Publications

Duration and relevance of a professional development program: Using Intel Teach to the Future to illuminate successful programmatic features

March 1, 2005

Using survey data, the authors examined the relationship between duration/intensity of a technology-focused professional development program and specific participant characteristics in predicting successful outcomes. The five participant characteristics chosen were: teachers' feelings of preparedness to support student technology use; teachers' perceptions of the usefulness of creating technology-based projects with students; teachers' perceptions of the relevance of the pedagogical approaches emphasized; and teachers' prior use of featured software Two outcomes were defined: 1) Use of new software applications/technology skills and 2) Implementation of new technology-rich lessons. Analyses indicated different combinations of personal characteristics predicted each outcome. In addition, intensity of the program only predicted the latter outcome. Implications of this research are discussed within the framework of the professional development literature.

STAFF

Daniel Light
Tomoe Kanaya

divider

RELATED PUBLICATIONS

An Evaluation of Intel Teach to the Future Year Two Final Report (Research Report)
Balancing Priorities in the Evaluation of Educational Technology (Feature Article)
Bringing Technology Professional Development to Scale: Lessons learned from Intel Teach to the Future (Policy Brief)
Duration and relevance of a professional development program: Using Intel Teach to the Future to illuminate successful programmatic features (Speeches & Presentation)
Evaluating Educational Technology Interventions: How do we know its working? (Speeches & Presentation)
Findings from the 2003 End of School Year Survey - Intel Teach to the Future U.S. Classic Implementation (Research Report)
Impact of Intel Teach Essentials on Teacher Instructional Practices and Classroom Use of Technology Survey Report (Research Report)
Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning (Research Report)
Intel Teach to the Future 2000-2001 Evaluation Report (Research Report)
Intel Teach to the Future Evaluation Summary Report 2000-2001 (Research Report)
Intel Teach to the Future Leadership Forum Evaluation Report (Research Report)
Intel Teach to the Future Summary of Evaluation Findings, 2000-2003 U.S. Classic Program Implementation (Research Report)
Intel Teach to the Future U.S. Classic Program and U.S. Expansion Program Master Teacher End of Training Survey (Research Report)
Intel Teach to the Future U.S. Classic Program and U.S. Expansion Program Participant Teacher End of Training Survey Data (Research Report)
Intel Teach to the Future U.S. Classic Program Cumulative Master Teacher End-of-Training Survey Data (Research Report)
Intel Teach to the Future U.S. Classic Program Cumulative Participant Teacher End-of-Training Survey Data through Q4-2003 (Research Report)
Intel Teach to the Future: An International Perspective on a Technology Professional Development Program (Speeches & Presentation)
Intel Teach to the Future: Lessons learned from the evaluation of large-scale technology integration professional development program (Speeches & Presentation)
Intel Teach to the Future: Meeting the Challenge of No Child Left Behind (Research Report)
Key Findings from Year One of the EDC/CCT Evaluation of Intel Teach to the Future (Research Report)
Making Thinking Visible: Using Online Tools to Initiate Teachers’ and Students’ Thinking (Speeches & Presentation)
Select Findings from the Evaluation of Intel Teach to the Future (Speeches & Presentation)
U. S. Intel Teach to the Future Essentials Course 2006 End of School Year Survey (Research Report)
What Factors Influence Teacher Level of Follow-Up on Their Training? Further Findings from the 2003 End of School Year Survey - Intel Teach to the Future U.S. Classic Implementation (Research Report)