Date of Award

Spring 2020

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Fatih Ari

Abstract

The purpose of this action research was to evaluate the effects of an asynchronous PD on teacher technology integration in the classroom as measured by the SAMR integration model. Teacher professional development is one of the most significant factors in student technology use in the classroom (Hall & Martin, 2008; Murthy, Iyer, & Warriem, 2015). Within a school day there are a number of requirements on teachers in addition to teaching their classes, such as attending parent conferences, department meetings, state mandated training, and many other initiatives that supersede teacher technology training (Garthwait & Weller, 2005). When provided with an online model, allowing teachers to work at their leisure has been shown in some cases to increase the amount of professional development teachers willingly take (Paskevicius & Bortolin, 2015; Russell, Carey, Kleiman, & Venable, 2009). This study focused on three questions. The first question sought to explore the ways asynchronous teacher PD on the SAMR model impact the planning process. The second question explored how and in what ways asynchronous teacher professional development on the SAMR model impact teachers’ classroom technology integration. The third sought to determine teachers’ perceptions about the effectiveness of asynchronous teacher professional development.

This study incorporated an online professional development module on classroom technology integration to provide high school teachers with specific technology-related resources, tools, and ideas to use in the classroom. The number of participants is five classroom teachers. Data collection consisted of a pre-survey, gauging teacher’s current vi levels of technology integration in the classroom, observations, a mirrored post-survey and individual interviews with selected participants. Data were analyzed through a mixed-methods approach using descriptive statistics for the quantitative measures and literal transcription and inductive analysis for qualitative measures (Mertler, 2017). Results of this six-week study suggest a positive correlation between asynchronous teacher professional development and the thoughtful inclusion of technology when planning, increased levels of teacher technology use in the classroom, as well as a favorable outlook on asynchronous professional development in general. Research highlighted the need for collaboration between participants when participating asynchronously.

Rights

© 2020, Taylor J. Bradley

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