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Studying the Impact of Online Professional Development on Educators’ Technology Integration Skills

Studying the Impact of Online Professional Development on Educators’ Technology Integration Skills. Elizabeth Oyer, PhD Evaluation Solutions. Tom Clark, PhD TA Consulting.

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Studying the Impact of Online Professional Development on Educators’ Technology Integration Skills

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  1. Studying the Impact of Online Professional Development on Educators’ Technology Integration Skills Elizabeth Oyer, PhDEvaluation Solutions Tom Clark, PhDTA Consulting In 63.030Questions, Methods and Findings from Program Evaluations and Research Examining Digital Online Learning Projects. Le Centre Sheraton Montreal, Salon 4, 4:05-5:35 pm, April 14, 2005 AERA Annual Meeting (2005, Montreal)

  2. Study Context • STAR Project: TechKnowledgy Initiative • PURPOSE: Increase tech integration preparedness of K-12 teachers via online PD • Created in 1997, became centerpiece of 5-year STAR Project in 2000 • Participants follow a reflective PD model using a Star-Online VTLC www.star-online.org/tk

  3. Study Context • Leaders In Technology Enhanced Schools (LITES) Kit Project • PURPOSE: Increase tech integration in inquiry units of K-12 teachers • Used packaged inquiry curriculum integrated with technology in a portable format • Common evaluation question • Does project participation increase the quality and level of teachers’ technology integration? • Methodological issue • Is there a valid and reliable way to measure changes in quality and level of tech integration?

  4. Methods • Participants • 30 teachers (60 online and video cases total) • 27 teachers for face-to-face ratings • Data Sources • Video of STAR units implemented in classroom • Online artifacts for STAR portfolios • FTF observation of LITES teachers

  5. Methods • Instrument • MTimms Technology Observation Instrument originally developed for FTF observation • Addresses style of teaching, types of tech use, tech integration • Design • Initial study: subscales combined for composite score; correlations provide reliability estimates • Follow-up study: subscales interpreted in original scale; inter-rater consensus computed

  6. Results • Correlations between raters in initial study • rVideo(36)=.735, p<.01 • rOnline(36)=.684, p<.01

  7. Results • Consensus Across Methods

  8. Results • Consensus for Video Ratings

  9. Results • Consensus for Online Ratings

  10. Discussion • Reliability of tool not yet fully acceptable • Positive results for face-to-face ratings highlight potential • Post-analysis • Individual rater bias • Shorter rating period

  11. Implications • If reliability and validity established, several research questions of interest. For STAR: • What is the correspondence between teacher plans for tech integration (through portfolios/artifacts) and actual integration? • How do tech proficiency and level of experience influence this relationship?

  12. Thank You! Tom Clark, PhD TA Consulting taconsulting@yahoo.com (217)585-1539 Elizabeth Oyer, PhD Evaluation Solutions eoyer@evalsolutions.com (317) 582-1925

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