Fusco, 2003).
 No proper cooperation between teachers, administrators
and stakeholders hinders the progress of effective PD.

10. Methods
 Focus area:
 My focus area would be 25 elementary school teachers of
LCPS.
 This study would focus on 4th Grade science teachers and their
students.

11. Study area

12. Diagrammatic view of procedure
 First Step Survey
 Second step Provide PD
 Third step Collect initial work of
the student
 Fourth step Observation + Interview
 Fifth step Collect final work of
student’s work
 Sixth step Evaluation

13. References
 Barnett, H. (2003). Technology professional development: successful strategies for teacher change. ERIC
digest. ERIC Clearinghouse on Information and Technology Syracuse
NY. http://bern.library.nenu.edu.cn/upload/soft/0-article/029/517056.pdf
 Cannon, J. G., Kitchel, A. & Duncan, D. W.(2013). Perceived professional development needs of Idaho
secondary career and technical education teachers: Program management. Online Journal for Workforce
Education and Development, 4(1).
 Dwyer, D. (1994). Apple classrooms of tomorrow: What we've learned. Educational Leadership, 51(7), 4-10.
 Lawless, K. A. & Pellegrino, J. W. (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. http://rer.sagepub.com/content/77/4/575.full
 Mouza, C. (2002). Learning to teach with new technology: implication for professional development. Journal
of Research on Technology in Education, 35.2, p272.
 Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. Vol 9, No. 5.
 Schlager, M.S. & Fusco, J. (2003). Teacher professional development, technologies and community of
practice: Are we putting the cart before the horse. The Information Society, 19, 203-220.
 Watson, G. (2006). Technology professional development: Long-term effects on teacher self-efficacy. Journal
of Technology and Teacher Education, 14(1), 151-165.
 Wiburg, K. M. (2003). Technology and the new meaning of educational equity. Computers in the School, 20:
1-2, 113-128.
 Zhao, Y. (2013). A probe into psychological training for professionalization development of college teachers.
Research Journal of Applied Sciences, Engineering and Technology 5(5): 1627-1632.

14. Thank you