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The Context of Teacher Professional Development and Technology Integration
Teachers’ Voices in One-to-one Technology Integration Professional Development Programs
Stephanie Melody Williams-Britton
Dr. Ismail Sahin, Dr. Wilfried Admiraal
978-1-952092-11-4
The preceding chapter summarized the importance of the teachers’ voices in technology integration in a newly implemented 1:1 program. Following the introduction of the study is the background of the problem. Identified in the problem was a gap in research. This gap promoted the study’s purpose for conducting a qualitative instrumental case study to explore teacher’s perceptions, practices, and professional development in a newly implemented 1:1 laptop program. Exploration occurred through an investigation of certified teachers who taught in the school district before the implementation of the initiative. Relevant to the study was the significance and purpose of the study to inform administrators and other educational stakeholders of the importance of teacher’s voices in 1:1 programs.
Utilizing the findings to understand teachers’ perceptions, practices, and considerations for professional development in a 1:1 laptop program is the study’s aim. Identified in literature review was the theoretical framework used in the research and the theory of planned behavior. An in-depth exploration of the theoretical framework and the review of literature on technology integration, educational technologies, 1:1 programs, professional development, national technology standards, and technology frameworks follow in the literature review. The literature review connects to the problem statement and description of the gap in the literature.
Williams-Britton, S. M. (2021). The context of teacher professional development and technology integration. In I. Sahin & W. Admiraal (Eds.), Teachers’ voices in one-to-one technology integration professional development programs (pp. 1–8). ISTES Organization.
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