Date of Conferral
Doctor of Education (Ed.D.)
In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes about provided professional development and time and resources provided for their collaborative professional work, and perceptions about their technology related professional development needs. A purposeful sample of 35 teachers was used to collect quantitative data through a survey and 8 of these teachers were interviewed. Interview data were transcribed, coded, and member checked. Three themes emerged: teacher-centered versus student-centered use; necessity of differentiated professional development; and lack of support, resources, and time. Descriptive analysis revealed that most teachers were using technology daily. Factors contributing to the frequency and quality of technology use included resources, support, and self-efficacy. As a model intervention, the final outcome is a comprehensive professional development plan to provide teachers with a platform to share and improve their teaching practices, which when implemented will offer positive social change, in the form of support for these and other teachers, which will lead to improvements in teaching and learning and achievement of educational outcomes.