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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 39 Number 4 Summer 2007
Technology as a Catalyst for Change: The Role of Professional Development
Nita J. Matzen and Julie A. Edmunds
SERVE Center at University of North Carolina-Greensboro
Abstract
This paper presents an analysis of results from an evaluation of The Centers
for Quality Teaching and Learning, a professional development program placing
technology in the context of student-centered instructional practices. This
analysis focuses on the relationship between the professional development and
teachers’ use of technology in their classroom and their general instructional
practices. The results from this study indicate teachers increased their use
of technology in ways viewed as more constructivist, regardless of their broader
instructional practices. One possible explanation may be the instructional context
of the professional development that teachers experience.
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the full article (PDF, 123 KB, PDF instructions)
Contributors
Nita J. Matzen, EdD, is the project director for the Technology in Learning
Program at the SERVE Center at the University of North Carolina, Greensboro.
Her research interests include the role of professional development in teacher
learning and instructional change, and building educator capacity to conduct
formative project evaluation. (E-mail: nmatzen@serve.org)
Julie A. Edmunds, PhD, is a senior research specialist at the SERVE Center
at the University of North Carolina at Greensboro. Her research interests include
program evaluation, school reform, assessment and accountability, and reaching
diverse student populations. (E-mail: jedmunds@serve.org)
Copyright 2007, (International Society for Technology in Education). All
rights reserved.
| technology, constructivism, instruction |
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