Abstract:
A mixed-design study investigated relationships among several factors and
descriptions of particular experiences of graduates in a professional development
program in technology integration. The quantitative aspect examined how demographic
variables (age, gender, number of years as an educator, and length of time since
graduating from the program) and attitudes (about technology and learning, technology
tools, and instructional strategies) contribute to practice of technology integration. It also
examined differences in attitudes, practices, and support on technology integration
between early and recent graduates. The qualitative aspect explored participants’
thoughts on the program’s best and least helpful attributes and changes they think could
make the program better.
Results showed that attitudes toward technology tools in addition to attitudes and
use of technology-enhanced instructional strategies significantly contribute to the use of
technology tools. Second, attitudes and use of technology tools as well as attitudes about
technology-enhanced instructional strategies significantly contribute to the use of
technology-enhanced instructional strategies. Third, weak but significant differences
were found between early and recent graduates on two aspects. Earlier graduates value
technology-enhanced instructional strategies and take college or university courses to
keep up-to-date slightly more than recent graduates. Qualitative analyses revealed that the
use of authentic problems, collaboration, and hands-on approach were considered the best
attributes of the program. The greatest challenges were time factor, readings, and lack of
differentiation. In terms of changes to the program, the top answer was to have no
changes, followed by more differentiation, and the learning of more skills and
technologies.
This study confirmed the relative success of constructivist strategies in
implementing professional development in technology integration. The conclusion
includes recommendations for practice and further study.
