What the Research Says for Professional Development Alex Kuziola, Livingston Public Schools Ronnie O’Neill, New Jersey City University Laszlo Pokorny, Trenton Public Schools Rachael Sedeyn, Perth Amboy Public Schools Susan Marie Terra, Westfield Public Schools Doctoral Candidates in Educational Technology Leadership, New Jersey City University

What Teachers Want from Professional Development Guidance to: Integrate educational technology successfully (Koehler & Mishra, 2009) Maintain pupil achievement standards (Lawless & Pellegrino, 2006) Adopt instruction to meet the needs of diverse learners (Lawless & Pellegrino, 2006) Real life experiences Opportunity for teachers to experiment with the technology (Gregson & Sturko, 2007) Collaborative approach instead of one size fits all Alex

Example of an Integration of Technology PD Professional development workshop - Multi Nonsequential Days: 3 planning days Educational technology & Exposure Develop lessons Field test Review day - effectiveness? Outcomes Teachers have a field tested lesson using the ed tech First hand usage of ed tech & opportunity to develop their skills (Ekanayake & Wishart, 2015)

Challenges Facing Professional Development “Islands of innovation” (Tondeur, Forkosh-Baruch, Prestridge, Albion, & Edirisinghe, 2016) Stakeholder involvement and buy-in (Tondeur, Forkosh-Baruch, Prestridge, Albion, & Edirisinghe, 2016) Insufficient resource allocation (Leask & Younie, 2013) The digital divide gradient - an awareness of context (Warshauer, 2003; Gorski, 2005) Futureproofing - for the long-term (Albion, Tondeur, Forkosh-Baruch, & Peeraer, 2015) Effecting pedagogical outcomes - knowledge into action (Prestridge & Tondeur, 2015) Systematic PD - from Day 1 (Kay, 2006; Tondeur et al, 2012) Islands of innovation - pockets of excellence within our schools - lead to a culture of isolation, creating a divide Stakeholder involvement - Your teachers have to believe in it - not complicate their professional lives Resource allocation - PD IS a priority, but technological PD is special--ongoing Digital gradient - recognizing a spectrum of abilities and experiences, and school cultures - role of and access to technology - using it as an asset Futureproofing - technology is changing rapidly - PD is an investment Effecting pedagogical outcomes - TPACK - confluence of technological, pedagogical, and content - what are we going to do with it? Systematic PD - part of the culture - from pre-service to retirement

The TPACK Framework TPACK is a framework that can be used to identify knowledge that teachers need to teach effectively with technology. Built upon Shulman’s (1986) Pedagogy, Content, Knowledge (PCK) model by Mishra & Koehler (2006). Using the Venn diagram, the aim is to equally apply the three areas of knowledge. Koehler and Mishra (2009) explained that TPACK describes how educators can integrate pedagogical, content, and technological knowledge in providing effective technology-based instructions. In their study regarding theoretical frameworks used in technology integration in the curriculum, Rhode and Krishnamurthi (2017) stated that TPACK represents the intersection of the pedagogical, content, and technological knowledge domains and reflects the dynamic relationship happening between these three domains. PCK is the knowledge that teachers have about their content and how to teach that content. TPK is the set of skills that teachers develop to identify the best technology to support a particular pedagogical approach (Mishra & Koehler, 2006). TCK is the set of skills that teachers acquire to help identify the best technologies to support students as they learn in

"..the plethora of choices available can prove paralyzing, frequently resulting in ongoing substitutive uses of the technology that block, rather than enable, more ambitious transformative goals." - Ruben Puentedura

SAMR Model

Bringing It All Together Learning to use technology is about more than the tools (Gerard, Varma, Corliss, & Linn, 2011) Designing activities using the technology is essential (Walker, Recker, Ye, Robershaw, Sellers & Leary, 2012) Online professional development can be very effective (Dede, Ketelhut, Whitehouse, Breit and McCloskey, 2009) Consider long-term professional development, rather than one-time sessions (Hew and Brush, 2007) Continue support using online networking (Tondeur, Forkosh-Baruch, Prestridge, Albion and Edirisinghe, 2016)

References (1 of 4) Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4), 655-673. Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L. & McCloskey, E. M. (2009) A research agenda for online teacher professional development. Journal of Teacher Education 60(1) 8 -19. DOI: https://doi.org/10.1177/0022487108327554 Ekanayake, S. Y., & Wishart, J. (2015). Integrating mobile phones into teaching and learning: A case study of teacher training through professional development workshops. British Journal of Educational Technology, 46(1), 173; 173-189; 189. Gerard, L. F., Varma, K., Corliss, S. B. & Linn, M. C. (2011) Professional development for technology-enhanced inquiry science. Review of Educational Research 81(3) 408 - 448, DOI: https://doi.org/10.3102/0034654311415121 Gorski, P. (2005). Education equity and the digital divide. AACE Journal, 13(1), 3-45 Gregson, J., & Sturko, P.A. (2007). Teachers as Adult Learners: Re-Conceptualizing Professional Development. Journal of Adult Education, 36(1), 1-18.

References (2 of 4) Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology, Research and Development, 55(3), 223-252. Holtthink (14 Feb. 2013.). SAMR Model and Starbucks Coffee. Holtthink. Retrieved from https://holtthink.tumblr.com/post/43093929220/samr-model-and- starbucks-coffee Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A Review of the literature. Journal of Research on Technology in Education, 38, 383-408. Kochler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education. 9(1). 60-70. Lawless, K. A., & Pellegrino, J. W. (2006). Professional development in integrating technology into teaching and learning: Knows, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77. Leask, M., & Younie, S. (2013). National models for continuing professional development: The Challenges of twenty-first-century knowledge management. Professional Development in Education, 39(2), 273-287.

References (3 of 4) Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. Michael Boll (10 Apr. 2015.). Dr. Ruben Puentedura, Creator of SAMR. 21CL Radio. Retrieved from http://21clradio.com/education-vanguard-episode-4-dr- ruben-puentedura-creator-of-samr/ Prestridge, S., & Tondeur, J. (2015). Exploring elements that support teachers engagement in online professional development. Education Sciences, 5(3), 199- 219. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A Synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Journal of Educational Technology & Society, 19(3), 110-120. Retrieved from https://search.proquest.com/docview/1814440988?accountid=12793

References (4 of 4) Walker, A., Recker, M., Ye, L., Robertshaw, M. B., Sellers, L., & Leary, H. (2012). Comparing technology-related teacher professional development designs: A multilevel study of teacher and student impacts. Educational Technology, Research and Development, 60(3), 421-444. doi:http://dx.doi.org/10.1007/s11423- 012-9243-8 Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT