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The Literature Review 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
9-32
Despite extensive research available on 1:1 programs and technology integration, the literature review identified a gap in the literature. The inclusion of teachers’ voices in a 1:1 program is limited in the literature review. In addition, the literature showed assessments of a 1:1 program focused on the availability of devices as opposed to the promotion of students’ educational advancements. An exploration of teachers’ voices through shared beliefs, feelings, and perceptions may provide a more precise understanding of the importance of the voices of teachers in a 1:1 program. Furthermore, the study may provide administrators with information on how to value and incorporate teachers’ perceptions, practices, and professional development in a 1:1 program.
The theory of planned behavior was applied to the methodological plan, data collection procedures, and the presentation of the study’s findings (Grant & Osanloo, 2016). Five components of the theory of planned behavior (attitudes, subjective norms, perceived behavioral control, intentions, and behavior) aided in understanding the focus of the study. Areas to be explained in the research method include: the research design and rationale, researcher’s role, research procedures, data collection, data analysis, reliability and validity, ethical procedures, and a summary.
Williams-Britton, S. M. (2021). The literature review 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. 9–32). ISTES Organization.
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