Improving technology professional development

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dc.contributor.authorLenaour, Lorelie A.
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorSteed, Marlo
dc.date.accessioned2010-01-22T21:09:59Z
dc.date.available2010-01-22T21:09:59Z
dc.date.issued2004
dc.descriptionx, 97 leaves ; 29 cm. --en
dc.description.abstractThe purpose of this project is to identify effective technology professional development practices and to provide direction for future professional development in the Holy Spirit School Division as it relates to integration of ICT Outcomes. Factors considered in identifying effectiveness of professional development activities included teachers' perceptions of: 1. appropriateness in content and applicability 2. relevance to their teaching assignment and their delivery of the Alberta ICT Outcomes 3. sustainability and support for review and further learning in the area An online survey was administered to teachers in the Holy Spirit School District during the spring of 2004. Five recommendations emerged based on the findings: 1. facilitate ongoing technology infused curriculum meetings, 2. develop and support District and school based leadership, 3. provide for a variety of technology professional development opportunities, 4. budget effectively for evergreening of technology, and 5. focus technology integration on the improvement of student learning.en
dc.identifier.urihttps://hdl.handle.net/10133/809
dc.language.isoen_USen
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004en
dc.publisher.facultyEducationen
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)en
dc.subjectEducational technologyen
dc.subjectTechnological literacyen
dc.subjectTeaching -- Aids and devicesen
dc.subjectTeachers -- In-service trainingen
dc.titleImproving technology professional developmenten
dc.typeThesisen
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