Evaluation of a Digital Teaching and Learning Professional Development Program: Not a Revolution, but an Evolution

Ashley McBride, Kathryn Hershey Dirkin

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

This paper is a program evaluation study of a personalized 10-month digital teaching and learning professional development program designed for K-12 educators. Grounded theory techniques were used on program documentation and interviews to examine perceptions of the affordances of a personalized digital teaching and learning professional development program that integrates participant choice, collaboration, coaching supports, and a sustained time approach. Participants were able to implement skills and applications from the program immediately, but future plans for integration demonstrate a desire to develop digital teaching and learning strategies over time. More specifically, they wanted to work collaboratively with content peers, be coached by digital specialists, and engage with content at their own pace.
Original languageEnglish
Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference 2020
PublisherAssociation for the Advancement of Computing in Education (AACE)
Pages457--463
StatePublished - 2020

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