K–12 educators are required to attend a variety of professional development sessions each year to keep up-to-date with the content in their field and the effective use of technology in the classroom. Their training experiences as well as the availability of educational resources at the workplace can vary from highly effective to stressful. An online survey created and designed by the researcher and carefully field tested was used. This study was a qualitative study based on open-ended questions regarding perceptions of participants’ experiences. Demographic information provided substance to the responses based on gender, years of experience, age, subject, and grade level taught. The methodology, phenomenology, was used to collect participants’ experiences related to technology training. The data were content analyzed to produce specific statements suggesting more effective and impactful technology training. Results determined the development of useful technology training guidelines for future professional learning facilitators and school administration. The validity of the statements and categories emerged from the content analysis and was validated by the number of times each theme was mentioned. Only those categories and statements reported with some frequency were included. The purpose of this dissertation was to examine the perceptions of participants in staff development technology workshops regarding their level of stress and perceived fear regarding the amount of information given and the application of information for classroom integration.
|School:||American College of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Educational technology, Curriculum development|
|Keywords:||Professional development, Professional learning facilitators, Technology training|
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