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Ensuring Quality in Technology-Focused Professional Development

Ensuring Quality in Technology-Focused Professional Development

Marcie J. Bober
Copyright: © 2009 |Pages: 8
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch129
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MLA

Bober, Marcie J. "Ensuring Quality in Technology-Focused Professional Development." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 924-931. https://doi.org/10.4018/978-1-60566-198-8.ch129

APA

Bober, M. J. (2009). Ensuring Quality in Technology-Focused Professional Development. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 924-931). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch129

Chicago

Bober, Marcie J. "Ensuring Quality in Technology-Focused Professional Development." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 924-931. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch129

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Abstract

Few would argue that teachers exposed to technologyfocused professional development are better prepared to effectively and systematically integrate computers, peripherals and software into their classrooms than those without any formal training. However, one must necessarily assume that quality matters … that teachers participating in high-quality professional development are more likely than those engaged in token or perfunctory training to use technology well (for instructional preparation, delivery and assessment); to be cognizant of technology’s advantages and limitations; and to situationally model both hardware and software (Hirsh & Sparks, 2000).

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