1. Action Research for Helping Increase Teacher Participation Rates in Technology-Based Professional Learning Brief Paper Presented at SITE 2013 by Dr. Julia Fuller University of Florida

2. Context for the Research Technology-Based Professional Learning – Computer lab setting – Small groups – Multiple time blocks during teacher planning – Topics based on potential for supporting teachers with improving student achievement – Individualized instruction offered Middle School Teachers in the Southeast Attendance Not Required Minimal Participation

3. Research Focus Purpose: Determine how to modify the professional learning structure for increasing teachers’ participation. Question: How might the structure of technology-based professional learning for teachers support a high level of teacher participation?

4. Related Literature The Desired Learning Environment Should: – Emphasize improving student outcomes (Hirsh & Killion, 2009; Sparks, 2002) – Facilitate collaboration among participants (Hill, 2009; Hur & Brush, 2009) – Address the teachers’ needs (Williams & Kingham, 2003; Yildirim, 2000) – Incorporate adult learning principles (Knowles, et al., 1998) – Refine existing and introduce new instructional strategies (GaDOE, 2008) – Actively engages teachers with the content and especially with the technology (Desimone, 2009)

5. Data Collection & Analysis Quantitative Data – 5-Point Likert Scale Items – Online Survey Developed Using the Tailored Method (Dillman, 2007) – Scheduling Format, Learning Format, Motivational Factors – Reported using Descriptive Statistics Central Tendency: Mean, Median, Mode Variability: Standard Deviation, and Variance

6. Scheduling Format Preference Data on 5-Point Likert Scale Question: Please identify your level of interest in attending technology-based professional development that is offered during the following schedule. Item Mean Item Median Item Mode Item Standard Deviation Item Variance n After School1.92111.341.7936 During Planning3.36441.401.9536 During the Summer2.97311.482.2036 In the Evenings1.51111.041.0835 On Professional Learning Days 4.05551.221.5037

7. Learning Format Preferences Data on 5-Point Likert Scale Question: Please identify your level of agreement as to whether the following learning formats assist you in learning how to use and integrate technology. Item Mean Item Median Item Mode Item Standard Deviation Item Variance n Blended Learning Course (Some face- to-face and some online) 3.31441.191.4236 Individual Exploration3.78441.131.2937 Individual Meeting with Trainer4.32550.820.6737 Instructional Coaching (Plan, Model, Observe, Refine, etc.) 3.69451.171.3636 Large Group Facilitated by Trainer3.35441.031.0737 Observation of a Peer Teacher3.49441.351.8137 Online Learning Course2.69331.191.4236 Small Group Facilitated by Trainer4.27551.021.0437 Tutoring by a Peer Teacher3.78441.111.2337

8. Motivational Factors for Participation in Instructional Technology-Based Professional Learning Question: Please identify things that motivate you to participate in instructional technology-based professional learning. Percent Topic is proven to enhance student achievement73.0% Topic is applicable to instructional content81.1% Topic is a technology with which I am already familiar21.6% The technology was requested by me during a needs assessment21.6% The technology has a personal application62.2% The technology is one in which I am interested78.4% The technology is easy to implement62.2% Principal/Administration require attendance45.9% Professional Learning Units (PLU's) are offered45.9% Preferred schedule is utilized (after school, during planning, etc.)70.3% Preferred learning format is utilized (small group, online, etc.)32.4% Interest in a technology that others are using62.2% Flexibility regarding whether or not to participate56.8% Curiosity about a new technology70.3%

9. Action Based on Data Professional Learning Sessions Designed to Meet Teachers’ Needs for Integrating Technology – Held during planning time with grade level teams – Pre-planned dates and topics – Focused on instructional relevance and student improvement – Incorporated active engagement, individual exploration, collaboration, blended environments

10. Reflection Participation Increased Following Survey Administration Further Exploration is Needed

11. Implications Implementing a Similar Study May Help Other Districts Increase Participation Increasing Participation May Result in Improved Student Achievement Since Professional Learning has the Potential for Improving Teacher Performance (Hirsh & Killion, 2009) Conducting a Thorough Needs Analysis is Important for Instructional Design

12. References Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. Dillman, D. A. (2007). Mail and Internet surveys: The tailored design method (2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc. Ferrance, E. (2000). Action research. Providence, RI: Brown University. Retrieved from http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf. Fidishun, D. (2000). Andragogy and technology: Integrating adult learning theory as we teach with technology. Paper presented at the meeting of the Middle Tennessee State University Instructional Technology Conference, Murfreesboro, TN. Retrieved from http://frank.mtsu.edu/~itconf/proceed00/fidishun.htm Georgia Department of Education (2008). School keys: Unlocking excellence through the Georgia school standards. Retrieved from http://www.gadoe.org/. Hill, H. (2009). Fixing teacher professional development. Phi Delta Kappan, 90(7), 470-476. Retrieved from Professional Development Collection database. Hirsh, S., & Killion, J. (2009). When educators learn, students learn. Phi Delta Kappan, 90(7), 464-469. Retrieved from Professional Development Collection database. Hur, J., & Brush, T. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K-12 teachers?. Journal of Research on Technology in Education, 41(3), 279-303. Retrieved from Professional Development Collection database.

13. References Knowles, M. (1984). The adult learner: A neglected species (3rd Ed.). Houston, TX: Gulf Publishing. Knowles, Malcolm S., Elwood F. Holton III, and Richard A. Swanson. (1998). The adult learner. Houston: Gulf Publishing. Morrison, G., Ross, S., & Kemp, J. (2007). Designing effective instruction (5 th ed.). Hoboken, NJ: Jonh Wiley & Sons, Inc. National Center for Education Statistics (2001). Teacher preparation and professional development: 2000. NCES 2001-088. Washington D.C.: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubs2001/2001088.pdf. Schnackenberg, H., Luik, K., Nisan, Y., & Servant, C. (2001). A case study of needs assessment in teacher in-service development. Educational Research & Evaluation, 7 (2/3), 137-160. Retrieved from Professional Development Collection database. Sparks, D. (2002). Designing powerful professional development for teachers and principals. Retrieved from National Staff Development Council Web site: http://www.nsdc.org/news/sparksbook/sparksbook.pdf. Williams, H., & Kingham, M. (2003). Infusion of technology into the curriculum. Journal of Instructional Psychology, 30(3), 178-184. Retrieved from Professional Development Collection database. Yildirim, S. (2000). Effects of an educational computing course on preservice and inservice teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479. Retrieved from Professional Development Collection database.