Abstract: Thirteen K-12 teachers participated in a technology integration professional development course that included course components such as peer modeling, peer collaboration, and reflection in an authentic learning context. The purpose of this study was to explore how teachers' beliefs, practices, and self-efficacy changed in this learning environment. The study was guided by the following research questions: (1) How do teachers' beliefs about technology integration (role of the teacher, assessment) change using reflection, collaboration, and modeling in a staff development program? (2) How do teachers' technology integration practices (assessment strategies, curricular emphases) change using this staff development model? (3) How do teachers' self-efficacy beliefs about integrating technology change using this staff development model? Preliminary results indicate evolving teacher beliefs and practices as related to these course components. Results also indicate a significant increase in teacher self-efficacy, based on pre- and post-course survey scores. (Contains 20 references.) (Author/AEF)
Notes: In: Annual Proceedings of Selected Research and Development [and] Practice Papers Presented at the National Convention of the Association for Educational Communications and Technology (24th, Atlanta, GA, November 8-12, 2001). Volumes 1-2; see IR 021 504.
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