Evaluating the Professional Development Program Aimed Technology Integration at the Era of Curriculum Change
Turkey curicula
2005
focus on problem-solving activities based on real-life experiences,
guide students through the active learning process
learner-centered and constructivist
teacher have difficulties implementing learner-centered instructional activities
FATIH programme
redefine teaching roles
an interactive panel for each class, rapid internet access for schools, and tablet computers for students and teachers
a process in which teachers go through various stages
improve schools’ technological opportunities
Third stage, personal use increases, and technological jargon is used.
Fourth stage, teachers become convinced of technology’s instructional importance and experienced in ways of utilizing technology in class.
Second stage, they focus on personal technology use.
Fifth stage is where technology is seen as a means to use student-centered strategies with a focus on high-level thinking skills.
First stage, teachers resist technology use and deny its benefits.
Sixth stage, teachers see teaching with technology as a power for change; their understanding of basic education evolves toward learning-centered education.
teachers must arrive at the fifth and sixth stages of technology integration.
professional development programs
process of change expects teachers to acquire new knowledge and skills.
to overcome barrier
significant deficiencies in increasing learner-centered instructional activities and high-level technology integration have been stated to exist
to avoid technology appears to mostly be employed for supporting teacher-centered instructional practices
teachers’ lack of knowledge and skills
Effective features
organizational culture of the school
Teachers’ active involvement
teachers’ needs
one-size-fits-all type of professional development program is ineffective
is to increase student learning with the help of changes in teachers’ in-class activities
2017
revised
click to edit
expects teachers to use both learning-centered instructional methods as well as integrate technology into teaching-learning environments.
should employ education technologies
support students’ abilities related to accessing, processing, and presenting information; solving problems; and communicating
to support learner-centered and constructivist instruction,
Evidence shows that
not able able to consistently or effectively improve teachers’ abilities, in-class activities, or student achievement
planning and implementing effective PDPs is one of the most significant challenges
no consensus exists on how to evaluate professional development programs
some evaluating by determining changes to a single variable
some evaluating based on participants’ opinions (
program evaluation model
able to increase the effectiveness of evaluation studies and ease researchers’ workload
provide
roadmap
general framework
Holistic Evaluation Model
dimensions
context
input
process
participants
learning
support and change
new knowledge and skills usage
student-learning outcomes
cost analysis
asseses
within a defined environment
problems
assets
needs
opportunities
suggest
adults should feel at ease in their physical environment
asesses
work plan
budget
appropriateness of a plan based on needs and facilities
does meet teacher's
needs
schedule
duration
asseses
determining potential adjustments
Participants’ reactions
whether activities have been carried out as planned
organizational culture and support
consist of
timely support
dministrators’ attitudes towards change
cooperation among colleagues
supportive organizational culture
collective participation
Sufficient time so teachers can begin to use their newly gained knowledge
conducted after
participants have had sufficient time to reflect
adapt to new ideas in their unique settings
provide enough time to implement at the class level.
evualation on
knowledge
skills
attitudes
weighs the merits of a PDP against its financial requirements
cost refers to
planning
staff salaries
buildings,
facilities
supplies
equipment usage
evaluation also based on
collected evidence
expert review
Methodology
Research design
use
mixed method
holistic evaluation model (HEM)
Data Collection
Technology Integration Scale
Holistic Evaluation Questionnaire
Teacher Interview Form
Educational Technology Course
aims to improve teachers’ competency in technology integration
Teacher under the Fatih Project
lasts 7 days with a total of 30 sessions
a lesson plan that includes technology integration.
Study Group
533 teachers from 17 subject
experience ranged from 2 to 40 years.
Data Analysis and Presentation
Reliability
The Role of Researcher and Ethics
Finding
Context Evaluation
Training centers
School facilities
Participant teachers’ needs
Teachers’ technological competency
Participants’ groupings
Input Evaluation
Process Evaluation
Participants’ Learning
Organizational Support and Change
New Knowledge and Skills Usage
Students’ Learning Outcomes
Cost Effectiveness