Home PublicationsJRTEPast IssuesVolume 39 Number 1: Fall 2006

	Edited by Dr. Lynne Schrum, George Mason University
formerly Journal of Research on Computing in Education

Volume 39 Number 1 Fall 2006

Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices

Jonathan Brinkerhoff
University of New Mexico

Abstract

A variety of barriers relating to resources, institutional and administrative policies, skills development and attitudes can hinder the effectiveness of technology professional development resulting in underutilized technology resources and lack of integration of those resources within instruction. Multiple methods were used to evaluate the effectiveness of a long-term professional development academy intended to address those barriers and promote increased use of technology in the academy participants’ instruction. Results revealed significant gains in participants’ self-assessed technology skills and computer self-efficacy, with little or no change to self-assessed technology integration beliefs and practices despite interview data indicating participants felt their teaching had changed as a result of their academy participation. This article suggests the design of the academy was successful in addressing some but not all of its intended objectives. Suggestions for the design of long-term technology professional development are discussed.

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Contributors

Jonathan Brinkerhoff is an assistant professor of educational technology at the University of New Mexico.

Contact

Jonathan D. Brinkerhoff,
Educational Specialties,
287 Hokona Hall–Zuni MSCO5 3040,
1 University of New Mexico,
Albuquerque, NM 87131-001;
jbrink@unm.edu

Copyright © 2006, ISTE (International Society for Technology in Education). All rights reserved.