Impact of Purposeful Professional Learning on Instructional Technology Integration in Daily Classroom Practices
Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Department of Leadership, Technology, and Human Development
Teri Denlea Melton
Committee Member 1
Committee Member 2
Antonio Gutierrez de Blume
The Innovative Teacher Technology Project (ITTP) was designed and created to address the common misconception that teachers should be able to pull technology, both hardware and software, out of the box and begin appropriate integration with teaching and learning. ITTP was developed within a school system that continues to deal with the aftereffects of a nationwide recession and ongoing funding cuts from local, state and federal sources. While ITTP appeared to be working well, it had yet to be determined if the purposeful professional learning that occurred had an impact on the integration of instructional technology in daily classroom practices. This evaluation of the Jenkins County School System’s ITTP program used Stufflebeam’s (2017) CIPP Model for program evaluation. Both formative and summative artifacts were collected and analyzed to reveal individual outcomes from data sets including: focus groups, interviews, teacher leader documents, program expenditures, and professional learning documents and expenditures. Outcomes from each program strategy were identified and combined into overall program outcomes that demonstrated that the ITTP program had become institutionalized in various stages of sustainability. The researcher also identified two major concerns revealed during the study and provided recommendations for future implementation.
Chance, J. (2017). Impact of purposeful professional learning on integration of instructional technology integration in daily classroom practices.
Research Data and Supplementary Material