Professional development technology-assisted versus face-to-face

J. Wylie Sirk, Purdue University

Abstract

Education is one of the most political topics of today and teachers need highly effective professional development training to meet the challenges required for educating all students with their diverse needs. The educational process is a very complex mission and teachers must work collaboratively to acquire new and effective methods and strategies to impact high levels of student achievement. Teachers must have confidence in their work and the instruction given provides positive learning consequences for all students. At the same time, limited financial resources exist in most school systems. Can quality, effective, and purposeful professional development be accomplished for teachers without using the more costly, less flexible, traditional face-to-face delivery method? This pre, post, nonequivalent groups, quasi-experimental study examines the influence of teacher professional development comparing two modes of delivery, technology-assisted and traditional face-to-face. Using variables of global and content teacher self-efficacy, teachers report their own global and content level of self-efficacy as a result of participation in technology-assisted or face-to-face professional development training. Perceived teacher global self-efficacy and content self-efficacy following the training is measured and then compared after participation in technology enhanced professional development activities versus traditional face-to-face activities. There were no statistically significant differences between the two professional development delivery formats. From the study, teachers indicate no significant preference of training delivery. This suggests that training delivery may offer either technology-assisted or face-to-face methods with effective results for participants.

Degree

Ph.D.

Advisors

McInerney, Purdue University.

Subject Area

Educational leadership|Teacher education|Educational technology

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