1. A Study of the Impact of a School-Based, Job-Embedded Professional Development Program on Elementary and Middle School Teacher Efficacy for Technology Integration Yvonne Skoretz Dissertation Presentation February 7, 2011

4. Research Questions 1. What is the change, if any, in teachers’ level of technology integration in classroom practice after participation in a school-based, job-embedded professional development program? 3. What is the difference, if any, in efficacy levels for technology integration between teachers who have participated in a school- based, job-embedded professional development program and those who have not? 5. What is the relationship , if any, between teachers’ efficacy for technology integration and levels of technology integration in the classroom for teachers who have participated in a school-based, job-embedded professional development?

9. Major Findings: RQ1 Total Experimental Group Pre- and Post- Mean Scores for Levels of Technology Integration Note. R=0-18. N=37. Pretest Posttest M SD M SD p 9.97 1.81 10.81 2.54 .08

11. Major Findings: RQ2 Pre-Post Mean Difference Scores for Technology Integration Teaching Experience F(3, 33) = .534, p = .662 0-6 years 1.5 7-12 years .25 13-23 years .20 24-35 years 1.36 Grade Level F(1, 35) = .534, p = .439 Elementary .50 Middle 1.23 Subject Area F (1, 35) = .320, p = .575 Multi-subjects .57 Single subject 1.11

12. Major Findings: RQ3 Group Differences in Mean Scores for Efficacy for Technology Integration Experimental Group Comparison Group M SD M SD t value p Overall Total Factor One - Computer Technology Capabilities and Strategies 89.70 67.69 9.09 6.96 82.35 62.78 15.41 11.98 2.40 2.28 .019* .026* Factor Two - External Influences of Computer Technology Uses 21.42 2.2 19.57 3.74 2.56 .013*

13. Major Findings: RQ4 Group Differences in Total Efficacy for Technology Integration Mean Scores Based on Teaching Experience, Grade Level, and Subject Area Experimental Group Comparison Group Variable M M Teaching Experience F (3, 33)= .269, p=.84 F (3, 24) = 5.446, p=.005** 0-6 years 91.50 90.44 7-12 years 90.50 85.00 13-23 years 87.70 80.00 24-35 years 89.63 60.50 Grade Level F (1, 35) = 4.013, p=.05* F (1, 26) = 2.295, p=.142 Elementary school 87.05 87.33 Middle school 92.82 78.62 Subject Area F (1, 35) = 5.545, p=.02* F (1, 26) = 1.833, p=.187 Multi-subjects 86.47 88.00 Single subject 93.11 79.68

14. Major Findings: RQ5 Total Efficacy for Technology Integration (R=21-105). Factor One (R=16=80). Factor Two (R=5-25). Technology Integration (R=0-36). Relationship between Experimental Group’s Efficacy for Technology Integration and Level of Technology Integration in the Classroom M M r p Total Efficacy 89.70 Technology Integration 20.70 .17 .29 Factor One, Computer Technology Capabilities and Strategies 68.21 Technology Integration 20.70 .21 .19 Factor Two, External Influences of Computer Technology Uses 21.48 Technology Integration 20.70 .03 .84

15. Major Findings: RQ6 Experimental Group Differences in the Relationship between Technology Integration and Total Efficacy for Technology Integration Based on Teaching Experience, Grade Level, Subject Area Variable Tech Integration Mean Efficacy for Tech Integration Mean r p Teaching Experience 0-6 years (n=8) 20.24 91.50 .316 .446 7-12 years (n=8) 19.25 90.50 -.084 .843 13-23 years (n=10) 21.70 87.70 .276 .441 24-35 years (n=11) 21.18 89.63 .322 .334 Grade Level Elementary school (n=20) 20.55 87.05 .077 .747 Middle school (n=17) 20.88 92.83 .265 .304 Subject Area Multi-subjects (n=19) 20.63 86.47 .119 .626 Single subject (n=18) 20.77 93.11 .244 .329

16. Conclusions RQ1: No statistically significant change in teachers’ level of technology integration in classroom practice after participation in a school-based, job-embedded professional development program RQ2 : No statistically significant change based on teaching experience, grade level and subject area

17. Conclusions RQ3: Teachers who participated in a school-based, job-embedded professional development program scored at significantly higher levels of efficacy for technology integration compared to those who had not participated. RQ4: Within group comparisons indicated that statistically significant differences existed in the experimental group’s efficacy for technology integration scores based on grade level and subject area.

18. Conclusions RQ5: No statistically significant relationship between teachers’ efficacy for technology integration and level of technology integration for those teachers who participated in a school-based, job-embedded professional development program RQ6: No statistically significant relationship based on teaching experience, grade level and subject area.