Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & Culp, K. M. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal Of Research On Technology In Education, 43(1), 53-74
PURPOSE
A study was conducted in the state of Missouri to see how various professional development techniques (all focusing on the use of technology) impact student achievement in the classroom. The techniques looked at were modeling, classroom visits, community building, technology utilization, connection to practice, and inquiry-based learning. Other PD focused primarily on the technology tool itself.
PARTICIPANTS
The study included about 270 teachers and about 3000 students. The study focused on grades 3-5.
METHODOLOGY
The researchers looked at the lesson plans the teachers had to submit, classroom observations, and results of a standardized assessments.
FINDINGS
It was found that modeling was the best form of PD for teachers based on lesson plan quality. However, this did not extend to quality of classroom visits. Modeling was not the best form of PD for teachers, instead time spend planning with the instructional specialist and reflection proved to be the best indication of a quality classroom visit. Technology Utilization proved the best form of PD across the grades when looking at the impact on student achievement. It was finally concluded that the best PD focuses on lesson planning and reflection instead of technical assistance and modeling.
REFLECTION
During the study, all participating teachers were exposed to all forms of professional development. Therefore, it is hard to say whether the increased success was due to one specific form of PD or if it was due to the whole experience. Having said that, it makes sense that better PD focuses on the task, not the tool. When teachers focus on what they want students to do with the content and not on a new app or website, students learn more.
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