The Role of Technology in Teachers - Professional Development
The Role of Technology in Teachers - Professional Development
The Role of Technology in Teachers - Professional Development
Dissertations
Summer 8-2007
Part of the Educational Methods Commons, Online and Distance Education Commons, and the
Teacher Education and Professional Development Commons
Recommended Citation
Adada Shatila, Nisrine Nabih, "THE ROLE OF TECHNOLOGY IN TEACHERS’ PROFESSIONAL
DEVELOPMENT" (2007). Dissertations. 1259.
https://aquila.usm.edu/dissertations/1259
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The University of Southern Mississippi
DEVELOPMENT
by
A Dissertation
Submitted to the Graduate Studies Office
of The University of Southern Mississippi
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy
Approved:
August 2007
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COPYRIGHT BY
2007
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The University of Southern Mississippi
DEVELOPMENT
by
Abstract of a Dissertation
Submitted to the Graduate Studies Office
of The University of Southern Mississippi
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy
August 2007
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ABSTRACT
DEVELOPMENT
August 2007
today’s rapidly changing world, teachers have come to the realization that
technology is a vital part of their students’ lives. The literature also supports
teachers’ increasing need for online professional training. The purpose of this
research study was to determine K-12 teachers’ attitudes toward traditional face-
surveyed 1,000 K-12 teachers in nine Mississippi public school districts using a
ii
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positive attitudes toward face-to-face professional training. Further, the
Teachers integrated more technology into their instruction after they participated
teachers liked how interactive and convenient online professional training was.
effective.
iii
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DEDICATION
who has been there for me every step of the way and to my precious children,
AbdulRahman and Majida, who endured so much, yet were very patient.
I would also like to dedicate this study to my dearest parents, Mr. Nabih
Adada and Mrs. Maha Adada, who instilled in me the value of education and
taught me never to give up. Thank you, Mother and Father for believing in me.
iv
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ACKNOWLEDGEMENTS
Ronald Styron, for all the guidance and support he has provided. I would also like
and patience. Special thanks to the rest of my committee members, Dr. Gaylynn
Parker, Dr. Mike Ward, and Dr. David Lee, for all the help they have given me. I
would also like to thank all the superintendents and principals who gave me
permission to collect data from their schools. A word of thanks also goes to all
teachers who gave few minutes of their valuable time to fill out my
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TABLE OF CONTENTS
ABSTRACT................................................................................................................ ii
DEDICATION........................................................................................................... iv
ACKNOWLEDGEMENTS........................................................................................ v
LIST OF TABLES....................................................................................................viii
LIST OF ILLUSTRATIONS.......................................................................................ix
CHAPTER
I. INTRODUCTION................................................................................. 1
Introduction
Theoretical Framework
Professional Staff Development
Online Professional Development
The Role of Educational Leaders in Providing Staff Development
Programs
Summary
III. METHODOLOGY.............................................................................. 62
Research Overview
Sample
Instrumentation
Procedures
Data Analysis
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IV. ANALYSIS OF DATA 68
Introduction
Data Collection
Description of Sample
Data Preparation
Analysis of Research Questions
Summary of Findings
Ancillary Findings
Introduction
Purpose of the Study
Summary of Procedures
Limitations
Summary of Major Findings
Discussion
Qualitative Findings and Discussion
Ancillary Findings and Discussion
Recommendations for Policy and Practice
Implications for the Educational Leader
Recommendations for Future Research
Reflections
APPENDIXES......................................................................................................111
REFERENCES..................................................................................................... 136
vii
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LIST OF TABLES
Table
2. Factor Loadings............................................................................................. 74
Q uestions..................................................................................................... 83
viii
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LIST OF ILLUSTRATIONS
Figure
Development.................................................................................................78
Receive......................................................................................................... 89
ix
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CHAPTER I
INTRODUCTION
studied as well as the research questions. Definitions of some terms used in the
research study and the assumptions the researcher had are also reported. The
delimitation and limitations related to this specific study are listed followed by
school systems around the world suffer from the lack of professional
student achievement” (Berry, Hoke, & Hirsch, 2004, p. 2). Oelrich (2001)
learning opportunities so that they can offer their students high-quality education.
2003) requires K-12 teachers to have at least five Continuing Education Unit
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have to be given the chance to keep learning so that they continue to grow.
outcomes” (Adsit, 2004, p. 4). Unfortunately, research illustrates that most staff
development training is still done in secluded workshops and is not related to the
The No Child Left Behind Act (NCLB) calls for each child to be taught by a
qualified teacher; the NSDC added to this requirement that all teachers should
When educators persist on expanding their horizons they are paving roads of
success not only for themselves, but also for their students. Through diverse
expand their knowledge base. This has a direct positive effect on teachers’ and
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teachers before they start planning. They also have to be very supportive and
other hand, have to be open-minded and ready for change. Joint planning,
to occur. Hawley and Valli (1999) noted that professional development should be
needs.
allow teachers to share experiences. They help educators learn from each
others’ success and failure. Furthermore, they allow teachers to update their
Teachers feel very uncomfortable when their students know more about
the topic being taught than they do. Living in a high-tech world, students need
their teachers to be able to live up to the challenge. The only way for them to do
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cognizant of the reality that students as well as a number of K-12 teachers are
considered Digital Natives. They are individuals who rely primary on their visual
sense to collect data (Weiler, 2004). According to Oblinger (2003), people who
belong to the Digital Generation learn best when technology is utilized in their
learning environment; they also prefer team work to individual work. Moreover,
Weiler noted that Digital Natives favor hands-on experiences that have a
meaningful connection to their needs. Identifying the K-12 teachers who belong
to the Digital Generation and knowing their specific needs, educational leaders
through which teachers can keep up with the rapidly growing world of technology.
The Internet is the fastest means for teachers to learn new instructional tactics
(Golden, 2004) and share them with other educational experts all around the
“schools are not bound by the limits of time and substitutes” (Anderson, 2000, p.
27). Educators can download lesson plans, curricular activities, and instructional
strategies from educational websites anytime. Moreover, they can have access
to Internet libraries that are packed with educational resources. Teachers can
also register for online courses that can help them learn more about what they
teach and how they teach it. Ongoing professional development and abundant
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access to computers and the Internet will lead to effective use if teachers are
properly trained and well encouraged (Ertmer et al., 2002). Computer integration
is more than just hardware access. “It’s not just about computers, it’s about
The Partnership for 21st Century Skills (2004) referred to the significance
that integrating 21st century skills into curriculum and instruction will make
learning germane to students who already lead stimulating, digital lives outside of
school. Students who use technological devices and gadgets extensively in their
daily lives need the same advanced technologies to be incorporated into their
advantage of the Internet. They should use it as a vehicle for delivering quality
and performance, and promote professional growth for all employees” (MDE,
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educators the chance to ameliorate their instruction (Bryan, 2000). When their
instruction is enriched with the latest information and techniques, their students’
processes may mean boring, even chaotic classes. Students tend to get bored
easily if their teachers do not vary their techniques. This boredom usually causes
educators nationwide. Wang (2000) affirmed that educators in this day and age
are conscious to the bare fact that technology is here to stay, so more teachers
still considered to be “an option” in many schools. The data collected from The
across the curriculum is 54%” (MDE, 2004, p. 3). Data from the MOTE study also
showed that very few teachers (only 1%) made use of the online professional
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resource that provides K-12 teachers and principals with a variety of online
are directly related to specific contents, yet others deal with technology
guide and support participating teachers and administrators throughout the whole
process.
than traditional staff development, then educational leaders have to ensure that
their teachers are getting the training they value. Teachers have to be involved in
professional staff development that “makes sense to them.” The way teachers
view professional development affects their performances. If they believe that the
professional development conferences they are attending are dull, boring, and
ineffective, they will neither enjoy them nor benefit from them. However, if
programs that are intriguing, beneficial, and effective, they will not only be
pleased, but also prosper (Bryan, 2000). Teachers who strive to help their
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Research Questions
professional development.
development?
professional training?
Definition of Terms
be experience-based.
(Killion, 2000).
and Master’s degrees are required to have at least 5 CEUs in a five-year cycle.
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In general- every five training hours equal to one half of a CEU credit. (MDE,
2003).
Drive: In Hull’s Drive Reduction Theory, drive refers to the adults’ desire to
learn.
Intranet: A network that resembles the World Wide Web, but people who
work in a specific organization are the only ones who have access to it.
use their team power and expertise to help each other learn and achieve their
common objectives.
NCLB Act: The No Child Left Behind Act that mandates that all children
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and students.
done through the use of media including: videos, televisions, cameras, tapes,
Virtual University: A university that offers degrees that are fully online.
Assumptions
without duress.
■ Everyone who filled out the questionnaire read the instructions carefully
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Delimitations
research study:
submitted them to principals. One of the limitations was that the survey
instruments might have not been distributed in a timely manner. The ideal
case would have been for the researcher to mail the questionnaires to
was implausible.
online professional training which might have affected the results and
findings.
Limitations
Mississippi.
■ Only K-12 educators who teach in The Mississippi Public School System
were targeted. The sample did not include private school teachers.
Justification
ones who work in or are associated with K-12 schools in Mississippi. The findings
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of this study can help educational leaders better plan professional development
interactive experiences that not only enlarge their knowledge base, but also
inform them of different ways in which they can better their performances in class
(Anderson, 2000). This study also investigated the difference in K-12 teachers’
Another purpose of this study was to investigate how educators who were
online models of staff development will hinder the learning process of the
teachers involved” (Cole & Styron, 2006, p. 33). This study was not intended to
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in K-12 schools.
Purpose of Study
realization that technology is here to stay (Wilcox, Bauschard, & Osterhus, 1998).
The purpose of this research was to study Mississippi school teachers’ attitudes
Mississippi K-12 teachers find online professional development more useful and
technology into their instruction. The study was designed to explore whether
engaging way, would then be encouraged to have their students gain knowledge
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in the same way. The study was set to determine if K-12 teachers integrated
more technology into their classes after they participated in online professional
help determine if online training was more effective than traditional training.
Summary
The first chapter of this research study talked about the need for high-
qualified teachers and the value of both traditional and online professional
development. It also stated the problem and the research questions this specific
followed by the assumptions the researcher made. This chapter also included the
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CHAPTER II
Introduction
development and teacher learning in the past decade (Borko, 2004; Richardson
& Placier, 2001). The literature on teacher quality is saturated with research that
supports the fact that teachers need to know their subject matter and how to
teach it. Recent studies show that professional support and redesigning schools
are important factors for effective teaching (Berry, Hoke, & Hirsch, 2004). Haar
(Sparks, 2002).
Educators must have time, resources, and opportunities to assess their own
teaching methods, to develop and learn new subject matter, to work together
Moreover, The No Child Left Behind (NCLB) Act mandates that all
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evidence of what they are doing to improve teacher quality. Another objective of
NCLB is that all students become technologically literate by the end of their
eighth grade.
said, “Computers are the ‘new basic’ of American education, and the Internet is
the blackboard of the future.” Online professional training helps teachers educate
today’s youth in a way that prepares them for tomorrow’s high-tech world.
educators’ experiences. Yet, “all the bells and whistles made possible with
technology will not produce results for students or educators unless the
Theoretical Framework
Various research studies confirm the vital need for teachers to participate
activities of adults. Adults want to learn concepts and issues that are directly
according to Knowles (1980), when they are given the opportunity to experiment,
not when they are lectured to. This is directly proportionate to the way teachers
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not only learn through experimentation, but also deal with actual problem-based
enhance their knowledge in fields that are directly connected to their profession.
Hull et al. (1940) argued that drive is a critical element for learning to
knowledge unless they have a desire to learn. Hull et al. also proposed that the
or conference that does not guarantee learning. Furthermore, the learner should
Hull et al. suggested that the learning must satisfy the learner’s wants. Online
Educators who participate in online professional training are not only attentive,
improving teachers’ skills and knowledge should be one of the most prominent
investments school leaders make (Holland, 2005). Haar emphasized that quality,
teachers stop growing, their students cease to grow, too. Teachers’ knowledge
and skill is what influences student leaning and achievement. Caring, qualified
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The only way school systems can move from where they are to where they want
professional growth. Effective teaching is based not only on what teachers know.
Teachers should know their subject matter well; they are also required to know
educators with the knowledge and the skill they need to dramatically increase
and better student learning (Bryan, 2000; Reid, 2002). Student achievement also
training is a key for determining the quality of teaching. The National Partnership
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that, you need certain kinds of skills, capacities, and relationships. Those are
what professional development can contribute to. Any school that is trying to
Linek, Fleener, Fazio, Raine, and Klakamp (2003) reported the results of a
five-year study in which a university worked with a public school district to form a
study took place in a small city in Texas. The school district served 4,000
one intermediate school, one junior high school and one high school. The study
2000 grant for professional development. The grant was funded by the Texas
collaborated in this project. Every year there were about 45 teachers, liaisons,
One faculty member was hired as a liaison to help determine the needs of
teachers and faculty members of the three elementary schools. After in-service,
the needs of students and teachers were diagnosed, and then they were
matched to the professional training topics. Teachers were then provided with
off-site training, contracting consultants for on-site training, and using a “trainer of
trainer” model in which educators would be involved in formal training and on-
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Data used in this study were gathered over a period of five years. The first
year (1993-1994) was the baseline year prior to the staff development and
teacher education implementation. The 1994-1995 year was the second baseline
year during which the professional development program and teacher education
were implemented. The remaining three years (1995-1998) represented the data
that were collected during the funding of the Academics 2000 grant that included
The results of the study indicated that elementary teachers perceived the
to share what they learned in these sessions with their peers. The study also
professional growth helped educational leaders meet the needs for their
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teachers. This made educators more aware of their students’ individual needs
and the materials they taught. The staff development program benefited the
third and fourth graders of the three studied campuses showed a significant
increase. By the end of the third year of the staff development program, the third
and fourth grade students received “exemplary” ratings. At the end of the 1998
school year, 90% of the students in the three controlled campuses passed the
reading, writing, and mathematics TAAS. During the five-year review period,
campuses 1, 2 and 3 showed positive passing rate gains of 13.3%, 14.7% and
professional development programs are essential to shift the focus from the way
educators teach to the way children learn. Such staff development programs
empower teachers and educational leaders and assist them in their continuous
professional growth.
Today, the problem with the majority of the schools “isn’t that they are no
longer what they once were; the problem is that they are precisely what they
once were” (Barth, 2001, p. 28). The primary aim and ultimate purpose of
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leaders.
and how students think has lead educational leaders to realize the great impact
subject they are teaching, but also to increase their understanding of how their
students learn. According to Linn (2005), The NCLB approach for accountability
scores- in a specific public school- are not up to the standards set by the NCLB
Act, the school will be held accountable because it did not meet the NCLB
impact it has on student performance (Berry, Hoke, & Hirsch, 2004; Haar, 2001;
there are six types of staff development models: training (teachers are guided by
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find answers), self-directed (teachers are responsible for their own professional
Drago-Severson and Pinto (2003) reported that there are two forms of
and Hargrave (2006) stated that there are three different forms of staff
summer institutes, credit courses, and study groups” (p. 15); 2) Ongoing or
leaders can use to help educators improve their instruction. Anderson (2000)
suggests that many teachers favor learning from other teachers. Schools should
share what was learned with colleagues via peer coaching. The educator can
invite teachers to attend class so they can experience the “new” instructional
procedures and strategies being applied. The coach or mentor also attends the
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classes of his/her peers and helps them implement the newly learnt strategies in
their classes.
programs that engage teachers in many discussions about what they are
teaching and how they are teaching. Standards in Practice (SIP) is a program
performance based on the school standards. Then they decide what strategies
are to be implemented for getting better results. This staff development program
conversations, students feel less threatened and thus learn more. Singleton
encourages teachers to talk to their students about racial issues, poverty, and
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Hirsh (2005) reports that Ron Ferguson’s The Tripod Project is another
pedagogy, and relationships. Faculty members and teachers have to keep these
professional community for sharing ideas. Ferguson stresses that the Tripod
Project is not a program to force compliance; it is rather one that embodies trust
that when someone from outside a particular community provides a solution for a
specific problem, community members may not believe him/her because they did
not invest in the solution. When this “outsider” leaves, the community will not
sustain the changes that the outsider made. Sternin explains that there are six
steps in the Positive Deviance Approach: defining the problem, determining the
using this approach, teachers and educational leaders should think of the school
as a community and start to change their practices from within the community. As
they experience the difference, their attitudes change drastically (Hirsh, 2005).
plan in which more than one of the previously mentioned programs is used.
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what process of staff development teachers participate in, they will benefit greatly
helps teachers, staff members, and administrators do what they always do better
(Adsit, 2004).
teachers with direct feedback. It also gives participating teachers time to reflect.
Moreover, this kind of threat-free setting allows for the learners’ social interaction,
educational leaders a lot of money. They pay enormous prices for substitute
teachers, attendance, and lost instruction (Barkley & Bianco, 2002; Dickenson,
staff development programs- according to Barkley and Bianco- is that they are
lectures because of their timing or location. The fact that most face-to-face staff
development programs are not customized (Barkley & Bianco, 2002) is another
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or support the needs of teachers as adult learners. Adult learners need active,
problem-based, and collegial learning that grows out of and supports the
challenges they face in their daily work” (Hirsh, Mizell, & Aviss-Spedding, 2005,
p. 13).
takes time to plan. Decision makers spend a lot of time getting themselves
acquainted with the recent research. They then put time into organizing
this point.
Smith, & Ueno, 2006; Hawley & Valli, 1999; MDE, 1998; NCLB, 2001; NPEAT,
1999; Hirsh, Mizell, & Aviss-Spedding, 2005; Salpeter, 2003). Teachers need to
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opportunities because this kind of people investment takes the whole school
because they know what they exactly need (MDE, 1998). According to NPEAT
identifying what they want to learn and what kind of experiences they want to
engage in. Dickenson et al. (2003) stressed that teachers’ input is a central factor
they thrive. Educators are the professionals who best know what their students
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individual needs of teachers and students (Hawley & Valli, 1999; MDE, 1998).
specific school community; their content should focus on what students are
required to learn and how to tackle problems students might encounter while
student achievement (NPEAT, 1999; Hawley & Valli, 1999). Salpeter (2003)
stated that while professional development should focus on the “real” needs of
development should focus on the “real” uses of technology, that is, the actual
Salpeter (2003) and Hawley and Valli (1999) affirmed that for teachers to
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2003). Goodlad emphasized that even the assessment and evaluation of the staff
follow-up and support (NPEAT, 1999; MDE, 1998; Salpeter, 2003). To support
with the teachers and focus on their personal growth (Drago-Severson, 2002).
support teachers throughout their professional training are important catalysts for
provide educators with direct feedback and continuous evaluation (Clement &
Barnett (2004) reported a study that took place in selected high schools in
South Dakota. The purpose of the study was to figure out the characteristics and
schools. Forty high schools were randomly selected from South Dakota’s school
directory, and ten teachers were randomly chosen from each high school. Data
collection was done through survey instruments that were mailed to each of
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those high school teachers. The primary survey instruments were mailed at the
beginning of September 1998. The research questions in the survey were directly
The research findings indicated that most teachers believed that the
their growth. These staff development programs were based on the needs of
teachers and administrators. Moreover, the majority of the participants stated that
collaboratively. They formed committees through which they jointly evaluated the
they stated that short, well organized staff meetings, which included practical
effective professional development means. The study also pointed out that
teachers were satisfied with the way their high schools and districts were
get” sessions (Haar, 2001, p. 8); it is ongoing training that is supported and
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Zenger and Uehlein (2001) and Burke (1994), effective staff development should
allows each form of training to be delivered in the best possible way with utmost
flexibility.
not to make education easier, but rather to make learning more effective” (p.
250). There is a rapid spread of Internet connectivity among public schools in the
United States (Collins & Dewees, 2001). Wilcox, Bauschard, and Osterhus
whether teachers decide to join them or not. Therefore, teachers and educational
online professional development. Bush (2005) and Fletcher (2005) noted that the
Technology Plan (NETP) of the No Child Left Behind Act that calls for
“It is evident that teachers need, and will continue to need, professional
development geared toward new technology” (Cole & Styron, 2005, p. 4).
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that will keep them informed of the latest topics in education without losing
valuable instruction time away from their students. As a former specialist in the
once said, "It is not enough to be an active member of a school team; all of our
children deserve the benefit of ideas from colleagues throughout the state and
nation." E-learning, online education and virtual schools can provide this kind of
learning tool in the classroom (Collins & Dewees, 2001); Internet- specifically- is
unique in its ability to provide educators with the most accurate and recent
teachers nowadays are more willing to integrate computers into their instructions.
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“teaching with technology not teaching about technology” (Ireh, 2006, p. 14).
development program. The purpose of the new staff development plan was to
System in Alabama is a large school district that includes 103 schools with more
than 65,000 students. The district has about 4,000 teachers with widely
Technology (EETT) federal grant. The $441,293 grant was given by the Alabama
Department of Education.
decided to use the EETT grant to implement the new professional development
program. They chose the Teachers Discovering Computers course from the
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Teacher Education Institute (TEI). The first group of teachers began their
produce their own web pages, storyboard a website to support a lesson, plan and
design curriculum pages, and develop usable projects that adapted to their
rewarded teachers with computers for completing the online course. All
resource teacher to take the online course along with classroom teachers.
Through this arrangement, classroom teachers were given all the assistance and
The study reported that over 104 teachers successfully completed the
additional online development courses. Moreover, the study stated that the
development tool. Based on the results of the study, educational leaders in the
Mobile County Public School System stated that The Teachers Discovering
County Public School System decided that teachers who completed the
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Teachers Discovering & Integrating Microsoft Office and Teaching with Web
Killion (2000) suggested that online learning can help build educators’
online- when used in the literature- refers to any kind of instruction that is
delivered via the World Wide Web. However, other kinds of computer-based
programs that are on CDs or delivered via Intranet are also called online. In
can be done online in a variety of ways. The Internet is a very powerful tool
through which teachers can accomplish a lot of tasks. Teachers can access
articles, books, and journals and obtain information from different databases in
libraries around the world. They can also visit virtual museums, historical sites,
international parks, zoos and the like. Educators can get in contact with other
professionals via e-mail and share their problems, concerns, and victories. They
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can contact professional organizations, too- such as NSDC and MDE. Moreover,
educators can access online lesson plans and instructional materials- such as,
worksheets; they can even publish their own online materials. Teachers can also
conduct research- independently or with their students- about topics they are
which cover the entire curriculum, to K-12 teachers and principals. Educators can
register for any online module that is either related to the specific content they
Education Unit (CEU) credits for their PBS TeacherLine courses. Online learning
the online courses offered by PBS TeacherLine is that they are developed in
favorite Web sites, share their instructional technology tips with other educators,
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and post their own reflections. The PBS TeacherLine is one of the teacher
independent of time and place (Barkley & Bianco, 2002; McKenzie, 1998; Vojtek
& Vojtek, 1996). It is available 24 hours a day seven days a week (Bintrim, 2002);
teachers can learn and revisit websites at any time (Kenser, 2001). Through
provided by various sources, not only their districts (Killion, 2000). Adsit (2004)
resources so that they can better their practices. Glyer (2004) added that one-
person departments are common, nowadays. The computer and the various
technological tools embedded in the World Wide Web provide all the strategies
and plans needed for educators to develop and grow professionally. A single
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training to hundreds of teachers within the same district unless it is done online
(Glyer, 2004).
(2000) is flexibility. Participating teachers have the freedom to learn at their own
pace (Barkley & Bianco, 2002; Killion, 2000; McKenzie, 1998). Some online
courses are unscheduled, for instance, teachers can finish a certain course in six
months. Others are scheduled and require teachers to start and end the course
hours a day, some are synchronous- require learners to be online at the same
time. Asynchronous courses allow teachers to control the time they need to
(Killion, 2000). On the long run, district officials can save travel costs and money
associated with substitutes, materials, and loss of instruction (Barkley & Bianco,
2002; Killion, 2000; McKenzie, 1998). Another cost efficient factor is ease of
modification. Online programs, unlike printed training manuals, are easily and
and educational leaders realize that time is better spent. Adult learners have
fewer distractions and thus can concentrate more on what they are learning.
Some online course developers suggest that one hour of online learning equals
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40
encourage adult learners to interact not only with one another but also with the
classrooms all day, educators have little- if any- contact with other professionals.
When they participate in online workshops, they can interact with and learn from
teachers at their own schools and others around the nation. Teachers can
projects, provide feedback to one another, and have personal interactions with
Instead of having all teachers gather and attend a staff development lecture or
mail is one of the technological tools that make a great impact on teacher
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41
professional development. Through the use of e-mail, teachers can access all the
(1998). Control moves from the instructor to the student teacher. Educators are
professional learning; they are not just passive listeners who are lectured to.
Kenser (2001) stated that practice, observation, and coaching are other
Educators who participate in online learning have the chance to practice new
learned concepts on their own or with the help of the technology instructor who is
always available to train them, support them, and give them feedback.
educational leaders have to think about hidden costs- costs that are associated
with online learning. Costs vary depending on the program format, hardware and
outcomes.
Some contents are not suitable to be delivered online. “Online staff development
cannot yet replace the more costly staff development components of practice,
coaching, and feedback needed to make and sustain deep and lasting change in
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42
need to consider is learner readiness. Not all teachers are ready for online
might resist online professional development due to their fear of failure when
(2001)
sits at a computer at home looking at different lesson plans and then answers
questions that the instructor posts on the web. When the online course is over,
interact with other professionals. On the other hand, using conferencing software
other educators who teach the same subject matter. They develop lesson plans
and edit each others’ work; and after they apply what they have learned in their
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43
(Richardson, 2001).
showed that approximately 2.7 million extra teachers are needed over the next
decade to support the United States’ growing public school enrollment. Many
according to Salpeter (2003), the problem school leaders are facing when trying
Pinto (2003) asserted that “effective leadership for faculty development demands
the interests of students and the school” (p. 37). An integral part of the leader’s
professional growth for all school community members (Haar, 2001). They
should also ensure that the professional development programs teachers, staff
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44
members, and leaders participate in not only match these high standards, but are
also designed to prepare and support educational experts as they engage in the
that focus on the subject matter they teach. Leaders should make sure that
experiences (Holland, 2005). Teachers should also be given ample time for
time rather than a one-shot conference or workshop (Haar, 2001; Holland, 2005).
programs, they can mend the ineffective ones to best fit students’ and teachers’
leaders should also effectively seek data to determine what kind of professional
Glenn, & Asensio, 2005). Moreover, leaders have to ensure that professional
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45
Adults learn best when they are put in teams (Rose, 1996).
needs of teachers and students is also vital. The leader should make sure that
teachers’ knowledge and skills are respected and well utilized in the professional
development programs; this does not negate the need for teachers to be
provided with pertinent research and resources. Leaders should use professional
Decision makers should also make sure that the professional development
services are well planned (Hirsh, Mizell, & Aviss-Spedding, 2005) with the end in
basic element of their school improvement plan and have active involvement in it
(Haar, 2001).
values, and goals of the school (Haar, 2001). The chances of meeting teachers’
upon one-shot activities to one which is embedded in the every day life of the
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46
the district offices via professional development. The district vision, human
professional development programs. The results of the study showed that the
district with the most coherent and focused professional development had the
School principals and superintendents should also make sure that their
National Aeronautics and Space Administration (NASA) and the Gulf Coast
instructional technology. School principals should ensure that teachers are given
the opportunity, time, equipment, and training needed for them to integrate
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47
professional staff development (Desimone, Smith, & Ueno, 2006). They should
ameliorate them. These reasons are: lack of teachers’ readiness for change,
effect on the quality of teaching. They also play a fundamental role in giving the
started and sustained (Sparks, 2002). Sparks also stated that for
Through caring about their own growth, educational leaders model how vital
professional development really is which helps teachers feel less threatened and
development programs. They should not only attend the committee meetings but
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48
also be active participants. The way they talk and the language they use
Educational leaders have to participate in collecting the data, forming the staff
development plan, implementing it, and assessing it (Dufour & Berkey, 1995;
Sparks, 2002).
members the chance to share their ideas about the new staff development
development. When teachers feel they have control over their own learning, they
meetings are set to provide all committee members with equal opportunities to
committees should meet before the school year starts and study the staff
development program they want to implement. They should then develop a plan
after they reach a consensus. Close collaboration among all committee members
monitor the application of the new program. They should also evaluate the
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49
quality professional development, they have to make sure that the staff
lectures, teachers would not benefit as much. Dickenson et al. (2003) stress that
it is not sufficient for educational leaders to simply expose teachers to new ideas
in lectures and workshops; educators should have an active role in the process.
For educators to change the way they have been teaching for the past few years,
(McKenzie, 1991).
this phenomenon in mind. To help reluctant teachers overcome their doubts and
achievements. They have to present proof that students’ test scores have
Moreover, educational leaders ought to eliminate all risks and surprises, at least
until the teachers get used to the new system. Teachers should be given
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50
that educators are reluctant to adopt new teaching strategies unless they are
sure they will succeed. Thus, continual support is more important than training.
Teachers- especially novice ones- need experts at their side when something
goes wrong. Educational leaders must emphasize how vital team work is in
colleagues, they will feel less threatened. Collegiality, openness and trust among
occur (Clement & Vandenberghe, 2001). Teachers who are hesitant when it
comes to new professional development programs change their minds when their
leaders give them incentives (Bush, 2005; McKenzie, 1999). Coaching and giving
or area as well as a particular way of talking about the phenomena, tools, and
common collective tasks” (Fulton & Riel, 1999, p. 519). Quality professional
development that offers teachers time to collaborate with each other and update
their information and skills has been identified by educators as a significant factor
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51
training and generic face-to-face delivery models to a more flexible and ongoing
communities can establish connections with experts inside and outside the
school. They also receive pedagogical, emotional and technical support when
they are in the process of professional growth (Fulton & Riel, 1999).
face-to-face instruction” (Wood, 2005, p. 34). Louie and Hargrave (2006) stated
in the report they prepared for the Massachusetts Department of Education that
achieving full technology integration and technology literacy for students and
however, the outcomes of such hard work are very rewarding. Superintendents’
educational leaders are necessary to promote and sustain such integration. “The
real information technology (IT) issues are not about products but rather are
about the effective use of resources and the effective delivery of services-about
how information technology aids and advances the institutional mission” (Green,
2006, p. 44).
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52
Educational leaders have to make sure that they offer online professional
online learning based on teacher practice and student results rather than on the
a guide for quality online learning which should be part of a plan that contains a
continuous evaluation. Leaders also need to make sure that the online
content related to the needs of their teachers and students and are aligned with
allows teachers to tailor online learning processes to their own needs (Killion,
2002 ).
leaders think that teachers have all the time flexibility they need. However,
teacher learning in regular time- within teachers’ workdays- is vital for ongoing
development to occur. Educators need not be isolated from the whole learning
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53
leaders have to also keep in mind their teachers’ readiness to be online learners.
Ongoing support and guidance motivate the educators and encourage them to
leader has to not only encourage, but also facilitate teachers’ use of technology.
intimidated they feel about integrating technology into their instruction. When
teachers feel well-equipped, their self efficacy and self esteem will be boosted;
this will lead them to incorporate technology into their instruction (Kleyn-
and show them how they are maneuvered before they actually ask them to flap
Teachers who participate in online learning benefit greatly from the technology
facilitator, especially if they are novice. Technical support is a must. School and
district leaders should also consider the interactivity of the online professional
because they are not interactive and they lack direction and support. Educational
frequent assessment, and numerous assignments; these will give teachers all the
direction and motivation they long for. Furthermore, educational leaders should
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54
make sure that the online professional development programs they choose to
implement are aligned with the districts’ and schools’ student learning goals and
Professional Development
administrators and how they all function together. Decision makers have to keep
development program. First, they should consider the challenge of time. It is not
days; teachers simply do not have the time for their own learning when they are
in their classrooms all day long. The second challenge is resistance to change.
Educational leaders have to help teachers understand the change process. They
should give them ample support and guidance to help them walk through the
unknown (Ertmer et al., 2002). The third challenge is the broadening of teachers’
where they stand now and where they will be after participating in a quality
widen their perspectives by providing continuous support and time for self
reflection. The fourth challenge is the need for process orientation. Principals
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55
have to connect with their teachers by paying attention to their values, emotions,
fears and concern that teachers possess. They should also alter teachers’ daily
according to Collins & Dewees (2001), is computer and Internet access. There is
a rapid spread of Internet connectivity among public schools in the United States;
eligible for free or reduced lunch funds- were less likely to have internet access
students were eligible for free or reduced lunch funds. Moreover, public schools
with a high percentage of minority students- 50 or more- had less Internet access
than public schools with a low percentage of minority students- less than six
percent (Collins & Dewees). Principals and district officials have to make sure
that all teachers and students have access to computers that are connected to
the Internet.
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56
planning, supportive leadership, and data driven decision making are all basic
Another important factor that educational leaders have to consider is the level of
was led by teachers. The study was held in a small, rural district where teachers
were considered exemplary. These teachers were asked to serve on the district’s
Staff Development Committee (SDC). The school district partnered with the local
university to implement the Arts Council grant. The purpose of the grant was to
principal, two teachers from each of the districts four schools, and a community
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57
one of which was based on Gardner’s Ml theory. During the 3 semesters in which
the one-credit hour seminar on Gardner’s Ml theory was offered, 40% of the
district’s educators registered for the course. Teachers were also given the
only eleven teachers did. These teachers were elementary, intermediate, and
high school teachers. To gather data from the participants, SDC members used
three qualitative data sets: a focused writing, an interview, and unit or lesson
artifacts. The focused writing was used to show the concerns that the teachers
demonstrated the teachers’ understanding of what they did in their classes and
why they did it. The artifacts presented evidence of how the teachers were
Engstrom and Danielson (2006) stated that the teachers who participated
in the study stressed that collegiality among members at the district and building
levels encouraged them to continue learning. Educators also stated that they
programs that were led by the SDC. This gave the teachers ownership of their
own learning. Participants in this study noted that the administrative support that
existed across the district helped them greatly. This study showed that a
connection has to exist between the district’s central office and the school
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58
took place in two suburban Flemish elementary schools. The first school-
Heathlandpool- served 438 students and the second- Writerscourt- had 280
principal, and the school leader of Writerscourt had only three. The purpose of
the study was to test the effect of collegiality on professional development. The
richly diverse collegiality that did not deny teachers their autonomy. Teachers
often told the principal about what was happening in their classrooms. They
chatted in the corridors and during breaks. The principal encouraged teachers to
come to her for advice. She was always willing to listen to teachers’ ideas and
elementary school was different. Educators felt that they could not share their
opinions with their principal. He was viewed as a person who did not encourage
collaboration. Collegiality between the school leader and the teachers was very
minimal. Teachers at Writerscourt reported that the learning experience they got
should exist between school leaders and their teachers for teacher education to
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59
the key for producing learning opportunities that allow educators to prosper.
degrees that are fully online- are becoming commonplace around the world
(Killion, 2000). This confirms that some people are more technology-oriented
conscious of the fact that not only their K-12 students, but also a number of their
M illennial, and Nexters (people who were born after 1980) are different from
Boomers (people who were born between 1943 and 1960) and Gen-Xers or
Generation X (people who were born between 1960 and 1980) (Denham &
Adbow, 2002; Oblinger, 2003; Wood, 2006; Zemke, 2001). They view technology
as a natural part of their environment; they work more effectively in teams; and
they are more Internet-savvy than previous generations (Oblinger). Weiler (2004)
added that they are visual learners who prefer hands-on experiences that are
directly related to their needs. Being vigilant to the unique learning demands of
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60
are already utilizing various digital technologies for work and leisure; and if
educators are properly trained, they can direct them to use technology not only
more responsibly, but also as an educational tool. Johnson (2004) explained that
Generation Y students and teachers use technological devices such as, cell
phones, handheld computers, and wireless laptops in their daily lives. Shreve
(2005) stressed that even computer games “could help motivate students to
understand things they couldn’t, or wouldn’t, learn before” (p. 30). “Schools need
ignore or ban them. This generation will not be willing to leave their virtual lives at
Summary
this fact or not, technology (computer and the Internet) is a vital part of students’
everyday lives (Wang, 2000). Integrating technology not only in the classroom,
but also in classroom instruction helps our students learn. Children today seem
to be more comfortable with the use of technology than adults are (Oblinger,
2003). For teachers to effectively use the computer and the Internet as
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61
Educators can benefit greatly from technology if they are given the proper
luxury; it is a basic need that educational leaders have to make sure their
teachers are not only provided with, but also well trained in.
light on the vitality of professional staff development for school success. The
aims and purposes of staff development were also discussed. Moreover, different
forms of staff development- traditional and online- were presented and specific
needed for school reform to occur. It is imperative for educational leaders to truly
understand the needs of their K-12 teachers and students to provide effective
professional development.
The following chapter will provide detailed information about the research
design- the sample, instrumentation and data analysis- pertaining to this specific
study.
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62
CHAPTER III
METHODOLOGY
Research Overview
development and usage of the survey instrument are also presented. Further, the
procedures that were followed throughout the research study and the analysis of
The researcher gathered both quantitative and qualitative data for this
out a survey instrument (questionnaire) designed specifically for this study (see
attitudes toward the training they received. They were asked about the
importance and usefulness of the skills they learned in face-to-face and online
training. They were also asked about the knowledge and benefit they derived.
The participants were also asked about the helpfulness of the instructor of
the professional training they participated in. In addition, they were asked to rate
the support, guidance, and feedback they have received. Those data were used
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63
they felt when integrating technology into their instruction. They were also asked
about their use of the Internet as part of their teaching methodology and if they
encouraged their students to use the Internet too. Teachers’ responses to these
instructional tool in their classes after they have participated in at least one online
Sample
following factors: number of districts and the district location and size. Surveying
teachers in only one district would not have yielded an adequate sample size. In
addition, it would not have been a representation of districts across the sate.
Therefore, for the purposes of this specific study, nine districts were chosen. The
researcher targeted teachers from districts which are located in the four
help ensure a sample likely to be representative of the entire state K-12 teacher
population. Some districts were relatively small; others were considered large.
Out of the 1,000 surveyed teachers, 312 chose to fill out the survey
instruments and return them to the researcher. The sample included male and
female teachers of various ethnic backgrounds. Their ages were typical of K-12
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64
classroom teachers; they ranged from 20 to over 60 years. The sample included
Instrumentation
utilized for gathering the needed data for this specific study. The questionnaire
was prepared with the help of a focus group. The researcher met with a panel of
coordinators) and asked them to assist in forming the new survey instrument.
The questionnaire was also used to measure K-12 teachers’ perceived support in
developed the final draft of the questionnaire (see Appendix A). The survey
determine the construct and face validity of the questionnaire by examining the
receiving permission from the Institutional Review Board (IRB) found in Appendix
B, the researcher tested the reliability of the survey instrument in the pilot study.
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65
used to measure internal consistency; its value was .94, indicating high reliability.
Procedures
asked their permission to have their K-12 teachers complete the survey
instrument. Some of these educational experts were contacted via the phone,
while others were emailed. The researcher explained via the phone calls and the
emails the importance of the study and the purpose behind it. The researcher
being completed by the teachers and returned on time. The researcher also
asked each superintendent to sign a permission letter for data collection from
After the research project was approved by the IRB, the survey
to encourage teachers to fill out the questionnaires and return them within two
envelopes so teachers could mail the survey instruments back. The researcher
teachers were asked questions related to their gender, age, years of experience,
and computer knowledge. They were also asked about their attitudes toward
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66
computer skills, technology integration, and the support they have received
Data Analysis
The researcher collected the data and used the 13th version of the
Statistical Package for the Social Sciences- SPSS (Norusis, 2005) for data
analysis. Both factor analysis (for determining the number of constructs being
Research Question 1
conducted. The factors “PD” and “OPD” were used as measures for teachers’
Research Question 2
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67
Research Question 3
conducted. The factors “TechBefore” and “TechAfter” were used as measures for
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68
CHAPTER IV
ANALYSIS OF DATA
Introduction
this research study. The researcher sun/eyed K-12 teachers who have
focused on K-12 teachers who teach in public schools in the state of Mississippi.
Nine different school districts across the state were chosen for this study.
face professional training. Teachers’ attitudes toward the support they have
Data Collection
invited to fill out the questionnaires and return them within two weeks. The
questionnaires that were mailed back to the researcher within a period of four
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69
Description of Sample
The population for this research study consisted of 1,000 teachers who
teach in nine public school districts in Mississippi. Out of the 1,000 surveyed, 312
completed the questionnaires and mailed them back to the researcher (31.2%
response rate). Demographics are presented in Table 1. Out of the 312 teachers,
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71
Table 1
Gender
Age
Ethnicity
K-3 96 30.8%
4-5 43 13.8%
6-8 85 27.2%
K-8 15 4.8%
6-12 3 1 .0 %
9-12 59 18.9%
(Missing) 3.5%
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72
250-
200-
150 —
4-»
c
3
O
o
100—
50-
No Yes
Data Preparation
reliability of the research instrument based on the input provided by the panel of
experts in the focus group and the Cronbach Alpha value of the pilot study. After
the data was gathered, the researcher rechecked the validity and reliability of the
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survey instrument by using factor analysis and Cronbach Alpha. Prior to the
analyses, all items related to professional development (Q17- Q55) were factor
analyzed using exploratory factor analysis (PCA Varimax Rotation) to verify that
specific items correlated to each other and measured a specific construct which
allowed conclusions regarding the validity of the instrument. The rotated solution
confirmed that there were six factors, which together accounted for 78.07% of the
breakdown of items into factors and the factor loadings are shown in Table 2.
Only 2 items (Q17 & Q18) were removed because they double loaded.
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74
Table 2
Factor Loadings
PD
*
Q19 Satisfaction with district’s current PD program
Q23 Importance of PDA .791
Q24 Usefulness of PDA .825
Q25 Benefit received from PDA .801
Q26 Knowledge received from PDA .854
Q27 Confidence in skills learned in PDA .841
Q32 Usability of skills after PDA .848
OPD
SupportPD
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75
Table 2 (continued).
SupportOPD
Q44 Helpfulness of instructor of OPDA .738
Q45 Feedback received during OPDA .811
Q46 Feedback received after OPDA .805
Q47 Support & guidance received during OPDA .774
TechBefore
Q48 Integrating technology into instruction before .745
OPDA
Q50 Use of Internet in teaching method before .442
OPDA
Q52 Number of assignments using Internet .855
before OPDA
Tech After
Q49 Integrating technology into instruction after .621
OPDA
Q51 Use of Internet in teaching method after .638
OPDA
*
Q53 Number of assignments using Internet after
OPDA
* These items were included in the factors above although their factor loadings were higher on
other factors (not shown).
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76
presented in this study. Based on that, the researcher decided that four items
(Q19, Q53, Q54, & Q55) would be parts of certain factors (see Table 2) although
their factor loadings indicated otherwise. This strategy is justified by the high
Cronbach Alpha statistics reported once the items were moved to other factors
measured using the Cronbach Alpha. The variables used to determine reliability
of the survey instrument are reported in Appendix F. The researcher also tested
each of the six factors for reliability. The Cronbach Alpha statistics of these
factors were all larger than .70 indicating satisfactory reliability. Cronbach Alpha
Table 3
PD 7 .83
OPD 7 .91
SupportPD 4 .93
SupportOPD 4 .93
TechBefore 3 .77
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The participants who indicated that they had participated in online
whether they preferred online or face-to-face training. Out of the 101 teachers, 65
70-
60-
50-
20-
10-
I l
Face-to-face Online Either
Preference
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78
no (see Figure 3). These two questions were followed by the opportunity for
80-
60-
20-
I
No Yes
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79
useful and based on teachers’ needs. The issues related to instruction (N=15)
showed that teachers needed the online activities to be shorter and simpler. They
also suggested that they should be given more time at school for online training.
The issues related to the instructor (N=7) suggested that more feedback and
easier access to the instructor were needed. Moreover, the issues related to
variety (N=7) showed that teachers suggested that more online workshops and a
more frequently mentioned than others. Teachers reported that the live chatting,
live discussions, conference calls, and visuals helped them interact with the
instructor and other teachers. This aspect proved helpful to some participants.
The themes related to convenience (N=9) showed that teachers reported the
effectiveness of working at one’s own pace without any time frames. They also
reported that access and availability of online activities were two characteristics
that made them look forward to participating in more online professional training.
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80
Furthermore, the issues related to the construct (N=8) showed that the way the
value. The participants reported that they found outcome-based activities and
technology training workshops to be very helpful. They also reported the value of
feedback and support, hands-on, and difficulties. The feedback and support-
related issues (N=10) were more frequently mentioned than others. Teachers
stated that the online learning they participated lacked sufficient feedback. They
did not receive all the help and support they needed throughout their online
training. The hands-on-related issues (N=8) reflected teachers’ need for more
interactive activities. Teachers reported that the lack of hands-on activities and
visuals was a drawback of the online training they received. They thought such
interactive activities and visuals should replace the lengthy chats they
participated in. The difficulty related issues (N=7) showed that some participants
found unclear directions, difficult tests, hard materials, and technical difficulties to
be aspects that hindered their learning. In addition, they reported that limited
access to computers and the Internet at their schools caused problems, too.
teachers said yes, and 77 said no. When reporting qualitative data, the
researcher found two themes for the teachers who said yes: convenience and
accessibility and training and two themes for those who said no: teachers’ needs
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81
and face-to-face components. For the teachers who affirmed that professional
related issues (N=9) were more frequently mentioned than others. Some
participants believed that online professional training could substitute for face-to-
face staff development because online activities save time. They also reported
that all public schools have computers and Internet access which makes it easy
for a large number of teachers to be trained at the same time. The training
related issues (ISM) showed that some participants believed that with the proper
training and support all teachers could benefit from online professional
issues (N=57) were the most frequently mentioned. The majority of the
professional training for learning to take place. Teachers reported the need for
visuals. The issues related to teachers’ needs (N= 14) showed that some
participants believed that online learning does not suit all teachers. A mixture of
reported in Appendix E.
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82
training. The second question measured the perceived support teachers received
during and after online and face-to-face professional development. The third
Research Question 1
combined several items based on the factor analysis and used the factor “PD”
and the factor “OPD” to address this question. The factors are identified in Table
2.
development. For the purpose of this analysis, all the items comprising the factor
face professional development, whereas all the items comprising the factor
“OPD” were summed to use as the measure of teachers’ attitudes toward online
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83
Table 4
Summary of Means and Standard Deviations for the Three Research Questions
Research Question 1
Research Question2
Research Question3
Research Question 2
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84
factor analysis and used the factor “SupportPD” and the factor “SupportOPD” to
face-to-face professional development. For the purpose of this analysis, all the
whereas all the items comprising the factor “SupportOPD” were summed to use
Research Question 3
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85
combined several items based on the factor analysis and used the factor
“TechBefore” and the factor “TechAfter” to address this question. The factors are
identified in Table 2.
training. For the purpose of this analysis, all the items comprising the factor
participating in online professional training, whereas all the items comprising the
was found t{1,95)= -4.28, p=.001. The mean of teachers’ reported comfort and
online professional training was statistically significantly higher than the mean of
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86
It might be noted that for this specific study, the researcher chose to run
the three paired-samples t-tests using the sums of the items within factors rather
than the means. Whereas this strategy may in some cases influence outcomes,
Summary of Findings
positive than their attitudes toward online professional development. The results
online professional training was statistically significantly lower than their level of
Ancillary Findings
After analyzing the collected data, the researcher came to the realization
that some findings- although unexpected- were worth mentioning. Based on the
data, there was a notable difference between teachers’ satisfaction with their
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87
professional development programs. Teachers were more satisfied with the face-
to-face training than the online training they received (Figure 4).
5-
4-
C
(0
0)
3-
2-
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88
professional development was not high. Out of the 312 surveyed teachers, 42
reported that they were not involved in the planning of professional development
120 -
100 —
80-
c
3
o 60-
o
40-
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89
also limited. Out of the 312 surveyed teachers, 54 said that they did not have any
100—
80-
60-
*->
C
3
O
o
40-
20-
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Another interesting finding was how teachers rated the impact of the
majority of surveyed teachers (149) reported that the impact of the professional
Figure 7).
150 —
120—
90-
C
3
O
o
60-
30-
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91
technology into instruction was of high value. Out of the 312 surveyed teachers,
133 reported that it was high, and 61 said that it was very high (Figure 8). A
140 —
120 —
100 —
60-
40-
20-
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92
CHAPTER V
Introduction
A discussion of the rationale of this specific study and its findings are
and further research as well as implications for educational leaders are also
This research study was intended to explore the value of face-to-face and
also done to show the value of support teachers received during their
specific study could help educational leaders better plan and implement
professional development. The data also had the potential to indicate if a need
Summary of Procedures
survey instrument, which was based on focus group discussions and was pilot-
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93
approval was granted, the questionnaires were mailed to the district offices. The
distributed them to individual teachers. The teachers were encouraged to fill out
the questionnaires and mail them back to the researcher in two weeks. All the
survey instruments that were gathered within the period of four weeks were
included in this study. Out of the 1,000 targeted teachers, 312 (31.2%) filled out
the questionnaires and mailed them back to the researcher. When all the data
were collected, the researcher analyzed them and reported the findings.
Limitations
The process of mailing out the survey instruments and getting them back
took more time than the researcher expected, thus the period of waiting for the
data to be gathered was extended from two weeks to four. Another limitation was
the fact that not all targeted teachers, only about one third, had participated in at
least half the teachers to have experienced online training. Many of the
participants stated that they did not have any experience with online training
because they may not have understood exactly what the researcher meant by
experienced online professional training but did not report that they did.
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94
online training. The data reported from teachers reflected that they benefited
more from face-to-face training and that they thought it was more important than
online training. The data also indicated that teachers were more confident in the
skills they learned in face-to-face training than the skills they learned in online
measured the feedback teachers were given during and after their participation in
instructor was, as well as the amount of guidance the instructor supplied. The
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95
Teachers were given more feedback and help from face-to-face instructors. Their
leaders provided more guidance and support during traditional face-to-face staff
Appendix F).
teachers gave directing students to use the Internet before as opposed to after
participating in online training. The results suggested that there was a significant
data showed that teachers were more comfortable in integrating technology into
results also reported that teachers’ use of technology in their teaching methods
and the assignments they gave directing students to use technology increased
Appendix F).
Discussion
What the results of the three research questions meant, how they might
literature are discussed in this section. For Research Question 1, the difference
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96
training and their attitudes toward face-to-face staff development was a statistical
difference rather than a meaningful, practical one. While the majority of the
teachers reported that online and face-to-face training were highly useful and
important, the rest of the teachers had a moderate attitude. Educational leaders
and decision makers might have failed those teachers in providing meaningful,
have to ensure that the professional learning teachers receive is aligned with
their everyday experiences. Despite the statistically higher rating for face-to-face
this study considered online training beneficial, too. The data indicated that the
majority of the surveyed teachers rated the benefit and degree of knowledge they
staff development and their attitudes toward online training was not meaningful, it
might be the case because the majority of the surveyed teachers were digital
who are born after 1980. The difference found in Research Question 1 might also
be due to the fact that teachers received much more support, guidance, follow-up
positively. These findings were consistent with the literature. Salpeter (2003)
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97
involves follow-up and support. These findings also indicated that instructors and
leaders fail to realize how important online professional training is, then they are
not likely to provide their teachers with ample support. This may then influence
the teachers’ confidence levels and may affect their attitudes toward online
teachers’ staff development. An integral part of this role is one of guidance and
role models who can hinder or boost their teachers’ professional learning.
Additionally, the data suggested that there was a direct positive correlation
training, the more they integrated technology into their instruction, and the more
findings are consistent with the literature; for example, the results of a study that
Dewees (2001) also reported that online professional development had a positive
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98
professional development training. The data indicated that most teachers liked
such as, Haar (2001) who stated that teachers benefit greatly from professional
and age could have been a factor that affected their attitudes. The majority of
participants were 31 years old or older (see Table 1); they did not belong to the
digital generation. Participants who belonged to the first age group category (20-
30 years) were mostly digital natives. They were more tech-savvy than the rest of
the participants. This is supported by the literature; Saltpeter (2003) and Oblinger
(2003) stated that age makes a difference. Not only students, but also teachers
who are born after 1980 learn best when technology is utilized in the learning
process.
need for online professional training. This is consistent with what Cole and Styron
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99
geared toward new technology” (p. 4). Those data also suggested that some
teachers might have had some negative experiences in the past online activities
they participated in, but they agreed with the need to keep learning online
When asked about ways to improve online professional training, about half
of the participants did not have suggestions. The teachers who gave suggestions
stressed the need for more support and feedback. They explained that the online
training they received lacked direct feedback which hindered their learning
process. They also did not receive the ample support they needed either from
this study supports these findings. Dickenson et al. (2003) stressed that the lack
ineffective.
more time at school for their online training. This is consistent with the literature;
Killion (2002) stated that teachers should be given time at school to participate in
of online programs that target the needs of all K-12 teachers. These findings are
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100
most effective, some teachers stated that they valued how convenient it was. The
convenient in that it can be done anytime anyplace (Barkley & Bianco, 2002;
Killion, 2000; McKenzie, 1998). Other teachers liked the fact that they could work
at their own pace. Several studies have reported similar conclusions that online
professional development allows teachers the freedom to learn at their own pace
(Barkley & Bianco, 2002; Killion, 2000; McKenzie, 1998). The data also
suggested that some participants found that interactivity of online training was
very helpful. Research by Killion and Oelrich (2001) supports this finding; they
stated that when teachers participate in online professional training, they can
interact and learn from teachers at schools around the nation. Furthermore, Adsit
(2004) reported that online training diminishes teacher seclusion and increases
collegiality.
When asked about the aspects of online training that proved to be least
mentioned earlier, this finding is supported in more than one instance in the
literature. Other teachers stated that the lack of hands-on activities was one of
the aspects that hindered their learning. This is supported by other research; as
Killion (2002) reported, many teachers drop out of online training because of its
lack of interactivity.
online, most teachers had negative replies. The majority of the teachers who
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101
studies by Zenger and Uehlein (2001) and Burke (1994) who agree that staff
training.
presented in this section. The data suggested that a notable difference existed
Teachers reported that they were more satisfied with the traditional face-to-face
training they received than the online training they received. These results might
suggest that the face-to-face staff development teachers received better reflected
their individual needs more so than the online professional training. Salpeter
(2003) affirmed that while staff development should focus on the real needs of
teachers and students, online professional training should focus on the real uses
development they received was also minimal. The researcher found those
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102
with their own professional learning, they should be actively involved in its
preparation and implementation. These findings are consistent with the literature.
When teachers have more control over the type, planning and implementation of
the professional development they receive, they are more satisfied with it (Linek
et al., 2003). Dickenson et al. (2003) also reported that teacher input is a central
Barnett (2004) indicated that teachers thought the professional development they
received was effective because they were actively involved in its planning,
The data suggested that teachers did not really see the connection
consistent with the literature. Linek et al. (2003) indicated that professional
findings of this specific research study could also be interpreted from another
then its impact on student performance would not be very evident. This is
consistent with the literature; as Berry, Hoke, and Hirsch (2004) and Reid (2002)
learning; the more effective professional development is the greater impact it has
on student achievement.
online professional training and, if they do, they should be able to choose the
kind of online learning they feel more comfortable with. Johnson et al. (2001)
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103
be able to identify what they want to learn and what kind of experiences they
want to engage in. Moreover, the data showed that teachers believed that
what Cole and Styron (2005) found. The data also indicated that K-12 teachers
not only understand the value of utilizing technology in their instruction, but are
also willing to do it. For them to be able to do so, they should be well trained.
Collins and Dewees (2001) stated that online professional development provides
such training and helps teachers utilize technology into their classes.
The data from this particular study indicated that K-12 teachers knew the
they received. The findings also suggested that a lot of teachers valued online
Further, the data indicated that the majority of teachers integrated more
development activities. In addition, the data indicated that more teachers would
sure that online instructors provide ample feedback to teachers during and after
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104
online training. Moreover, the data were clear in suggesting that there was a
This study indicated that the more choice teachers have in the professional
development they receive, the more satisfied they will be, thus, the more likely
They came.
He pushed them.
own educational institutions. The results of this study suggest the need for
principals to dedicate time during the school day for teachers to participate in
online professional development. Surveyed teachers said that they liked online
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105
training because of its convenience; nonetheless, they reported that they needed
more time at school to participate in online learning. The most plausible reason
for that request is that a lot of teachers may not have access to computers and
teachers with greater access to their technology and give them the chance to do
student achievement it has to be of high quality. The data also indicated that the
more involved teachers are in their professional training the more effective it is.
Therefore, educational leaders have to connect with K-12 teachers and pay a
close attention to their needs. Teachers need to be assured that their input
The data collected and analyzed in this research study could also be used
have to keep in mind that even though some teachers like online training, others
favor traditional face-to-face staff development and feel strongly about it. The
principals and superintendents could utilize the data gathered in this study and
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106
present their teachers with professional development training that includes face-
tool. Therefore, educational leaders have to ensure that not only their teachers,
but also their students are utilizing technology for academic purposes.
The results of the study also indicated that some teachers not only
preferred online training, but also were willing to be trained solely online.
Digital Natives. Although such teachers were a minority in this particular study,
they did exist. Principals and superintendents have to make sure that the
and 2, are people who were born after 1980. They rely primarily on their visual
sense when collecting data, and they learn best when technology is implemented
“Our students today are all ‘native speakers’ of the digital language of
implementing online professional training, educational leaders are not only giving
Digital Native teachers exactly what they need, but they are also supplying Digital
Immigrant teachers (born before 1980) with the equipment and tools they need to
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107
life. “Digital tools are like extensions to students’ brains.” (Prensky, 2006, p. 11).
southeastern state. More research studies could be conducted in all the districts
in the state or even across the nation because online professional training is
taking place in all fifty states. The number of participants that formed the sample
size was relatively small; other research studies could be conducted with bigger
should be conducted to examine the effects age and other factors have
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108
reasons behind the lack of ample support K-12 teachers are receiving
• A qualitative study should examine why some teachers are not willing
During the past decade, more and more technology has been implemented
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109
participants would know what counts as online learning and what does not.
Reflections
researcher gained a vast amount of knowledge throughout the study from day
one of thinking about the research topic to the last day of printing the final draft.
Some of the experience led the researcher to form specific opinions and
judgments. A series of incidents were very intriguing, they led the researcher to
contacted about a 100 districts via e-mail and telephone and explained the value
of the research project and what it was all about; only a few replied. Out of the
who were contacted were Ph.D. holders that they would understand the value of
research and the positive impact such a study could have on their schools. To
the researcher’s shock, that was not true. The researcher was stunned by the
replies some superintendents had and the remarks they made. It was obvious
that a number of these educational leaders did not believe in the significance of
research; some of them were so frightened that the researcher would discover
something that was taking place in their districts that they did not want to “reveal”
not believe in the value of research, then how could they engage themselves and
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110
professional learning and technology, then how do they expect their schools to
everything the “right” way and their teachers and schools are just “perfect” the
way they are? What educational benefit comes from such attitudes? Educational
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Ill
APPENDIX A
D em ographics
1. Gender: □ Female □ Male
2. Age: □ 20-30 □ 31-40 □ 41-50 □ 51-60 D over 60
3. Ethnicity: □ White □ Asian □ Black, of African descent
□ Black, not of African descent □ Hispanic □ Native American □ Other
4. What grade level do you currently teach?
□ K-3 □ 4-5 □ 6-8 □ 9-12
5. Current content area:_____ ________________________
14. Approximately how many PD activities have you participated in during your career?
O ver
>=>
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112
15. How many PD activities have you participated in during the past 12 months?
□ one □ 2-3 □ 4-5 □ 6-7 □ 8-9 □ more than 9
16. How much time have you spent on PD during the past 12 months?
□ 8 hours or less □ 9-16 hours □ 17-32 hours □ 33 hours or more
moderate
not at all
none or
Based on the experience you had in
very
high
high
Low
professional development (PD), how would you
rate the following?
moderate
not at all
none or
high
high
very
is
PDA, how would you rate the following? JO
C on tinue
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113
moderate
excellent
does not
apply
Based on the experience you had, how would
good
poor
vou rate the following face-to-face PDA?
34. Workshops. □ □ □ □ □
3 5 . C o nferences. □ □ □ ■ M 7
If you have not participated in online professional development, please STOP here
and return questionnaire. Thank You!
moderate
not at all
none or
very
high
high
PDA, how would you rate the following? £
O ver
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114
moderate
excellent
does not
apply
Based on the experience you had, how would
good
poor
vou rate the following online PDA?
60. WebC'T. □ □ □ □ □
64. Were there certain aspects of online professional development activity(ies) that proved more
effective than others?
65. Were there certain aspects of online professional development activity(ies) that proved less
effective than others?
66. Can professional development be done solely online? Why or why not?
Thank You!
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115
APPENDIX B
Tel: 601.266.6820
www.usm.edu/irb
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116
The project has been reviewed by The University of Southern Mississippi Human Subjects
Protection Review Committee in accordance with Federal Drug Administration regulations
(21 CFR 26,111), Department of Health and Human Services (45 CFR Part 46), and
university guidelines to ensure adherence to the following criteria:
3-oS-oi
Lawrence A. Hosman, Ph.D. Date
HSPRC Chair
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APPENDIX C
Dear Ms Adala:
2. Upon approval by the HSPRC, your questionnaires and other material should
be bundled and brought to the HPSD Central Office in accordance with the following:
Your material will be sent to each school with a notice from this office asking principals
to deliver the material to each teacher. Questionnaires should include a stamped, self-
addressed return envelope for teachers to return them to you. HPSD personnel will not be
tasked with collecting and returning the questionnaires.
3. Permission is granted for this study only. Any future research must be
considered separately.
Sincerely,
Alan Oubre
Executive Director of Support Services
CF:
Dr. Gloria Robinson
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118
Lea Barrett
S uperintendent
February 2, 2007
Upon approval from the Human Subjects Institutional Review Board of The University of
Southern Mississippi, Nisrine Adada Shatila has permission to collect data for her
dissertation project Online Professional Development by distributing questionnaires to
K-12 teachers in our district.
Sincerely,
Lea Barrett
Superintendent
Street Address: 326 East Court Street • Brookhaven, Mississippi • (601) 833-6661 • (601) 833-4154 FAX
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119
(601) 847-1562
Cmmtg j^tjtycrol Jitgbrtct Superintei
(601) 847-8003 FAX Jack M. Me
(601) 847-8001 FAX 111 Education Lane
Mendenhall, Mississippi 39114
http://simpson.kl2.ms.us
February 23 2007
Upon approval from the Human Subjects Institutional Review Board of The University of
Southern Mississippi, Nisrine Adada Shatila has permission to collect data for her
dissertation project Online Professional Development by distributing questionnaires to
K-12 teachers in our district.
Sincerely,
/bm
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(©ccrmJssprargs
^chonl
2300 G o v e r n m e n t St .
P ost O ffice Box 7002
Ocean S prings , M S ..3.9566-7002
P ho ne (228) 875-7706
. jAfwrfwisilratTOtt
R o b e r t fi. H ir s c h , M .E d .
: . S u per in ten d en t
D e b o r a h F . F r e m in . B d .S .
Upon approval from the Human Subjects Institutional Review Board
A s s is ta n t S u p e rin te n d e n t
P ersonnel. o f The University o f Southern Mississippi, Nisrine Adada Shatila has
SharonH . W a lker, P h .D .
P r e s id e n t
K fjth C r o sby
Superintendent
■ Karen C. W h it l e y
Jo h n C .B renrb
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121
January 5,2007
Upon approval from the Human Subjects Institutional Review Board of the University of
Southern Mississippi, Nisrine Adada Shatila has permission to collect data for her
dissertation project Online Professional Development by distributing questionnaires to
K-12 teachers in the Indianola School District.
Sincerely,
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122
February 6, 2007
Upon approval from the Human Subjects Institutional Review Board of The University of
Southern Mississippi, Nisrine Adada Shatila has permission to collect data for her
dissertation project Online Professional Development by distributing questionnaires to
K-12 teachers in the Greenwood Public School District.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
02-16-1? 89:12 FRQHKSD 2284664895 T-021 P I2 /I2 F-902
Upon approval from the Human Subjects Institutional Review Board of the University of
Southern Mississippi, Nisrine Adada Shatila has permission to collect data for her
dissertation project Online Professional Development by distributing questionnaires to K-
12 teachers in our district.
Kimlpiy
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APR-16-2007 MON 11:58 AM COVINGTON CO SCHOOLS
FAX NO, 601 765 4101 P. 02
BOARD OF
Coiimgton Court? ikjjool Bfetritt S U P E R IN T E N D E N T
O F ED U C A TIO N
EDUCATION
P.O. 3ox 1269 I.S. Iks* Sanford, Jr.
Terry Bryant
Sammy H. Herrin
Collins, Mi ssissippi 39428
a s s is t a n t s u p e b in t e n d e n t
Andrew Keys Telephone 601-765-8247 OF EDUCATION
Robert “Bob” McNair Larry N.Wpp
Fax 6C1-765-4101
Dr, Ray Streback
April 16,2007
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125
P erry C o u n ty S choo ls
Scott Dem on, Superintendent ofEducation
Ptonntl P.O. Box137 Bm iU aAm
' M k tm M S M M m EUwHarlfitli
Mnfkm.hmmQffmr m m tl PrtdritiJacim
m -i■ -,* * * * & M is m m
Tint Pintos, F itj ThrtfShmuk
M tP rim k n to y /m M tn S m ,Jr.
Upon approval from the Human Subjects Institutional Review Board of The
University of Southern Mississippi, Nisrine A M Shatila has permission to collect data
for her dissertation project Online Professional Development by distributing
questionnaires to K -1 2 teachers in our district
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126
APPENDIX D
March, 2007
As a participant you are being asked to fill out a questionnaire, which will take
approximately 15 minutes. I will hold all of your responses in the strictest of confidence.
No names will be reported on any documents. In addition, all data will be reported in
aggregate form only. Your participation in this study is voluntary. You are free not to
answer any question and to withdraw from this study at any time without penalty.
Although there may be no direct individual benefits, this study and the related survey
play a key role in the work of administrators in evaluating and improving professional
development programs which have a great impact on teachers’ and students’
performance.
Please accept my thanks in advance for your help in this study. If you have any inquiry
about the research study or the survey instrument please contact me. By filling out and
returning the questionnaire in the envelope provided, you are indicating your consent to
participate in the study. Please return on or before April 12, 2007. Your confidentiality is
guaranteed. I appreciate your assistance and cooperation with this important study.
Sincerely,
This project and this consent form have been reviewed by the Institutional Review Board, which ensures that
research projects involving human participants follow federal regulations. Any questions or concerns about
rights as a research participant should be directed to the Chair of the Institutional Review Board, The
University of Southern Mississippi, 118 College Drive #5147, Hattiesburg, MS 39406-0001, (601) 266-6820.
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127
APPENDIX E
Table
participating in No (22%)
additional online
professional
development
activities?
(1.4%)
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128
Table (continued).
(1.4%)
Follow-up (1.7%)
(3.3%)
Interactivity (1.7%)
Visuals (3.3%)
Yes (13.3%)
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129
Table (continued).
Yes (14%)
(5.3%)
( 1.8%)
No follow-up (1.8%)
No interaction (1.8%)
Tests (1.8%)
No visuals (1.8%)
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130
Table (continued).
development be No (82.8%)
Internet (7.1%)
(7.1%)
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131
Table (continued).
feedback (11.7%)
( 13%)
(2 .6 %)
(1.3%)
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132
Table (continued).
(2 .6 %)
school (1.3%)
(1.3%)
(1.3%)
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133
APPENDIX F
m oderate
not at all
none or
in professional development
high
very
high
L ow
(PD), how would you rate the
following?
i
17. PD impact on your student
11(3.6% ) 3 4(11% ) 149(48.4% ) 92(29.9% ) 22(7 ,1 % ) ;
achievement.
18. PD impact on your teaching practices. 5 (1.6% ) 21(6.8%)) 117(38%)) 130(42.2% ) 35(11.4%))
high
high
very
*
in face-to-face PDA. how would
you rate the following?
23. The importance o f the PDA. I f .3% t 28(9%)) 106(34.2% ) 129(41.6% ) 46( 14.8%)
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134
moderate
Excellent
Based on the experience you had,
does not
apply
good
poor
how would you rate the following
face-to-face PDA?
I
126(40.9
33. University courses. 49(15.9%) 13(4.2%) 66(21.2%) 54(17.5%)
%)
135(43.8
34. Workshops. 5(1.6%) 13(4.2%) 95(30.8%) 60(19.5%)
%)
128(41.4
35. Conferences. 14(4.5%) 16(5.2%) 90(29.1%) 61(19.7%)
%)
If you have not participated in online professional development, please STOP here
and return questionnaire. Thank You!
very
high
high
sf
in online PDA, how would you
rate the following?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
135
moderate
excellent
does not
apply
Based on the experience you had,
good
poor
how would you rate the following
online PDA?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
136
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