A Case Study on Teacher Educators’ Technology Professional Development based on Student Teachers’ Perspectives in Malawi

This qualitative research study determines if providing technology professional development augmented with consultative support to university faculty increases mobile learning opportunities in higher education. This study used interviews and syllabi from two faculty case study participants who attended technology professional development over the course of a year and also received consultative support. Results indicated the amount of time, rank, and experience teaching in higher education were factors that determined the likelihood of the case study participants to increase the number of mobile learning opportunities for their students. The cross-case comparison suggested the two case study participants share some of the same factors in determining their use of mobile devices for learning in higher education.

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ISET Expert Panel Discussion Series 2020–2021

Journal of Special Education Technology ◽

10.1177/01626434211033589 ◽

2021 ◽

pp. 016264342110335

Author(s):

Emily Hoeh ◽

Tara L. Kaczorowski

Keyword(s):

Professional Development ◽

Special Education ◽

Information Sharing ◽

Expert Panel ◽

Panel Discussion ◽

Education Technology ◽

Technology Professional Development ◽

Individuals With Disabilities ◽

Technology Professional ◽

Development Committee

The Innovations and Special Education Technology Professional Development Committee would like to extend its appreciation to the following leaders in the field of Special Education. Each of the following individuals volunteered to speak during the 2020–2021 ISET Expert Panel Discussion series and shared expertise on a variety of pressing topics during remote instruction due to the COVID pandemic. The information sharing is a testament to their unwavering support for the members of ISET and all of the stakeholders involved in supporting individuals with disabilities.

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Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool

Handbook of Research on Educator Preparation and Professional Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-8583-1.ch004 ◽

2019 ◽

pp. 41-58

Author(s):

Amber Grace Candela

Keyword(s):

Professional Development ◽

Quality Assessment ◽

Instructional Practices ◽

Mathematics Teachers ◽

Instructional Quality ◽

Mathematics Classrooms ◽

Development Tool ◽

Teachers Perspectives ◽

Cognitively Demanding Tasks

This chapter will provide readers with an overview of professional development created and enacted to support teachers' selection and implementation of cognitively demanding tasks using the Instructional Quality Assessment as the professional development tool. This case study seeks to give voice to mathematics teachers in third through eighth grades who participated in the professional development as they share their perspectives on using the instructional quality assessment rubrics and structure of professional development. The goal of this chapter is to provide an overview of the structure of the professional development, and share the aspects of the professional development the teachers identified as supportive or a hindrance when planning and implementing tasks in their mathematics classrooms. With this information, the article concludes by discussing ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

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Mathematics Education Technology Professional Development

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch006 ◽

2018 ◽

pp. 115-144

Author(s):

Shannon O. Driskell ◽

Sarah B. Bush ◽

Robert N. Ronau ◽

Margaret L. Niess ◽

Christopher R. Rakes ◽

...

Keyword(s):

Professional Development ◽

Mathematics Education ◽

Mathematics Learning ◽

Education Technology ◽

Development Research ◽

Learning Tools ◽

Technology Professional Development ◽

Pedagogical Content ◽

Knowledge Framework ◽

Technology Professional

The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn's (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.

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Standards-Based Educational Technology Professional Development

Encyclopedia of E-Leadership, Counseling and Training ◽

10.4018/978-1-61350-068-2.ch060 ◽

2012 ◽

pp. 819-834

Author(s):

Diana Stanfill

Keyword(s):

Professional Development ◽

Educational Technology ◽

Valuable Insight ◽

Technology Professional Development ◽

Technology In The Classroom ◽

Train The Trainer ◽

Design And Implementation ◽

Technology Professional ◽

Integrate Technology ◽

Adoption Design

Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.

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Professional Development for Classroom Teachers

Research Anthology on Facilitating New Educational Practices Through Communities of Learning ◽

10.4018/978-1-7998-7294-8.ch004 ◽

2021 ◽

pp. 51-71

Author(s):

Jeffrey Maiden

Keyword(s):

Professional Development ◽

Adult Learning ◽

Professional Learning ◽

Technology Use ◽

Classroom Teachers ◽

Technology Professional Development ◽

University Partnerships ◽

Symbiotic Relationships ◽

Modeling Technology ◽

Technology Professional

The professional development of teachers in instructional technology is of paramount importance. This chapter provides an overview of the topic, beginning with adult learning as a foundation. Teachers are adults, and any type of professional development, whether related to technology or not, should meet the needs of adult learners. The chapter subsequently provides a review of professional learning communities (PLCs), which may provide a venue for impactful, sustainable technology professional development. Next, teacher-led technology professional development and peer coaching are addressed, followed by a discussion of the use of the community, corporate, and university partnerships that may enhance professional development through symbiotic relationships. The chapter concludes with a discussion of virtual professional development, which may serve a dual purpose of enhancing professional development sustainability as well as modeling technology use for instructional purposes.

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