Case Study of a Professional Development Program: Meaningful Technology Integration in Secondary Education

A Thesis Submitted to the Faculty of Drexel University by Leonard Paul Herman in partial fulfillment of the requirements for the degree of Doctor of Philosophy March 2002

 Copyright 2002 Leonard Paul Herman. All Rights Reserved.

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DEDICATIONS

I would like to dedicate this dissertation to my entire family. Family is something that is not restricted to blood relations, but is limited to people who believe in you no matter what. Mom and Dad, you provided me with the guidance to become the person that I am today. To my wife and soul mate, Tammy, for without your love, support, and guidance I would not have been able to believe in myself enough to achieve my dreams. Your flexibility and understanding throughout our marriage and this journey have provided me with inspiration when I needed it. To my children, Olivia Mabel and Ella Violet, your innocence and unconditional love gave me the necessary support to continually try to be a role model worthy of your love. I hope this achievement provides you with the inspiration necessary to realize and achieve all of your dreams. Never forget Dreams can come true.

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ACKNOWLEDGMENTS

It is difficult to express my sincere appreciation to all of the individuals who contributed to this effort and made this research possible. I would like to thank all of the faculty members in the Department of Education at Drexel University. Specifically, I want to recognize Dr. Haslam for the inordinate amount of time she granted me, her endless guidance, and infinite wisdom that provided me with the direction necessary to focus on the research contained within this study. She allowed me to see the purpose of my research when I was unable to do so. To my committee members, Drs. Curran, Dugan, McDowell, and Bach, I owe you a debt of gratitude for your willingness to provide me with your time, input, and insight that allowed me to proceed with this research and be successful. To Bridgewater-Raritan Regional School District, thank you for granting me permission to conduct research within your school district. Without the access to teachers and administrators in your school, I would have been at a loss. To the members of the Business Education, Industrial Technology, and Family and Consumer Sciences Department, the honesty and knowledge that you provided me was invaluable and will result in change.

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TABLE OF CONTENTS

LIST OF TABLES ................................................................................................................ VIII ABSTRACT .......................................................................................................................... IX I INTRODUCTION .........................................................................................................1 The Problem and Its Context .......................................................................1 Background Context ....................................................................................3 Purpose of the Study ....................................................................................5 Significance of the Study.............................................................................6 Delimiters and Limitations of the Study......................................................6 II REVIEW OF THEORETICAL LITERATURE ....................................................................8 Scope of the Problem .................................................................................10 Teaching Theory ........................................................................................12 Traditional Teaching Methods.......................................................12 Constructivist Teaching Theory.....................................................13 Self-Directed and Directed Learning .............................................14 Meaningful Technology Integration ..........................................................15 Professional Development Components ....................................................16 Improved Basic Computer Literacy and Organizational Change ..16 Modeling of Successful Technology Integration...........................18 Teacher Technology Standards......................................................19 Student Technology Benchmarks ..................................................21 Synthesis of Literature Review..................................................................24

III.

DESIGN AND METHODOLOGY .................................................................................26 Overall Strategy .........................................................................................26 Population Selection ..................................................................................28 Data Collection Procedures........................................................................29 Pre-test and Post-test Instrument ...................................................29 Observations ..................................................................................30 Lesson Plans...................................................................................31 Reflective Journals.........................................................................31 Interviews.......................................................................................33 Professional Development Program ..........................................................34 Instruments.................................................................................................35 Attitude towards computers instrument .........................................35 Computer self-efficacy measure ....................................................36 Data Analysis Strategy...............................................................................37 Role of Researcher.....................................................................................39 Background of the Researcher ...................................................................40

IV.

RESULTS .................................................................................................................42 Professional Development Program Design and Implementation .............42 Description of Participants.........................................................................44 Results of Pre-Test and Post-Test ..............................................................46 Results of attitudes towards computer instrument (ATCI) ............49 Results of computer self-efficacy measure ....................................51 Administrative Perspective of Technology Integration .............................55

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Professional development for administrators.................................55 Professional development for teachers ..........................................57 What factors are necessary in professional development to facilitate the meaningful integration of technology in the secondary curriculum? ........58 Increased basic computer literacy through training .......................58 Creating a safe learning environment ............................................61 Creating a climate in which participants become comfortable with change ............................................................................................63 Social learning ...............................................................................65 How can all members of a district support the efforts to meaningfully integrate technology in the secondary curriculum? ...................................67 Board of education and administration ..........................................67 Modeling and visionary personnel.................................................70 Technology support system and staff ............................................72 How can a professional development program overcome the differences in the technology skills and abilities of the participants in order to provide a meaningful professional development experience? ...................................75 Extrinsic or intrinsic motivation ....................................................75 Just-in-time learning and content specific materials......................78 Self-evaluation ...............................................................................80 V. SUMMARY AND DISCUSSION ...................................................................................83 Summary of Results...................................................................................86 Discussion ..................................................................................................87

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Limitations of the Study.............................................................................89 Further Research ........................................................................................90 Personal Biography....................................................................................92 LIST OF REFERENCES ..............................................................................................94 APPENDICES ..........................................................................................................100 APPENDIX A: BRIDGEWATER-RARITAN REGIONAL SCHOOL DISTRICT TEACHER TECHNOLOGY STANDARDS ...................................................................................101 APPENDIX B: BRIDGEWATER-RARITAN REGIONAL SCHOOL DISTRICT STUDENT TECHNOLOGY BENCHMARKS ................................................................................106 APPENDIX C: PRE-TEST AND POST-TEST INSTRUMENTS .......................................119 APPENDIX D: DREXEL UNIVERSITY STATEMENT OF CONSENT TO PARTICIPATE .........................................................................................................124 APPENDIX E: EXAMPLE OF A REFLECTIVE DOUBLE ENTRY JOURNAL...................128 APPENDIX F: INTERVIEW QUESTIONS FOR STUDY PARTICIPANTS .........................131 APPENDIX G: INTERVIEW QUESTIONS FOR BRIDGEWATER-RARITAN SCHOOL DISTRICT ADMINISTRATORS .................................................................................133 APPENDIX H: PROFESSIONAL DEVELOPMENT CORE ASSIGNMENT PLANS ............135 VITA .....................................................................................................................143

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LIST OF TABLES

Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7

Biographical Data of Participants ..............................................................45 Matched Paired Sample t-test on ATCI .....................................................47 Matched Paired Sample t-test on Computer Self-Efficacy Measure .........48 Significant Changes in ATCI.....................................................................50 No Significant Changes in ATCI...............................................................51 Significant Changes in Computer Self-Efficacy Measure .........................53 No Significant Changes in Computer Self-Efficacy Measure ...................54

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ABSTRACT Case Study of a Professional Development Program: Meaningful Technology Integration in Secondary Education Leonard Paul Herman Dr. Elizabeth L. Haslam

This case study investigated the effects of the design, development, implementation, and evaluation of a professional development program to facilitate the meaningful integration of technology into the curriculum for secondary teachers at a large suburban school. This study addressed the problem of the high cost of technology for a district that had yielded disappointing levels of meaningful technology integration in the teaching and learning process. The professional development program was based on a constructivist pedagogy that involved teachers utilizing district technology standards and benchmarks to develop curriculum and lessons, to practice using the technology, and to reflect on their own learning through double-entry reflection journals. The research methods included pre- and post-tests of teachers skills and attitudes, observations, interviews, and analysis of journal entries. The results were that the professional development program positively affected the teachers attitudes toward computers on a specific, as well as overall scale and teachers self-efficacy in areas that involve social learning. The four critical components for a successful professional development program included: increasing basis computer literacy through training, creating a safe learning environment for participants, creating a climate of change among the participants, and utilizing a collaborative, social context to increase the effectiveness of the training.

The findings of the study indicate that a professional development program can overcome the differences in the technology skills and abilities of the participants in order to provide a meaningful professional development experience. Professional development programs afford teachers the opportunity to develop their skills and knowledge in a collaborative environment through various designed learning experiences. A school district must also develop and implement a unified vision that defines the meaningful integration of technology and is clearly communicated, understood, and supported throughout the district. This unified vision will act as the guiding force to ensure that the district as a whole reaches its goal of having technology meaningfully integrated throughout the curriculum.

CHAPTER ONE INTRODUCTION

The Problem and Its Context This case study examines how a school district supports teachers through professional development to facilitate meaningful integration of technology in the secondary classroom. Many school districts are utilizing technology as a means of supporting the district curriculum. However, the effectiveness of technology in education is largely dependent upon the effectiveness of teachers to meaningfully integrate technology into the curriculum. In order to ensure that teachers have the ability to effectively utilize technology throughout the curriculum, school districts are developing professional development programs to train teachers. This is an extensive and expensive process for school districts to undertake and yet, it is vital to the success of a school district to fulfill its goal of preparing students for success in the 21st century. The Office of Technology Assessment (OTA) estimates the number of computers in K-12 schools has increased by 300,000 to 400,000 per year during the past decade (OTA, 1995). Computers have become more accessible to students which is evidenced by the fact that the proportion of students to computers has decreased drastically over a thirteen-year period. In 2001, the ratio of students to computers was 4.9 to 1 down from

9 to 1 in 1997, 20 to 1 in 1985, and from 125 to 1 in as recently as 1983-84 (Education Week, 2001; Maddox, Johnson & Hallow, 1993; NCATE, 1997). The cost of technology in the classroom does not stop with the purchase of computers. The OTA estimates that Internet access has the potential cost of running as high as $47 billion over 10 years, plus $14 billion in annual operating expenses (OTA, 1995). The almost frenzied rush on the part of school districts to wire classrooms has put an enormous financial strain on limited public funds. Due to the tremendous amount of money being spent, many taxpayers, parents, politicians, and school administrators are looking to see if technology will promote the excellence that has been promised. However, in order to promote excellence, professional development is necessary to ensure teachers are prepared to meaningfully integrate technology into the curriculum. Technology permeates every aspect of modern society, from the way each of us performs our job to the way we complete simple tasks. The technological revolution has effectively changed the landscape of American society forever and nowhere is this change more evident then in the educational system. Children of the current generation have an understanding and an outlook on the world that is profoundly different from that of the generation educating them. Many teachers struggle to find ways to integrate technology meaningfully into their curriculum while others ignore the educational potential that technology affords students. The integration of technology into education is in the elementary stages of its life cycle and not all educators have embraced it. Although technology cannot educate students in and of itself, educators must begin to study its impact on the learning environment and utilize its seemingly limitless potential in order to prepare students for the future.

Background Context According to Tapscott (1998), society dictates the direction and goals of the educational community, and this community along with society has gone through a powerful paradigm change. In the past, education was based on the needs of an industrial society; today, it is strategically planted in an information age. As a practical matter, education was based on the development of skills. In contrast, education must now focus on the development of cognitive and problem solving abilities as they pertain to real world experiences. This paradigm shift has resulted in education stakeholders reliance on technology to provide the bridge to transcend this gap. With school district administrators, teachers and parents relying on technology as a solution, the first hurdle that must be overcome is access to technology. Overall, it has been found that most teachers and students do not have adequate access to technology on a daily basis. However, it is evident that schools and districts are putting substantially more resources towards the purchase of new technology (Sandholtz, Ringstaff & Dwyer, 1997; QED, 1996). According to the OTA (1995), Internet access has the potential to cost as much as $47 billion over ten years, plus another $14 billion in annual operating expenses. Federal/state governments and local school districts continue to invest large amounts of money in the process of integrating technology into the education system. The second hurdle that arises is the meaningful integration of technology into the classroom and the K-12 curriculum. The most productive and meaningful uses of technology will not occur if technologies are used in traditional ways as delivery vehicles for instructional lessons. Technology cannot teach students. Rather, learners should use

the technologies to teach themselves and others. They learn through teaching with technologies. Meaningful learning will result when technologies engage learners in: knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; reflection, not prescription (Jonassen, 1999). However, research has found that technology in the form of computers is not sufficiently integrated across the K-12 curriculum, and when computers are used, they are generally used for low-end tasks such as drills and word processing (OTA, 1995). This type of inadequate technology integration results in school districts squandering millions of dollars. The pivotal factor to effectiveness that technology can provide the educational system is largely dependent upon the ability of teachers to meaningfully integrate technology into the curriculum to enhance student learning. Administrators of preservice training have recognized the importance of integrating technology into their training programs, but have failed to be successful at preparing teachers to use that technology. The majority of 379 Iowa teachers surveyed by Topp (1996) did not consider themselves adequately trained in undergraduate college to use computer-related technology in their classroom. Johnson reported in 1997 that while businesses spent over $2 billion for technology training for their employees, 90 % of the teachers in America reported they had taught themselves. Preservice teacher education programs consist of required coursework and training that must be completed in order for an individual to enter the classroom and become a teaching professional. However, as Topps research revealed, teachers are not adequately trained to use technology in the class. As a result of the large number of technologically unprepared teachers, school districts have had to prepare teachers or

teachers themselves have had to develop necessary technological skills on their own. Therefore, professional development for teachers has reached a critical mass for school districts across the country. Technology training is at the forefront of the professional development in Americas school systems. It has reached the highest level of concern as a result of the Panel on Educational Technology commissioned by the President. This high level panel stated that substantial investments in hardware would be wasted if teachers are not properly prepared (U.S. Department of Education, 1997). The question naturally arises as to how society as a whole can prepare teachers with the ability to meaningfully integrate technology into the curriculum. It is for these reasons I have chosen to research a school districts efforts in its professional development program to prepare teachers to integrate technology meaningfully into the secondary curriculum. Purpose of the Study The purpose of this study was to develop an understanding of the critical factors necessary to implement a professional development program that would facilitate the meaningful integration of technology into the secondary curriculum. Therefore, this researcher asked the following question: What factors are necessary in professional development to facilitate the meaningful integration of technology in the secondary curriculum? A case study design was used to study the efforts of the Bridgewater-Raritan Regional School to meaningfully integrate technology into the secondary curriculum. In this study, a professional development plan for teachers in a secondary school setting was designed, developed, implemented, and evaluated. Through the collection of data and descriptive analysis, an understanding of the critical factors necessary to implement a successful professional development program was discovered.

Significance of the Study There is a general concern in education about the value of technology versus its financial impact on a school district. Since the educational value of technology is largely dependent upon the ability and skill of teachers to meaningfully integrate technology into the curriculum, it is vital to study ways of improving professional development for teachers. Because teachers enter the profession in different ways, including alternate route certification and through varying degrees of quality education programs, professional development is the only way to ensure that teachers have the necessary skills and abilities to integrate technology meaningfully into the curriculum. This case study examined a professional development program for teachers in the Business Education, Family and Consumer Sciences and Industrial Technology Department of Bridgewater-Raritan Regional High School in New Jersey. It is worthwhile to study a department of a United States Department of Education Blue Ribbon award-winning school district and their efforts to meaningfully integrate technology throughout the secondary setting. This study resulted in the development of recommendations that school districts could adopt and implement to improve their professional development efforts. Finally, it will add to the literature about the essential elements of professional development programs that will provide teachers with the skills and abilities to meaningfully integrate technology into the secondary curriculum. Delimiters and Limitations of the Study This study essentially investigated professional development efforts in computerbased technology for secondary teachers in one school district in Somerset County, New Jersey and was subject to the following limitations:

1.

This study looked only at the professional development efforts of the meaningful integration of computer-based technology by secondary teachers in one public school district.

2.

The population of the sample was confined to the teachers of the department of Business Education, Family and Consumer Sciences, and Industrial Technology.

3.

Questions in the survey were not intended to be exhaustive. They were tailored to examine the areas of need and interest of the researcher in this study. The population of this study was derived from the largest and wealthiest school

district in Somerset County, New Jersey. The population was limited to secondary level classroom teachers which consist of ninth through twelfth grades. Due to the unique socioeconomic composition of the county and the individual nature of the high school, this study provided a unique perspective to the area of professional development in a secondary setting.

CHAPTER TWO REVIEW OF THEORETICAL LITERATURE The review of the literature provided a framework for determining meaningful technology integration and described the accepted principles of education and learning as well as defining meaningful technology usage. For the purposes of this study, it was important to define the meaningful integration of technology in secondary education. In order to achieve meaningful technology integration, the curriculum must be designed from a constructivist approach that encourages students to learn in a social context. In this social context, teachers develop an ability to readily create new knowledge, solve new problems, and employ creativity and critical thinking in the design of new approaches to existing problems (Griest, 1993; Griest, 1996; Hoffman, 1997; McKenzie, 1997; Means, Olson & Singh, 1995; Mergendollar, 1997; Sandholtz, Ringstaff & Dwyer, 1997; U.S. Department of Education, 1997; Willis, Stephens & Matthew, 1996). It was this constructivist definition that became the cornerstone of this case study. Self-directed learning is a widely accepted educational principle of learning that allows the learner to develop their own learning and individual reality. During the childhood years, children's ideas, and learning evolve as a result of experience and socialization and not through passive means. Steffe (1990) explains, "Constructivists view learning as the adaptations children make in their functioning schemes to neutralize

perturbations that arise through interactions with our world. Fabricius (1983) modifies Piaget's Schema Theory such that "reality becomes the phenomena we experience through construction. Wheatley (1991) suggests that knowledge is not passively received, but is actively built up by the cognizing subject. Ideas and thoughts cannot be communicated in the sense that meaning is packaged into words and sent to another who unpacks the meaning from the sentences. Because a student will construct his/her own meaning based on his/her interpretation, technology can become a vital educational tool depending on the way it is used in the curriculum. Technology does not necessarily improve education. It could become a valuable education tool, but only if we use it to capitalize on our new understanding of how the human mind works (Veenema & Gardner, 1996). Meaningful technology usage allows students to develop skills necessary to use information to further their own learning goals and objectives. It is imperative that the student of today learns how to be an information manager, rather than an information regurgitator (Mann, 1994). Meaningful technology usage needs to be guided by teachers who encourage students to explore their interest to develop necessary skills and knowledge. It is not what equipment is used, but how the equipment is used which makes it relevant to a constructivist classroom (Strommen & Lincoln, 1992). Once the theoretical groundwork was established, the focus of the literature review shifted to the research on the design of the professional development program. The literature review implies that no implementation of change can or should occur in a vacuum. The implementation of any professional development program must be based

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on sound research and critical implementation strategies. According to the literature, school district administrators must utilize the following: 1. Improve basic computer literacy and educate teachers on the idea of organizational change (Baker, 1994; Bosch & Cardinale, 1993; Compeau & Higgins, 1995; Northrup, 1997; Pina & Harris, 1993; Werner, 1994; Zehr, 1997; Zhang & Espinoza, 1998) 2. Model successful technology integration tools and lessons (Bosch & Cardinale, 1993; Brown, 1992; Hadley & Sheingold, 1993; Hunt, 1994; Robertson, 1996; Strudler, 1995; Wetzel, 1993) 3. Integrate, adopt, and train teachers in teacher technology standards (ISTE, 2000; NCATE, 1997; Trotter, 1997; U.S. Department of Labor, 1992) 4. Integrate, adopt, and train of teachers in student technology benchmarks (ISTE, 2000; NJDOE, 1995; Texas Education Agency, 1993; Trotter, 1997; U.S. Department of Education, 1997; U.S. Department of Labor, 1992; Zehr, 1998) The literature review demonstrates that to be successful, professional development programs must address all of the above since addressing only one or two of these critical areas will be ineffective for preparing teachers to integrate technology meaningfully into the curriculum. Scope of the Problem The rapid expansion of computers and technology in education is a phenomenon that seemed impossible only a short time ago. According to a nationwide survey, 94% of the schools reported having Internet access, while maintaining a ratio of students to Internet connected computers of 7.9 to 1 in 2000 (Education Week, 2001). In spite of

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this growth, research shows that teachers are not utilizing all of the computer-based technologies available to them. Computers are not sufficiently integrated across the K-12 curriculum, and when computers are used, they are generally used for low-end tasks, such as drill and practice (OTA, 1995). This limited use of technology means that school districts are spending millions and millions of dollars on computer infrastructure, software, and hardware that is not being utilized to its fullest educational potential. Insufficient integration and the lack of meaningful technology application in education appear to stem from a lack of teacher knowledge and training. Hirumi and Grau (1996) found nationally that only 20 state departments of education and the District of Columbia had published computer-related standards for K-12 teacher preparation. Four states had teacher certification standards under review. Finally, only a small percentage of colleges have some technology requirements and only a few states have technology mandates required for teacher certification. Therefore, teachers generally are not required to obtain the necessary skills that would enable them to utilize technology as an educational resource. The lack of adequate technology training does not occur solely in the preparation of new teachers. Research indicates that experienced teachers are not receiving the training that they require to utilize technology in their classrooms. A nationwide survey by the U.S. Department of Education found 43% of 3560 teachers surveyed were somewhat well prepared or not at all prepared. Only 41% of the teachers surveyed were moderately well prepared (National Center for Education Statistics (NCES), 1999). These statistics indicate that the preservice and/or professional development training they received is inadequate. Therefore, if teachers are not receiving adequate

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preservice training, the likelihood they will receive appropriate training when they begin teaching in a school system is questionable. The U.S. Department of Education survey also found that out of the 3560 teachers surveyed, only 78% participated in professional development pertaining to the integration of educational technology into the classroom. Of the 78%, only 23% of those teachers felt well prepared for technology related classroom activities (NCES, 1999). If both new and veteran teachers do not receive adequate training, they will lack the skills necessary to utilize technology across the curriculum and in the classroom. Maxwell (1997) argues that the failure to provide adequate staff development training, as computers are placed in schools, clearly endangers the success of any technology implementation program. The failure of technology initiatives and programs will likely hamper the potential success of students and could have a negative impact on the prosperity of the country. Teaching Theory Traditional teaching methods. Traditional teaching methods of technology integration have been utilized since the initial stages of technology education in school systems. Most often, traditional schooling has focused on a teacher centered learning environment in which teachers control the knowledge and impart it to the student. It assumes that a developmentally appropriate curriculum will result in a desired learning outcome for students. Students learn as result of teachers planning and supervising lessons where behavior modification takes place (Richardson, 1996). The classroom and the lesson revolve around a stimulus and response focused environment.

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Therefore, traditional methods of stimulus and response learning are typically the programmed instructional tools of drill and practice. Initial technology integration occurred through Computer Assisted Instruction (CAI). According to Roe, Stoodt, and Burns (1998), four types of CAI instruction exist: (a) drill and practice, (b) tutorial, (c) stimulus, and (d) educational games. This type of carefully controlled curriculum guides the student step-by-step through the teachers prescribed curriculum (Norton & Wiburg, 1998). In the education-as-science approach, B. F. Skinner described a need to provide adequate and immediate reinforcement to individual students as an essential component of learning (Norton & Wiburg, 1998). By having positive feedback for positive responses and negative feedback for negative responses, a student will become conditioned to respond in particular situations. However, the student reaction to the initial stages of technology integration proved to have very little impact on student achievement. Students' standardized scores remained unchanged, leaving United States student achievement lagging behind other industrialized nations (Mehlinger, 1995). Because no indication of improved success was observed through the integration of technology in education, many researchers raised concerns about these traditional methods (Norton & Wiburg, 1998). Constructivist teaching theory. Constructivist theory requires the teacher to take a different role than that of the behaviorist. In constructivism, the teacher facilitates the learning process the students are utilizing. A constructivist teacher follows the belief that learning is an active process through which the experiences of the learner and his/her interaction with the environment allow the learner builds cognition (Cox & Zarillo,

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1993). A teacher applying constructivism does not believe that he/she imparts knowledge on the student; conversely, he/she expects students to build knowledge for themselves through experiences designed by the teacher (Richardson, 1996). According to Nicaise and Barnes (1996), the role of the teacher changes from authoritarian to facilitator. The teacher provides the student with the opportunity to discover and explore his/her own interests and gain knowledge from these experiences. By teachers developing real-world experiences, the students have the opportunity to act and react to these situations and problem solve. Based on the outcomes, students create an individualized meaning and develop problem-solving strategies they can apply beyond their educational experience. The basic premise is to create a student centered learning environment rather than a teacher-directed one. According to Norton and Wiburg (1998), knowledge is not merely a collection of facts. Attention should be placed on the process involved in learning and not just on the product produced. Evaluation of student learning focuses on the process in which the students participate in and not strictly on the products they produce (Doll, 1993). In essence, knowledge is a pilgrimage where the journey is more important than the destination. Self-directed and directed learning. Research supports the intermingling of selfdirected and directed teaching theory in the learning environment. Norton and Wiburg (1998) identified a need to teach skills within a curriculum that focuses on the process. In other words, directed learning has its place in a constructivist classroom. They (selfdirected and direct learning) can be viewed as different complementary positions on a continuum of possible learning strategies. Instruction lecture, drill, and practice is an

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appropriate way to introduce skill and concepts, build awareness, or reinforce some set of actions.When depth of understanding are most desired outcomes, however, knowledge construction is a better strategy to help learners (Sandholtz, Ringstaff & Dywer, 1997). Therefore, it is important that teachers employ a wide range of tools to ensure that all students, with a variety of expertise, obtain the necessary skills, knowledge, and abilities. Meaningful Technology Integration The literature involving meaningful technology integration into the curriculum soundly supports a constructivist approach to learning (Griest, 1993; Griest, 1996; Hoffman, 1997; McKenzie, 1997; Means, Olson & Singh, 1995; Mergendollar, 1997; Sandholtz, Ringstaff & Dwyer, 1997; U.S. Department of Education, 1997; Willis, Stephens & Matthew, 1996). According to the U.S. Department of Education (1997), meaningful technology integration develops a student's ability to (a) readily acquire new knowledge, (b) solve new problems, and (c) employ creative and critical thinking in the design of new approaches to existing problems. Where technology is meaningfully integrated, teachers have chosen to immerse themselves and their students in a technology-rich environment where students knowledge is more often constructed rather than presented by their teachers (Norton & Wiburg, 1998). In order for students to gain in-depth understanding, teachers must plan their lesson using constructivist pedagogy. Learning to teach using a constructivist approach often requires a paradigm shift for many teachers (Sandholtz, Ringstaff & Dwyer, 1997). This type of change is not always easy since it often requires a shift in the belief system of the teacher from an instructor to a facilitator.

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A facilitator creates an environment where carefully constructed experiences are the norm. These experiences provide students with the opportunity to explore and attempt to solve the problems in a real-world environment. For a teacher to effectively use technology in the classroom requires a change in culture from the sage on the stage to a guide on the side (Moursund, 1998). In conclusion, effective technology use in education has seen a shift in design of learning environments to those that reflect predominately constructivist models of learning (Norton & Wiburg, 1998). Professional Development Components The research suggests several major components that teachers, by their own admission, are lacking in their professional development programs. There are skills and curriculum supports which are necessary in order for teachers to meaningfully integrate technology into their classroom. The major components that have emerged are as follows: 1. Improving basic computer literacy and educating teachers on the idea of organizational change 2. 3. 4. Modeling of successful technology integration tools and lessons Integrating, adopting, and training of teachers in teacher technology standards. Integrating, adopting, and training of teachers in student technology benchmarks.

These critical areas of professional development are sorely lacking in preservice programs and professional development efforts in our school systems across the country. Improved basic computer literacy and organizational change. A survey of 300 K-12 Florida teachers by Pamela Northrup (1997) indicated that word-processing is the skill most needed to be taught in technology training. Moreover, 72% of the teachers

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Northup surveyed indicated that above average to extensive computer preparation must occur prior to entering the classroom. Other skills that were highly rated were the ability to use the following technologies: productivity tools, multimedia tools, software, and the Internet. This type of basic computer literacy becomes critical in the initial development and continued success of teachers in their efforts to integrate technology into their classrooms. It is obvious that teachers will be unable to complete higher forms of technology integration if they cannot perform basic functions with the computer. Bosch and Cardinale (1993) found that one of the most common reasons given by teachers for low-level use of computers in school is lack of training. When teachers are unfamiliar with the uses or potential uses of technology, they are unable to incorporate it into their instruction. However, the development of computer literacy in the training of teachers is crucial in the overall integration of technology in education. Zehr (1997) reported that in a nationwide poll of 582 teachers conducted by the Global Strategy Group for the Jostens Learning Corporation, only 48% had access to training that integrated computers in classroom instruction. Less than half of the school districts across the country are providing training on the integration of technology. In addition, Werner (1994) concluded that relatively few teachers on their own have been able to develop the skills required to make effective use of the Internet. Without computer literacy training, guidance, and instruction in professional development programs, teachers will be limited to using technology at its most basic level or not at all. Computer training not only raises the awareness of teachers to the uses of technology, it increases their level of enthusiasm and decreases their level of anxiety about change. In a study of 220 undergraduate students in the southwestern United

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States, Zhang and Espinoza (1998) found that computer self-efficacy was a crucial factor in learning and using computers. Computer self-efficacy is defined as an individuals perceptions of his or her ability to use computers in the accomplishment of a task rather than reflecting simple component skills (Compeau & Higgins, 1995). Concentrated experience with computers is important in the formation of positive attitudes. In addition, research clearly indicates that teachers who have high levels of anxiety are less likely to integrate computer technology into their curriculum (Baker, 1994; Pina & Harris, 1993; Zhang & Espinoza 1998). Therefore, increasing the teachers exposure to technology in an intensive manner will ultimately increase the level of use throughout the curriculum and allow them to better accept organizational change. Johnson and Harlow (1993) found when teachers begins to rely on the computer as a necessary tool to complete the responsibilities of their jobs, the next logical step for them is to integrate it into classroom teaching. Modeling of successful technology integration. Solely focusing on basic computer literacy and change may be a starting point, but it does not provide the entire solution for achieving the integration of technology into the curriculum. While improving the ability of teachers to use computers, many researchers have found that basic computer literacy courses are insufficient to prepare teachers to use technology effectively (Hunt, 1994; Robertson, 1996; Wetzel, 1993). To ensure that teachers are able to use computers effectively in schools, Gunn (1991) and Strudler (1995) recommend that preservice teachers observe appropriate modeling throughout their college/university coursework. In addition to coursework, technology must be integrated into the fieldwork component of teacher education

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programs (Bosch & Cardinale, 1993; Brown, 1992; Hunt, 1994; Wetzel 1993). Through comprehensive integration, preservice training can result in a springboard effect for teachers and provide a basic understanding of the potential uses of technology in education. This research holds true not only for preservice programs, but also for professional development programs as well. In order for teachers to integrate technology effectively into the curriculum, administrators of professional development programs must combine technical proficiency and pedagogical skills. Hadley and Sheingold (1993) observed that what teachers do with computers hinges on their computer experiences, i.e., teachers require various technology-based experiences and observation of classroom implementation, practice, and self-evaluation of teaching experiences with computers. Computer-based instructional approaches should be modeled in programs to ensure that teachers will be able to apply this effective instructional approach in schools (Gan, Low & Yaakub, 1996). In addition, administrators of professional development programs should consider alternative methods that teachers can use to integrate computers and support a variety of philosophical, curricular, and methodological approaches. Teacher technology standards. National professional organizations have recognized the importance of technology standards for teachers. The International Society for Technology in Education (ISTE) has developed Curriculum Guidelines for Accreditation of Education Computing and Technology Programs which have been adopted by NCATE as the instructional technology guidelines for teachers (ISTE, 2000). These guidelines set standards for the skills required by teachers and when followed, they

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may help ensure teachers are better prepared to enter the classroom and use technology as a learning tool. The NCATE approved guidelines define basic computer/technology literacy which can be used in the development of professional development programs for teachers. These guidelines provide direction to administrators of professional development programs that are seeking specialized computer/technology literacy endorsements. The topics included in the guidelines are (a) fundamental vocabulary and operations of computer/ technology-based systems, (b) use of tool applications for personal, academic, and instructional productivity, and (c) use of the computer as a tool for problem solving (NCATE, 1997). These national guidelines will aid school district administrators in developing standards for teachers to meaningfully integrate technology into the curriculum. The use of national guidelines will enable school district administrators to develop programs and integrate experiences that adhere to a nationally recognized, comprehensive, and sequenced model, potentially assuring that all teachers achieve and demonstrate an acceptable level of competency using instructional technology in educational settings (NCATE, 1997; ISTE, 2000). School districts that use these types of national guidelines for teachers will more likely raise effectiveness and use of technology and consistently provide opportunities for students to obtain technology skills and knowledge. Following the direction of the educational community, the Bridgewater-Raritan Regional School District undertook an initiative to develop Teacher Technology Standards (Appendix A). These standards are based on the National Educational Technology Standards for Teachers developed by the ISTE (2000). The first draft was

21

preliminarily approved and adopted by the Bridgewater-Raritan Board of Education Curriculum Committee in its October 13, 2000 meeting. The Teacher Technology Standards that were developed will act as a gauge for teachers to evaluate their skills and abilities to meaningfully integrate technology into the Bridgewater curriculum. These standards were adopted by the entire board by the end of the 2000 2001 academic year and introduced to teachers during the beginning of the 2001 2002 academic year. Student technology benchmarks. National professional organizations have recognized the importance of technology standards for students. According to Trotter, President Clinton, Vice President Gore, and a procession of state governors from both political parties have recently endorsed technology as a necessary tool for education. At last year's national education summit in Palisades, N.Y., the governors and business leaders who attended made improving education technology one of two main goals for school change (Trotter, 1997). According to Barbara Means, renowned technology researcher, as quoted by Trotter, Over the course of five years, a lot of states have come around to seeing technology as an important part of trying to support teachers, trying to get across the new standards (Trotter 1997). Although the United States has one of the most decentralized educational systems in the industrialized world, many states are taking the lead from the U.S. Department of Education. The United States Department of Labor (1992) developed a report referred to as the Secretarys Commission on Achieving Necessary Skills (SCANS) and entitled, What Work Requires of Schools, A SCANS Report for America 2000. The SCANS report thrust technology to the forefront of the education reform movement. This report identified three levels of competence expected for entry on a career ladder: (1) To be a

22

competent worker, (2) individuals must demonstrate their skill in managing or using resources, (3) Interpersonal skills, Information, Systems, and Technology (U.S. Department of Labor, 1992). It also mandated that teaching and learning these competencies must become the tasks of our school systems. The technology aspect of the SCANS report finally provided states with a set of guidelines to develop their individual standards. According to SCANS, technology penetrates every aspect of life from the home to the job. Technology skills that were identified as crucial for the job site include: 1. 2. 3. Work with a variety of technologies Choose procedures, tools, or equipment, including computers, and apply to tasks Understand overall intent and proper procedures for setup, operation, maintenance, and troubleshooting of equipment, computers, and other technologies (U.S. Department of Labor, 1992). As a result of the SCANS report, many states established guidelines designed to address technology standards for K through 12th grade students. For example, the New Jersey Department of Education (NJDOE) developed Cross-Content Workplace Readiness Standards [New Jersey Core Department of Education (NJDOE), 1995]. In these standards, the NJDOE identified certain skills that are critical for all children to have upon graduation from the New Jersey Education System (NJDOE, 1995). According to Standard 2, All students will use technology, information and other tools. This one standard has had one of the greatest impacts on the New Jersey public education system since it effectively changed the means through which all subject teachers teach their curriculum.

23

The Texas Department of Education responded to the SCANS report by developing the Guidelines and Standards for Technology in Texas Public Schools (Texas Education Agency, 1993). Texas already had a technology plan in place that was designed to facilitate a Long Range Plan for Technology in the Texas Public School System (Texas Education Agency, 1988). However, the SCANS report changed the focus and results of the 1993 guidelines and standards document. In California, curriculum frameworks set specific learning goals in seven content areas, including technology, and suggested instructional approaches. Florida is still requiring that all schools develop plans to attain specific state-mandated outcomes in the area of technology (U.S. Department of Education, 1997). According to the Milken Family Foundation, a 1998 study found that 42 out 50 states and the District of Columbia have established some kind of technology standard for its K through 12 students (Zehr, 1998). Following the direction of the educational community, the Bridgewater-Raritan Regional School District undertook an initiative to develop Student Technology Benchmarks (Appendix B) which complement the Teacher Technology Standards mentioned previously. These standards are based on the National Educational Technology Standards for Students developed by the ISTE (2000). The first draft was preliminarily approved and adopted by the Bridgewater-Raritan Board of Education Curriculum Committee in its October 13, 2000 meeting and was approved by the entire board of education by the end of the 2000 2001 academic year. The Student Technology Benchmarks indicate the minimum level of technology competency that students need to demonstrate at the indicated grade level. These benchmarks were

24

introduced to the teachers and students during the beginning of the 2001 2002 academic year. Synthesis of Literature Review The review of literature indicates that there is a definitive need for research in the area of professional development programs that develop and support meaningful technology integration throughout the curriculum. Research has not fully revealed the optimum combination of factors that facilitate that proper environment for nurturing a fully integrated technological environment. However, the results of the review of literature do indicate that there are factors that are vital in a school districts effort to develop a professional development program that will support meaningful technology integration into the curriculum. According to the literature, school districts must support the following through professional development: 1. Develop wide range of teaching tools, including self-directed and directed learning (Cox & Zarillo, 1993; Doll, 1993; Nicaise & Barnes, 1996; Norton & Wiburg, 1998; Richards, 1996; Sandholtz, Ringstaff & Dywer, 1997). 2. Develop improved basic computer literacy and organizational change (Baker, 1994; Bosch & Cardinale, 1993; Compeau & Higgins; Harris, 1993; Northrup, 1997; Werner, 1994; Zhang & Espinoza, 1998; Zehr, 1997). 3. Develop an understanding of and model successful technology integration (Bosch & Cardinale, 1993; Gunn, 1991; Hadley & Sheingold, 1993; Hunt, 1994; Strudler, 1995). 4. Develop and train staff on the teacher technology standards (ISTE, 2000; NCATE, 1997; Trotter, 1997; U.S. Department of Labor, 1992).

25

5.

Develop and train staff on the student technology benchmarks (ISTE, 2000; NJDOE, 1995; Trotter, 1997; U.S. Department of Labor, 1992). The review of literature suggests that all of these areas must be addressed in order

for all members of a district to meaningfully integrate technology throughout the curriculum. Addressing only one of the areas listed above has yielded only limited success. Therefore, it is necessary to further investigate whether or not the five elements outlined above are all encompassing to ensure meaningful technology integration throughout a school district.

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CHAPTER THREE DESIGN AND METHODOLOGY Overall Strategy Lincoln and Guba (1985) reported criteria for assessing naturalistic inquiries they felt were more applicable to the study of human behavior than those supporting the positivistic research of the physical sciences. In naturalistic research, the assumption is made that various factors work on and amongst each other. From observation of the interaction of theses factors, themes and topics arise that suggest credible connections. In their more recent writing, Lincoln and Guba have begun using the term constructivism to characterize their methodology, although they acknowledge that constructivist, interpretive and naturalisticare all similar notions (Schwandt, 1994, p. 128). One of the most common forms of naturalistic research is the case study approach. Although there is no single procedure that characterizes a case study, there are a number of common features to this approach. Using only descriptive statistics may obscure some of the underlying factors that affect the process of implementation as well as the attitudes, level of adoption, and selfefficacy of participants towards integration of technology into the curriculum. In qualitative research, the researcher interacts with those he or she studies and tries to minimize the distance between him- or herself and those being researched (Creswell, 1994 and 1998). Therefore, this case study research will undertake a mixed methodology

27

utilizing both qualitative and quantitative methods providing an in-depth analysis of the participants attitudes and efficacy. In conclusion, the purpose of this case study is to promote social change by transforming structures through the influence of the information collected (Rossman & Rallis, 1998). Since case study research is based on researching educational problems with social complexities, it is worthwhile to study a department of an award-winning school district in its professional development efforts to achieve an outcome of meaningfully integrated technology into its curriculum. Therefore, the intention of this study was to gain valuable insight into the process and structures that are necessary for teachers to develop the requisite skills to meaningfully integrate technology into their curriculum for the benefit of their students. This type of qualitative approach is most appropriate for the task at hand and aligns itself with the philosophy of constructivist learning as defined earlier. Through this qualitatively designed case study, the following questions were asked: What factors are necessary in professional development to facilitate the meaningful integration of technology in the secondary curriculum? How can all members of a district support the efforts to meaningfully integrate technology in the secondary curriculum? How can a professional development program overcome differences in the technological skills and abilities of the participants in order to provide a meaningful professional development experience?

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Population Selection The methodology that was used for selecting participants was purposive sampling (Vockell & Asher, 1995). This case study took place in a high school in the New York City suburb of Bridgewater, New Jersey. The school district cites a population of 2,025 students in Bridgewater-Raritan Regional High School (BRHS) on October 15, 2000. The average median value of homes in the district nears $300,000 and consists of singlefamily homes, as well as luxury condominiums. The school sites statistics indicating that nearly 95% of its students continue their education beyond high school in two or four year institutions or through military service. One measure of the school districts success is evident through its students achieving over an 1100 average Scholastic Aptitude Test Scores. Another measure is that the high school has been awarded the Star School Recognition by the New Jersey Department of Education and a Blue Ribbon Designation by the United States Department of Education. These attributes, combined with accessibility and data availability, are the reasons why BRHS was chosen. The members of Business Education, Family and Consumer Sciences and Industrial Technology Departments (BEFCSIT) of Bridgewater-Raritan Regional High School were chosen because they provide the opportunity to yield maximum information. In addition, I am the Supervisor of this department and oversee the professional development programs. The BEFCSIT Department consists of 20 teachers, 9 male and 11 female, teaching various curriculum including foods, sewing, child development, woodworking, social business and computer courses. The teachers experience ranges from first-year teachers to 32-year veterans.

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Although all of the BEFCSIT Department teachers have access to a computer in their classrooms, computer experience varies widely, ranging from teachers who have a self-professed fear of the computer to teachers who regularly use the computer in their personal and professional lives. The professional use of computers ranges from the meaningful integration of computers to just having the computers physically located in the classrooms. The range of computer ability among teachers is not split along any discernable statistical line. Data Collection Procedures By incorporating various methods of data collection, triangulation was utilized to ensure the credibility of the information accumulated. A variety of data collection techniques were appropriate for this case study, including pre- and post-test of teachers skills and attitudes (Appendix C), observations, review of lesson plans, reflective journals, and interviews. All data collected was coded to protect the privacy of the participants. The utmost care was taken with the data since it was housed in a locked filing cabinet to ensure a high level of security. All participants were able to remove themselves from the study at any point with no repercussions as is explained in the statement of consent (Appendix D). Pre-test and post-test instrument. The instrument being used for the pre-test and post-test analysis consisted of two separate instruments designed to test participants computer self-efficacy and their attitudes towards computers. The instruments chosen to measure these factors were designed and tested by Teresa Shaft and Mark Sharfman, Attitudes Towards Computers Instrument (Shaft & Sharfman, 1997) and Deborah Compeau and Christopher Higgins, Computer Self-Efficacy Measure (Compeau &

30

Higgins, 1995). Both authors of these instruments granted permission to utilize them in this research. The pre-test was given to all participants prior to the implementation of any professional development program. That step provided a baseline for establishing the BEFCSIT teachers attitudes and abilities as it related to computers and technology integration. The pre-test also allowed the researcher to customize the instruction of the group to ensure that valuable professional development time was not misused. Finally, at the completion of the professional development program, a post-test was given to the participants. The post-test provided this researcher with data concerning the overall movement of the teachers attitudes and abilities as it related to the computer and technology integration. The result of this test was subsequently compared to the initial data obtained from the pre-test. This information generated useful data on the overall impact of the professional development efforts provided. Observations. I conducted observations of various BEFCSIT department members using two different methods. First, as the participant observer (Creswell, 1994), my observations were secondary to my role as facilitator of the professional development program. However, I did conduct observations during the professional development program. By observing the participants during the professional development class, I was able to gain valuable data regarding the growth and development of the teachers skills and abilities. The second observations were conducted through my role as a complete observer (Creswell, 1994). Through observing the participants in their classrooms, I was able to gain understanding and record information as it occurred while the teachers were

31

teaching. Both observations provided critically important data as to whether skills learned through professional development can be transferred to the classroom. In addition, I brought in an outside observer to observe two of the professional development sessions. These observations provided an additional source of data. This observer is an assistant principal at Bridgewater-Raritan Regional High School and is a trained observer. Furthermore, his educational background makes him an expert in the field of technology and education. He is currently pursuing his Ph.D. in Leadership and Learning Technologies at Drexel University. His observation was vital in providing an outside prospective to the learning that is occurring in the professional development program. Lesson plans. BEFCSIT teachers are required to submit comprehensive lesson plans that detail their strategies for teaching on a weekly basis. These plans were reviewed which provided important information as to what and how often teachers are incorporating skills they have learned in the professional development program. This process provided an overall view of the department and their progress toward meaningfully integrating technology into the curriculum. Reflective journals. As part of the professional development program, participants were required to maintain reflective journals (Creswell, 1994). In addition to the participants maintaining reflective journals, I, as the researcher, maintained a reflective journal throughout the research. These journals also provided the participants with the opportunity to reflect on the learning that occurred in the professional development program. Cochran-Smith and Lytle (1990) maintain that research in education is the knowledge base of the teachers themselves. They feel that teachers

32

interpret and question their professional procedures in order to improve their skills as a teacher. This skill and understanding was vital in evaluating the success of the professional development program that was developed for this research. In order to encourage the teachers to reflect about their experiences with technology, the reflective journals were constructed in a double entry format (Appendix E). The double entry style journal divides the journal page into two separate columns. The left column of the page is used to reflect on questions, events, thoughts, or interaction with people as they relate to technology. After a week, the participants were asked to use the right column to reflect on the events and record their reaction in the left column. This metacognative reflection about ones experiences can provide one with a valuable insight into those experiences. Elliot (1985) concluded that teachers stories are a powerful vehicle in action research. Teachers will identify questions, plan actions, and collection information about the topic. The freedom to write the thoughts in participants minds will provide valuable research data. According to Fulwiler (1987), expressive writing exercises gradually frees students from the constraints of looking for the right way to say something. This is important, because I wanted input from a wide array of methods. Some participants felt apprehensive expressing their thoughts publicly but through the journals, I was able to elicit the true reflective thoughts of the participants and their experiences. By concluding each professional development session with a journal prompt, the hope is that a dialog will ensue within the participants minds. According to Brockbank and McGill (1988), a dialog encourages reflection not only about the learning in the domains of knowledge, action, and self, but reflection on that learning. This type of reflection produced

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invaluable data to this study. As a result, each professional development class concluded with a reflective journal prompt to induce thoughtful and personal reflection. Interviews. Qualitative interviews may be used as the primary strategy for data collection, or in conjunction with observation, document analysis, or other techniques (Bogdan & Biklen, 1998). Face-to-face interviews (Creswell, 1994) were conducted with participants. These interviews allowed information to be collected that provided a historical prospective of the participants and the school atmosphere being studied. Qualitative interviewing utilizing open-ended questions allowed for individual variations (Lofland & Lofland, 1995). During the pre-test, members of the staff were solicited to volunteer their time to take part in an interview. From the volunteers, BEFCSIT staff members were selected to participate in the interviews. All interviews were open-ended and conducted over the staff members 45-minute preparation period. The interviews focused on how the teachers integrate technology into their classroom and feelings regarding technology and change in regards to the professional development program (Appendix F). In addition to interviews with the participants, an interview was conducted with the Assistant Superintendent of Curriculum for the Bridgewater-Raritan School District and the Principal of the high school. These interviews were face-to-face interviews and were conducted in their perspective offices. They were used to determine a frame of reference for the high school and the district as to their overall climate and philosophy. It provided a useful perspective regarding how administrators viewed meaningful technology integration throughout the district, professional development, and the districts vision on technology (Appendix G).

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Professional Development Program The professional development program consisted of seven one-hour sessions over a three-month period. The program was conducted in the fall semester of the 2001 2002 school year and the sessions were held on what the district calls Curriculum Mondays. These Mondays are contractual obligations and staff members are required to attend and participate. However, participants for the study were chosen on a strictly volunteer basis. All sessions were thoroughly documented through the completion of Core Assignment Plans (Appendix H). In addition, an expert in the field of curriculum reviewed these core assignment plans which outlined the professional development plan. The Supervisor of Professional Development and Curriculum for the Bridgewater-Raritan School District reviewed the core assignment plans for completeness, thoroughness, and soundness. She assessed them to ensure that lesson objectives were supported by the lesson activities. The expert found the core assignment plans both sound and thorough for supporting and achieving the objectives. The sessions were broken up into four separate units: Unit 1, Introduction; Unit 2, Standards and Presentations; Unit 3, Curriculum Integration and Unit 4, Meaningful Integration and Summary. These units were chosen because they represent the most critical and important aspects of meaningful technology integration. They also allowed teachers to gain the skills and develop an understanding of what is necessary to integrate technology meaningfully into their own classrooms. In addition to the professional development sessions conducted by this researcher, participants were asked to complete independent professional development activities. Each of the sessions contained an assignment that the participants completed to further

35

their own enlightenment regarding technology. These assignments included completing a double-entry reflection journal, developing lesson plans and curriculum, and practicing the fundamental technology skills they needed to operate and utilize a computer in the classroom environment. In order to provide support for teachers at the times necessary for them, this researcher was available by email and through a Just-in-Time website. This website is located at the following address: http://www.brrsd.k12.nj.us/ brhs/Business/ProfessionalDevelopment/OnLineProfessionalDevelopment.htm and provided Just-in-Time training to the participants. When the participants were working independently and they needed instruction on various programs, the website was available when needed. This website is a compilation of various on-line tutorials that are available on the Internet. The participants could log on to the site and follow the tutorials they needed help with to continue their growth and development. In addition to the website, email was available for around-the-clock questioning. This researcher responded to emails on a timely basis. To ensure a timely response, emails were checked every two hours starting at 7:00 am until 7:00 pm during the week and a minimum of three times a day on the weekends. This ensured that participants received timely answers to their questions. By providing this support scaffolding, participant learning was not stunted or impeded. To ensure timeliness, I logged and tracked emails and their responses. Instruments Attitudes towards computers instrument. In 1997, Shaft and Sharfman designed the Attitude Toward Computer Instrument (ATCI) to measure teachers attitudes towards computers. Much of Shaft and Sharfmans research consists of studying resistance of

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individuals to use information systems (Shaft & Sharfman, 1997 and 2001). In order to study resistance to information systems, Shaft and Sharfman developed the ATCI to test participants attitudes towards computers. In their effort to complete research about the resistance to information systems, Shaft and Sharfman felt that many of the instruments they found to test attitudes toward computers were overly complex. They also wanted an instrument that was broad-based and applicable to a variety of settings. Shaft and Sharfman attempted to avoid participants providing socially acceptable answers or positive stem, so they randomly switched positive responses (1997 and 2001). They first tested the reliability of the instrument in 1984, several times throughout the 1990s and again in an unpublished paper in 2001 (Shaft & Sharfman, 2001). The instrument has been tested and retested through various studies, most recently in 2001. In the 2001 study, the instrument was administered to 25 freshman and sophomore students at Southwestern University (Shaft & Sharfman, 2001). In the 1997 Shaft and Sharfman research, the instrument was validated against two other computer attitude scales, the Reece and Gable (1982) Attitude Toward Computers Scale and the Computer Liking subscale of the Gresseard and Loyd (1986) Computer Attitude Scale (Shaft & Sharfman, 1997). The instrument was found to be both valid and reliable. Computer self-efficacy measure. The Computer Self-Efficacy Measure is an instrument designed to measure the participants belief in their ability to use the computer. Compeau and Higgins designed the study around the idea that self-efficacy represents an important individual trait which influences an individuals decision to use

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the computer (1995). Therefore, if individuals see a benefit in the use of the computer, they will more likely use the computer to complete a task. The instrument was developed and revised during a pilot study consisting of 100 participants. The survey was then mailed to over 2000 randomly chosen individuals and a second mailing was distributed to individuals who had not responded after three weeks. As a result, the main study consisted of 1,020 randomly chosen respondents with a variety of professions and educational backgrounds. The group mostly consisted of male respondents, 81%, who used computers in the workplace (Compeau & Higgins, 1995). The findings of the study indicated that computer self-efficacy plays an important role in shaping an individuals feelings and behaviors. Therefore, the individuals with a high self-efficacy had a tendency to use the computer more often to complete personal and professional tasks (Compeau & Higgins, 1995). According to the research completed by Compeau and Higgins, this instrument provides a valid measure of computer self-efficacy that can be used in a variety of research settings (1995). The research indicates that questionnaires are the standard format for measuring computer self-efficacy. Compeau and Higgins conclude that their study represents the comprehensive assessment of validity that could be made based on existing knowledge (1995). Compeau and Higgins work is in this field is innovative and continues to be at the forefront in this field. Consequently, for purposes of this research, the instrument is both valid and reliable. Data Analysis Strategy The infusion of technology in teacher education is a rapidly evolving field. Technologies are changing continually within a 16 to 24 month life cycle; its capabilities

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and impact on teaching is ever changing. Faculties and schools district are complex social and cultural systems. Furthermore, it is difficult to isolate discrete salient events and examine independent and dependent variables. Technologys impact on education and teacher education programs is a multi-faceted and challenging endeavor, demanding collective efforts and creative resources. Consequently, a purely analytical approach to this research may be inappropriate. Using only descriptive statistics may obscure some of the underlying factors that affect the implementation process and attitudes, level of adoption, and self-efficacy of participants towards implementation of technology into the curriculum. Therefore, scholars and researchers (Creswell, 1998) support the qualitative approach research in this type of study. Qualitative research is an appropriate methodology for determining what facilitators and teachers actually do in a technology infused post-secondary classroom. This type of research provided valuable insight into what teachers know about technology and how they instruct and interact with technology in their classroom environment. It also provides information about other factors which influence student achievement and success. An in-depth narrative was created for each of the BEFCSIT staff members who participated in all phases of the data collection, including the interviews. For staff members who did not participate in the interviews, a general narrative was created from the information obtained through the remaining data collection methods. The information obtained from the data collection was coded to protect the participants identities. From this, the information was coded into general themes that emerged. After the initial review, a secondary review resulted in further categorizing the information into

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sub-themes. This data was collected in matrix form. The matrix form was created and stored in a Microsoft Excel spreadsheet. From this spreadsheet, information was easily sorted and reviewed. Through analysis of the spreadsheet, overall themes emerged. Role of Researcher This research involved the study of the process of implementing technology related professional development in the high school environment. As the researcher, I was a facilitator, an observer, and a participant. As a facilitator, I developed the plan for professional development, produced the instruments used to collect data, and served as a trainer for the professional development. As an observer, I noted, recorded, and interpreted the efforts, attitudes, and oral and written comments of participants as they defined, redefined, and adapted their strategies in response to: 1. 2. 3. 4. 5. Improvement in their technology skills Growing awareness of technology Implementation process and its outcomes Perceived attitudes, concerns, and self-efficacy of teachers Understanding of the technology and how it could be used to deliver and enhance teaching and learning As a researcher, I analyzed the pre- and post-test, transcripts of individual interviews, as well as the records associated with classroom instruction. Through interviews with key personnel, I gained valuable insight into the success of the professional development efforts in order to provide teachers with the necessary skills to integrate technology meaningfully into the curriculum. A more detailed description of

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the professional development model employed in this study is presented later in the study. Background of the Researcher As the researcher, I brought an unconscious bias to the study. As a former Business Education teacher and current supervisor of the BEFCSIT Department in this school system, I am aware of current trends and attitudes in the school district. The research associated with this study expanded my knowledge of the school change literature and research studies involving applications of technology to teaching and professional development. The participants in this study graciously allowed me into their professional lives. I was also aware that all of the participants were committed to provide better opportunities for their students. While I never directly influenced any individual or school actions, I did provide appropriate resources that were available, either in terms of literature references, publications, or personal contacts with other administrators in the school district. The triangulation of data collection processes employed in this study helped offset any unconscious expectations I held for success of the professional development program. I administered pre- and post-test questionnaires that contained items that addressed perceived and self-reported attitudes, concerns, skills, abilities, and feelings about technology integration. Review of lesson plans provided an archival record of technology integration within the classroom setting. The reflective journals provided important information as to how the learner builds relationships between concrete knowledge and the new perspective they received through the professional development program. Finally, interviews with key participants provided in-depth information on

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attitudes, skills, and abilities following the professional development program. The scope and depth of these multiple data collection methods compensated for any potential researcher bias.

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CHAPTER FOUR RESULTS The purpose of this study is to develop an understanding of the critical factors necessary to implement a professional development program that will facilitate the meaningful integration of technology into the secondary curriculum. The population of the study was chosen from Bridgewater-Raritan Regional High School Business Education, Family and Consumer Sciences, and Industrial Technology Departments known as BEFCSIT. The Professional Development Program was conducted over a span of eight weeks in the fall semester of the 2001 2002 school year and was held in a computer classroom at the high school. Professional Development Program Design and Implementation The professional development core assignment plans and materials were submitted to two experts in the fields of curriculum and instruction. The curriculum experts included: Supervisor of Staff Development and Curriculum, Dorothy Novak of Bridgewater-Raritan School District her background and training in professional development and curriculum make her an expert in the field of professional development; and Assistant Principal, Mark Morrell of Bridgewater-Raritan Regional High School his educational background makes him an expert in the field of technology and education as well as being trained observer. These experts were asked to review the materials to confirm they were of high quality and sound design.

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Dorothy Novak reviewed the core assignment plans and supporting professional development materials and discussed them with me during a face-to-face interview. She indicated she was excited about the prospect of a professional development program that focuses on technology and district technology benchmarks. She believes that the professional development design and materials are of high quality and do not need any major changes. I [Dorothy Novak] am thrilled about your professional development program. The district needs more well designed programs that teach teachers how to utilize technology beyond a basic means....the material are well designed and focus on a variety of learning styles. Mark Morrell reviewed the core assignment plans and supporting professional development materials and discussed them with me during a face-to-face interview. He believed the materials were well developed and provided the scaffolding necessary to allow teachers to be successful in the program. Mark Morrell had an additional perspective of the materials and the in-service course because he observed two of the professional development sessions. During the sessions, I observed that Mr. Herman has developed an atmosphere which allows teachers to flourish and excel. The teachers actively participate during the lesson through their willingness to ask and answer questions, partake in activities, and share their personal experiences and knowledge. Mr. Herman taught to the Core Assignment Plans of the lesson, developing a well rounded learning opportunity.

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Based of the feedback obtained from the experts in curriculum and instruction, it was determined that the professional development program materials were of high quality and designed appropriately. Description of Participants In this department, there are 20 certified staff members of which eighteen chose to participate in the study. The two members, who chose not to participate, were unable due to other district commitments. One Family and Consumer Sciences Teacher is required to split her teaching duties between the Middle School and High School. Due to contractual agreements, her professional development activities must be completed in the Middle School. The second teacher coordinates the Cooperative Business Education Program at the high school. She could not participate in the Professional Development Program because of various obligations involved in her job; most of which have to do with meeting employers during the meeting times of the in-service classes. Of the remaining eighteen BEFCSIT members, all participated in every aspect of the Professional Development Program freely and enthusiastically. As evidenced in the Biographical Sheet of the Pre/Post-Test, the participants had varied teaching backgrounds. The teachers who participated in the study entered teaching through both traditional and alternate routes. Their educational backgrounds include, Bachelors Degrees, Masters Degrees, and some with additional college credits. The degrees that were held by the participants included education, finance, accounting, marketing, and engineering. In addition, each of the participants had a variety of technology related experiences, both formally and informally. The biographical breakdown of the data of the participants is represented in Table 1.

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Table 1: Biographical Data of Participants Category Gender Response Male Female 13 46 7 11 12 20 20+ Business Education Family and Consumer Sciences Industrial Technology 0 1 2 2+ Yes No 0 3 4 5 6+ Beginner Novice Intermediate Expert Number of Participants 9 9 5 3 2 3 5 10 4 4 7 1 3 7 17 1 1 1 1 4 11 3 2 11 2 Percentage of Participants * 50% 50% 28% 17% 11% 17% 28% 56% 22% 22% 39% 6% 17% 39% 94% 6% 6% 6% 6% 22% 61% 17% 11% 61% 11%

Number of Years in Education

Subject they Teach

Number of College Course in Computer Application or Technology

Computer Available in Home Number of Years the Computer was Available in Home

Self Assessed Computer Ability

Note: *Percentages in each category may not equal 100% because of rounding.

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Results of Pre-test and Post-test Although the basis for this study is qualitative, the use of limited quantitative data provides an overall prospect of the impact of the professional development program. This means a pre- and post-test was administered to the entire sample population with 100% completion. The pre-test was used to establish a base-line measure of the participants attitudes toward computers and their self-efficacy to use a computer and was administered prior to the commencement of the professional development program. At the completion of the professional development program, the post-test was administered to the participants to measure the effect of the professional development program. The post-test provided this researcher with data concerning the overall movement of the teachers attitudes and abilities as it relates to computer and technology integration. The results of the post-test were compared to the initial data obtained from the pre-test. The information from the pre- and post-test was statistically compared through a Matched Paired Sample t-test in table 2 and 3. Because the sample population remained constant throughout the study and the population of the individual participants was tracked, it was determined that a Matched Paired Sample t-test would yield the most accurate data. The t-test was used to determine whether there is a significant difference between the mean values of the subjects after the professional development program as compared to before the professional development program. For the Paired Sample t-test, it was determined that a 95% confidence level would be used to determine the credibility of the results. This confidence level distributed as t tests the hypothesis that it is different from a zero change. For this sample, the degrees of freedom (df = N 1) was determined to be 17 (df = 18 -1) and

1. Restrain / enhance creativity Ho: (Null Hypothesis) Ha: (Alternate Hypothesis) Error t ~ t1- , n-1 Reject Hypothesis if t = ( d) Sd/n Result Conclusion =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (1.0556-0) .998/18 4.4857 Reject Null Hypothesis and Accept Alternate with 95% certainty

2. Helpful / harmful =0 <0 = 0.05 t ~ t0.95, 17 t < -1.740 (-.7222-0) 1.227/18 -2.4964 Reject Null Hypothesis and Accept Alternate with 95% certainty

3. Enjoyable / frustrating =0 <0 = 0.05 t ~ t0.95, 17 t < -1.740 (-.7778-0) 2.439/18 -1.353 Accept Null Hypothesis and Reject Alternate with 95% certainty However at 90% (t<-1.333) it can be accepted

4. Boring / intriguing =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (.9444-0) .998/18 4.0134 Reject Null Hypothesis and Accept Alternate with 95% certainty

5. Investment / waste =0 <0 = 0.05 t ~ t0.95, 17 t < -1.740 (-.8333-0) 1.150/18 -3.073 Reject Null Hypothesis and Accept Alternate with 95% certainty

6. Difficult / easy =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (.6667-0) 1.372/18 2.0616 Reject Null Hypothesis and Accept Alternate with 95% certainty

7. Nonthreatening / threatening =0 <0 = 0.05 t ~ t0.95, 17 t < -1.740 (-.3889-0) 2.146/18 -.7689 Accept Null Hypothesis and Reject Alternate with 95% certainty

8. Decrease / increase productivity =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (.7778-0) 1.060/18 3.1122 Reject Null Hypothesis and Accept Alternate with 95% certainty

1. No one around Ho: (Hypothesis) Ha: (Null Hypothesis) Error t ~ t1- , n-1 Reject Hypothesis if t = ( d) Sd/n Result Conclusion =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (.0-0) 2.1458/18 0 Accept Null Hypothesis with 95% Confidence 6. Someone got me started =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (1.2778-0) 2.3466/18 2.3122 Reject Null Hypothesis with 95% Confidence

2. Never used a package =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (.3333-0) 1.8471/18 .76556 Accept Null Hypothesis with 95% Confidence 7. Unlimited time for job =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (.5-0) 2.4555/18 .86391 Accept Null Hypothesis with 95% Confidence

3. Software manuals =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (.1667-0) 2.2557/18 .31348 Accept Null Hypothesis with 95% Confidence 8. Built-in help facility =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (-.11111-0) 2.4227/18 -.19456 Accept Null Hypothesis with 95% Confidence

4. Seen someone else using =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (1.2778-0) 2.1910/18 2.4743 Reject Null Hypothesis with 95% Confidence 9. Someone showed me how =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (1.2222-0) 2.0738/18 2.5004 Reject Null Hypothesis with 95% Confidence

5. Call for help =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (1.8333-0) 2.3073/18 3.3705 Reject Null Hypothesis with 95% Confidence 10. Used similar packages =0 >0 = 0.05 t ~ t0.95, 17 t > 1.740 (1.1667-0) 2.0364/18 2.4307 Reject Null Hypothesis with 95% Confidence

Ho: (Hypothesis) Ha: (Null Hypothesis) Error t ~ t1- , n-1 Reject Hypothesis if t = ( d) Sd/n Result Conclusion

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the t distribution was determined to be t (critical) = 1.740. Therefore, if the t test yields a result greater than 1.740 at = 0.05, then the null hypothesis can be rejected and the alternate hypothesis accepted. In the case where scores were decreasing in value, the lesser than -1.740 at = 0.05, then the null hypothesis can be rejected and the alternate hypothesis accepted. This result indicates that there is a significant change in the results of the post-test as compared to the pre-test. The assumption was made that the professional development program was cause of this change. This assumption is correct 95% of the time to the selected 5% of significance. Results of attitudes towards computer instrument (ATCI). The ATCI was designed to measure a teachers attitude towards computers. The result of the Matched Paired Sample t-test yielded a mixed result as to the effect the professional development program had as evidenced by tables 4 and 5. Table 4 represents the results of the t-test that yield a significant change in the sample population from the pre- to the post-test. Therefore, one can conclude that the professional development program had an impact on these subjects. Table 5 represents the results of the t-test that yield no significant change in the sample population from the pre- to the post-test. Therefore, one can conclude that the professional development program did not have an impact on these subjects that could be statistically proven with 95% confidence. As noted previously, Shaft and Sharfman randomly switched the positive stem answers to avoid participants providing socially acceptable answers (1997 and 2001). This researcher found that the professional development program significantly influenced teachers attitudes toward computers on a specific, as well as overall scale. The teachers that participated in the program demonstrated a definite attitude shift in their

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Table 4: Significant Changes in ATCI Question Ho: Null Hypothesis Ha: Alternate Hypothesis >0 Reject Hypothesis if t > 1.740 Results of Matched Pair t-test 1. Restrain / Enhance Creativity Conclusion =0 4.4857

The professional development program influenced the participants attitudes towards computers enhancing creativity. =0 <0 t < -1.740 -2.4964

2. Helpful / Harmful Conclusion 4. Boring / Intriguing Conclusion 5. A Sound Investment / A Waste of Money Conclusion

The professional development program influenced the participants attitudes towards computers being helpful. =0 >0 t > 1.740 4.0134

The professional development program influenced the participants attitudes towards computers being intriguing. =0 <0 t < -1.740 -3.073

The professional development program influenced the participants attitudes towards computers being a sound investment. =0 >0 t > 1.740 2.0616

6. Difficult to Use / Easy to Use Conclusion

The professional development program influenced the participants attitudes towards computers being easy to use. =0 >0 t > 1.740 3.1122

8. Decrease Productivity / Increase Productivity Conclusion

The professional development program influenced the participants attitudes towards computers increasing productivity.

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Table 5: No Significant Changes in ATCI Question Ho: Null Hypothesis Ha: Alternate Hypothesis <0 Reject Hypothesis if t < -1.740 Results of Matched Pair t-test 3. Enjoyable to Use / Frustrating to Use Conclusion =0 -1.353

The professional development program did not influence the participants attitudes towards computers being enjoyable to use. =0 <0 t < -1.740 -.7689

7. Non-threatening / Threatening Conclusion

The professional development program did not influenced the participants attitudes towards computers being Non-threatening

positive view about computers. Although there appeared to be a positive shift in the teachers attitude towards computers as enjoyable and non-threatening, it could not be proven statistically significant. The overall positive shift in teachers attitudes can result in a change by which teachers use technology in their classrooms. The facilitation of positive attitudes generated by the professional development program will most likely result in more meaningful integration of technology into the curriculum. Results of computer self-efficacy measure. The Computer Self-Efficacy Measure is an instrument designed to measure the participants belief in his/her ability to use a computer. The result of the Matched Paired Sample t-test yielded a mixed result as to the effect the professional development program had on teachers self-efficacy. This is

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evidenced by the results represented in tables 6 and 7. Table 6 represents the results of the t-test that yielded a significant change in the sample population from the pre- to the post-test. Therefore, one can conclude that the professional development program had an impact on these subjects. Table 7 represents the results of the t-test that yield no significant change in the sample population from the pre- to the post-test. Therefore, one can conclude that the professional development program did not have an impact on these subjects that could be statistically proven with 95% confidence. Compeau and Higgins, the instruments creators, did not randomly switch the positive stem answers. Therefore, a positive increase indicates a positive change in the efficacy of the participant. The results of the Computer Self-Efficacy Measure revealed a very interesting finding. The results of the 10 measures were equally divided into two separate categories. Out of the ten measures, it could be statistically proven that the professional development program positively affected the teachers in five of the measures. However, in the other five measures, it appears the professional development program had an effect, but it could not be proven statistically. When the results of the Computer Self-Efficacy Measure pre/post-test were further analyzed, it revealed an additional outcome: two groups of measures aligned into two finite categories. The measures were separated by the boundary of social professional development versus non-social professional development. The professional development program had a positive effect on teachers self-efficacy in the areas that involve social learning. For example, when teachers worked with other teachers they

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Table 6: Significant Changes in Computer Self-Efficacy Measure Question I could complete the job using the software package.... 4. ....if I had seen someone else using it before trying it myself. Conclusion Ho: Null Hypothesis =0 Ha: Alternate Hypothesis >0 Reject Hypothesis if t > 1.740 Results of Matched Pair t-test 2.4743

The professional development program positively influenced the participants belief that they could complete a job if saw someone doing it first. =0 >0 t > 1.740 3.3705

5. ....if I could call someone for help if I got stuck. Conclusion

The professional development program positively influenced the participants belief that they could complete a job if they could call someone if they got stuck. =0 >0 t > 1.740 2.3122

6. ....if someone else had helped me get started. Conclusion

The professional development program positively influenced the participants belief that they could complete a job if someone else had helped them get started. =0 >0 t > 1.740 2.5004

9. ....if someone showed me how to do it first. Conclusion

The professional development program positively influenced the participants belief that they could complete a job if someone showed them how to do it first. =0 >0 t > 1.740 2.4307

10. .... if I had used similar packages before this one to do the same job. Conclusion

The professional development program positively influenced the participants belief that they could complete a job if they had used similar packages before to do the same job.

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Table 7: No Significant Changes in Computer Self-Efficacy Measure Question I could complete the job using the software package.... 1. ....if there was no one around to tell me what to do as I go. Conclusion Ho: Null Hypothesis =0 Ha: Alternate Hypothesis >0 Reject Hypothesis if t > 1.740 Results of Matched Pair t-test 0

The professional development program did not positively influenced the participants belief that they could use a software package if no one was around to tell them what to do as they went. =0 >0 t > 1.740 .7656

2. ....if I had never used a package like it before. Conclusion

The professional development program did not positively influence the participants belief that they could complete a job if they never used a package before. =0 >0 t > 1.740 .3135

3. ....if I had only the software manual for reference. Conclusion

The professional development program did not positively influence the participants belief that they could complete a job if they only had the software manual for reference. =0 >0 t > 1.740 .8639

7. ....if I had a lot of time to complete the job for which the software was provided. Conclusion

The professional development program did not positively influence the participants belief that they could complete a job if they had a lot of time to complete the job for which the software was provided. =0 >0 t > 1.740 -.1946

8. ....if I had just the built-in help facility for assistance. Conclusion

The professional development program did not positively influence the participants belief that they could complete a job if they just the built-in help facility for assistance.

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were able to learn by watching and interacting with each other. This could be statistically proven by the overall change evidenced by the measures that involved a social aspect. The professional development program had no effect on teachers self-efficacy in the areas that did not involve social learning. Measures that tested a teachers ability to learn software by only using a manual, built-in help, or unlimited time, could not be proven statistically changed as a result of the professional development program. This result indicates that teachers self-efficacy was enhanced through the social aspect of learning computers with their colleagues in the professional development program. Administrative Perspective of Technology Integration To obtain the school district administrations perspective of technology integration and professional development, I interviewed Christine Kane, Assistant Superintendent of Curriculum for Bridgewater-Raritan School District and Dr. James Riccobono, Principal of Bridgewater-Raritan Regional High School. These interviews provided a unique understanding of administrations view and perception of technology integration in the district. In addition, they identified the critical role that professional development bears on fostering a climate where meaningful technology integration can flourish. After videotaping the interviews, I transcribed the videotape and coded the data allowing themes to emerge from the interviews. The emergent themes were then categorized. Professional development for administrators. Professional development was a concept that both administrators discussed at length during their interviews. Professional development was seen as a means for all levels of educators, administrators as well as teachers, to gain a greater understanding of basic technology usage, as well as meaningful

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technology integration. The professional development agenda needs to be designed to support and help participants understand the districts vision of technology integration. In order for the districts vision of technology integration to be introduced to the teachers, it is critical that the administrators have a firm understanding of the concept. Christine Kane expressed the need for administrators to participate in an intensive session in the form of a retreat. I think the way to do it here, and I think each district is different, would be to have a retreat a full day retreat with administrators....you can invite a speaker, someone who is a visionary, someone who has been there and knows what it looks like. Christine Kane further defined the administrative professional session so that it would facilitate the administrators taking ownership of the vision and incorporating it into their own goals and the goals of their schools. Someone [visionary leader] who can talk about it for a short period of time, for an hour or two, and then the rest of the time should be spent having everyone buy into what it can look like. Get past their [administrators] we just want primary kids to read books and learn to read and do math from their workbooks -- this other stuff [technology] takes away from what is precious. To understand that the other stuff is the way to learn mathematics and to learn reading. Administrative understanding of a districts vision of technology integration constitutes a critical role in the facilitation of that vision. Administrators work closely with teachers to ensure the districts vision is being carried out and that the districts benchmarks are being incorporated into the curriculum by the teachers.

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Professional development for teachers. The need for professional development for the teaching staff was clearly defined by two separate themes. First, teachers need training in the operation of the hardware and software that they currently have available to them. James Riccobono explains that teachers need to understand how to use the technology. I think some very meaningful hands-on type of activities where staff has an opportunity to apply a skill. For example, Introduction to Power Point there would be about 15 of us in the computer lab and the moment we sat down, the lesson surrounds how to engage and use Power Point. How to make slides and utilize the different components that would enhance those slide presentations that could be used to facilitate an objective that any of us may have in learning. So I think very many hands-on, practical applications the opportunity to create a product so that at the end of the session people can say, this is something I did and can use back in my classroom. There needs to be total engagement and use of the equipment that is being presented. Second, teachers need to be trained in what meaningful technology looks like in the classroom. Christine Kane explains the need for teachers to understand that technology. They can be sessions where you go into the lab on your own, they can be afterschool courses, you can have release time. You have a menu of topics, and then a menu of ways to learn them and the teacher moves closer towards that.... measurable objectives as to how Im [the teacher] going to utilize it [technology] in my classroom not Im going learn how to do whatever. And hows it is going to make me a better teacher. And always youre working toward the model

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of the ideal Bridgewater-Raritan teacher what that teacher should know and be able to do with technology to enhance the curriculum. By utilizing professional development, teachers, as well as administrators, can learn to use technology and meaningfully integrate it into the curriculum. A clear and concerted professional development effort is necessary to ensure that meaningful technology integration will occur in the district. Professional development is something that district leadership understands is critical to implement the vision of what meaningful technology integration should be. What factors are necessary in professional development to facilitate the meaningful integration of technology in the secondary curriculum? The case study approached revealed a variety of themes that are vital to the meaningfully integration of technology into the secondary curriculum. In order to ensure that a professional development program is successful in preparing teachers to meaningful technology integration into their curriculum, the research revealed four critical components: 1. 2. 3. 4. Increased basic computer literacy through training Creating a safe learning environment for the participants Creating a climate in which participants become comfortable with change Utilizing social learning to increase the effectiveness of the training Increased basic computer literacy through training. Basic computer skills were a topic that repeatedly surfaced throughout the data collection analysis. Mark Morrell, critical observer, noted in the second observation, During his [teacher] presentation, he

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cited a need for more professional development including a functional need for teachers to understand how the Windows operating system works. Bridgewater-Raritan School District has had an extensive after school and summer in-service training program available to staff for a number of years. This inservice program consists of various teaching related topics as well as a few technology related programs. However, according to the participants of the study, the district inservice program does not focus enough in the area of basic computer literacy. All of the participants interviewed believed the school district should support the vision of integrating technology through more in-service training for all levels of technology users. Teacher BE1 expressed a typical response during his interview: The in-service program has been in the district for a lot of years. When technology was new they had a lot of basic classes. Now the district has moved away from that. Because of the new teachers, new technology, and old teachers starting to use technology the district should have more basic technology classes. The in-service program should focus on providing technology courses for all levels of computer users. Computer literacy was addressed in the design of this study through a just-in-time method. The website was designed to provide the teachers with a means of finding tutorials on the Internet when the teacher was available to complete them. The website was introduced to the teachers, but was not utilized to its fullest potential. In her interview, Teacher FCS2 explained: No, I didnt use the website.Personally, Id like a one-on-one, because like I said, I dont catch things the first time through. I need at least a run through, and

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then a practice, and then the third times usually a charm.Im not good at the tutorials yet.I think a more of a goal-oriented basic computer class with other teachers would be best. The absence of a social aspect appeared to be one of the greatest deterrents for teachers. It prevented teachers from using the website or attempting to learn the computer on their own. This result was supported by the statistical findings of the pre/post-test stated above and by the participants reflective journal entries. Teacher FCS4 wrote in her journal about her fear of working on her own with computers. Teacher FCS4 wrote, It seems easy enough, but Im afraid when I do it myself, I will forget everything. This lack of a social component limited the websites effectiveness and hampered individualized learning. Since computer literacy became such an important topic to the teachers, one of the more advanced users in the group conducted a basic computer literacy course. The course was designed to supplement the teachers knowledge and provide them with the social opportunity to ask basic technology questions. Teacher IT1 explains the purpose of the class during his interview. Basic PCs what about Windows 98.Im teaching them software programs, showing them how to do automatic quizzes on the Internet FoodsFunBrain.com.Because its been my experience, not only in this school but other schools, that most people dont have the basic skills. They [teachers] kind of jump into the technology in the middle. They never were taught the basics like what is a floppy, what is a hard drive and some of the terminology to begin with so when they hear this terminology theyre not put off by it.

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In-service and professional development related to basic computer literacy will not only make a difference in teachers abilities but also in their attitudes. Teacher IT2 explains: Lets get basic, and then lets move on.Now Teacher IT3, he just bought a new Dell computer yesterday for the first time in his life. Things are changing. You have, and in service has, made an impact on 2 out of 3 people that I work closely with. You cant do any better than that. Lets get this man using this tool that he just got at home. Basic computer literacy is a critical component to any technology related professional development program. Participants of professional development programs need to have a basic grasp and understanding of the skills necessary to operate computers. The skills need to be developed and nurtured in a nonjudgmental environment in which the participants feel comfortable to make mistakes. After a computer literacy foundation is established, the program must continue to build on it through additional professional development opportunities that demonstrate how those skills can be used to meaningfully integrate technology. This professional development program did not fully support the most basic of computer users, but the research did reveal the critical need for it in its findings. Creating a safe learning environment. Over the past forty years, technology has put education into a continual state of flux. It places constant pressure on educators to continually update their skills and alter their teaching style. This pressure has resulted in a backlash that transforms itself into a fear of technology. In her interview Teacher FCS2, a new teacher, states it clearly:

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Coming here [Bridgewater] is like jumping into the ocean.I would go to a class, and I would feel so overwhelmed because of my lack of intelligence, or knowledge. I should say that it just consumed me. This overwhelming feeling fuels a teachers inability to use or lack of desire to learn new technologies. The fear and frustration results in teachers using only the technology they feel comfortable with or know. Teacher FCS4 wrote in her journal, I would like to integrate PowerPoint into my lesson, but I do not know where to start and how to use the program.It is very frustrating. Therefore, some technologies have been widely used while others are generally ignored. As a result, not all of the technology skills described in Student Benchmarks will be taught equally across the board. To overcome this fear, it is critical that professional development programs are designed to create a safe learning environment for teachers. This professional development program was designed to allow teachers to participate freely. Mark Morrell documented the learning environment during his observation. The teachers appeared to be relaxed during the session. They freely participated in the lesson and did not appear to be apprehensive about making mistakes. Mr. Herman has appeared to have created a safe learning environment for the teachers to explore and learn. By creating a safe learning environment, teachers feel comfortable to make mistakes and learn from those mistakes. Their success or failure provides them with an opportunity to learn and develop their skills and knowledge base. Teacher FCS1 explains during her interview:

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I think thats one of the things that I got from this course, that you could play with them [computers] more and it wouldnt be disastrous. The course made me feel comfortable to make mistakes. I did not feel threatened by the mistakes. Actually, I learned a lot from the mistakes I made in the course. A safe learning environment is a critical component of a successful professional development program. It allows teachers to explore, attempt, and even fail. Because of the change that is inherent in technology and its evolution, teachers technological skills will have to be constantly updated. By creating a professional development program, with a safe learning environment, teachers will be encouraged to keep learning and develop their skills and knowledge base. Creating a climate in which participants become comfortable with change. Because of the rate at which technology is changing and evolving, the concept of change is an essential part of a professional development program designed to develop teachers ability to meaningfully integrate technology into the curriculum. Fear of change can cause teachers to be afraid of technology and inhibit their desire to learn about it. This fear will ultimately result in a failure to meaningfully integrate technology into the secondary curriculum. When asked about how technology has changed teaching, FCS1 explains: My son is a teacher and this is his second year of teaching physics. And, I see the computer work he does. And I know how he was taught in high school a short six years ago. It wasnt even close its nothing compared to what he is teaching now.My god what a change. A complete change within the past 10 to 15

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years.I cant even imagine how some teachers had to adapt to this world of technology. The concept of change was a critical component of this professional development program. Teachers have a tendency to fall into a pattern and teach the way they feel most comfortable. When teachers fail to attempt new teaching strategies, it leads to a static learning environment. Therefore, technology is not integrated into the curriculum. Teacher BE2 explains, Its easy to be put in a situation where things remain the same. You teach the same way, you present material in the same way. This program was designed to allow teachers to become comfortable with the concept of change. It encouraged them to embrace change as a part of their teaching style. In her interview, Teacher BE2 explains about the success of this professional development program: First was constant change.the professional development allowed us to see different ways to represent materials to switch constantly changing even if you do PowerPoint with kids, they need to see different ways of having the material presented to them. The professional development also brought it [change] out and kept it foremost in my mind having the book beside me and having to write out my thoughts in a journal.How can I integrate technology into it where I was not using technology before? The constant need to change. Needing to change the way you do things.Technology is change and to really integrate technology you have to be comfortable with change. By incorporating the concept of change into the safety of a professional development program, teachers become comfortable with change and begin to embrace

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it. Teacher BE1 explained succinctly, After the sessions, I am much more comfortable with change and I am more willing to try technology. An increase in the teachers comfort level can result in further integration of new ideas and teaching methods. These new ideas and teaching methods can be channeled into the use of technology. Without change, teachers will not try any new teaching methods especially in the area of technology. Technology by its very nature is about change. Therefore, any successful professional development program has to instill a sense of confidence about change in its participants. Teacher FCS3 wrote in her journal, It is a never ending process. Social learning. The concept of learning technology in a group setting was a theme that overwhelmingly appeared throughout the journals, the interviews, and in the findings of the pre/post-test results. The participants in the study felt more comfortable learning to use and integrate technology among their peers. Teacher FCS2 reflected in her journal about her experience in a computer course and writes, Im glad I was able to see this and realize the potential of technology. I still couldnt do it by myself, but Im one step closer. Im more comfortable learning in a group. The social learning process not only allows teachers to overcome their fears, but also aids them in the learning process. IT1 explains during his interview: Courses let teachers see that they are not alone. They want to learn with other teachers. Because as a member of a group they see that other teachers do not know everything about the computer either. Also, they see teachers doing something on the computer and they ask them to show it to them and they learn. Through the social learning process they learn from each other, they help each other, and they bolster each others confidence.

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Teachers are most comfortable in a social learning environment. By the design of their profession, they are constantly learning in the social environment of their classroom. Teachers repeatedly use social learning techniques in their own classrooms on a daily basis and they are familiar with them. Teacher BE9 wrote about the social learning process that occurs in his classroom and penned, Technology in the high school classroom is an interactive environment where teachers and students learn new things from each other every day. This social classroom environment allows the student to learn about technology as well as the teachers. Teacher BE9 continues in his journal, Students are a great source of knowledge for new technology that is being used in the classroom. Because a teachers poor self-efficacy can be an overwhelming barrier to the learning and the integration of technology, teachers prefer computer training in a social environment. This social learning environment allows teachers to gain a sense of confidence as well as an opportunity to learn from others in their group. Teacher BE6 stated it clearly in her journal when she wrote: I have realized just how drastic the differences are between the teachers and their knowledge of technology. It seems that technology integration can be used by all of us as long as we continue to support each other and learn from each other. As long as we keep learning, our students will keep learning. Teachers work within the realm of social learning on a daily basis. This sense of confidence aids them in their learning process of the computer. The importance of the social learning aspect of the professional development program was underscored by the results of the Computer Self-Efficacy Measure, as stated earlier. As a result, the social

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learning process in computer literacy of educators remains a critical component to a successful professional development program. How can all members of a district support the efforts to meaningfully integrate technology in the secondary curriculum? In order to meaningfully integrate technology in the secondary curriculum successfully, the research indicates that a variety of district personnel need to support the effort. To ensure that the districts vision of meaningful technology integration is fully implemented, critical members of the district must support it. The vision needs to be supported by: 1. 2. 3. Board of Education and administration. Modeling and visionary personnel. Technology support system and staff. Board of education and administration. The research revealed a need for the Board of Education (BOE) to develop a clear vision that defines meaningful technology integration into the curriculum. This vision must then be understood and supported by the entire administrative staff of the school district. Once the administrative staff takes ownership of the BOEs vision, they must then clearly communicate it to their staff throughout the entire school district. Teacher BE2 explains it simply, They [teachers] need to feel change occurring from the top down. This top down model of implementation sends a unified message that the vision is being incorporated equally through the entire school district at all levels. The Bridgewater-Raritan BOE has developed a vision of technology integration which is defined through the districts Student Technology Benchmarks and Teacher

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Technology Standards. Through this case study and the professional development program, the participants of the study were introduced to BOEs vision. Furthermore, they examined the standards and discussed their role in the curriculum. Teacher BE10 wrote, The standards are very thorough. However, teachers and staff throughout the school district are largely unaware of the BOES vision or the Student Technology Benchmarks and Teacher Technology Standards. District administrators maintain a critical position in the communication of the districts vision of meaningful technology integration. However, the assistant superintendent identified the primary deterrent in the implementation of the BOEs district vision. Christine Kane believes the administrative staff must be educated regarding what technology can do as well as how to incorporate it into the curriculum. She expressed the following response: I dont think they [administrators] have the vision so when they are working with the staff I dont know that they would go in and say, How come you didnt....I thought youd want to incorporate the video camera or the scanner in this lesson so that kids could produce a different document? I dont think they [administrators] know how to use the equipment so how in the world are they going to help the teachers? Administrators need to have a thorough understanding district goals and the ability to identify, encourage, and instruct teachers in the use and integration of technology. In the Bridgewater-Raritan School District, there appears to be a difference between the high school administrators and the central office administrators. Teacher IT2 explains, In my opinion, in this school, they [high school administrators] are doing

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an excellent job. But we need the people above them, in the central office, to know whats going on in the high school. The research revealed that the high school administrators work closely with their staff, guiding them in the process of implementing the districts vision of technology integration. James Riccobono explains the process by which the high school administrators support their staff: High school administration [principals] reach out to the cabinet [curricular supervisors] to see what are our areas of weakness, where does staff need assistance, what kinds of programs or topic do we need to select to help these people [teachers]....I think we [high school administrators] have to monitor their [teachers] lesson preparation and implementation. We have to observe them; we have to interact with them. We have to talk with them about the types of activities that they are conducting. Again, we try to model, present, provide opportunities for teachers to become better skilled at this [technology integration]. The district needs to have a common vision that is shared and understood by all levels of administration. Once administrators understand and take ownership of this vision, they can work with their staff to educate and develop the teachers understanding. However, administrators must not only work with their staff, they must reinforce the districts vision through supporting actions as well. In order for an administrator to support the districts vision to meaningfully integrate technology into the curriculum, they must take supporting action in the form of technology purchases, modeling, and administrative planning and support. Teacher BE4 described her beliefs about how administrators actions can support teachers to

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implement the district vision. Teacher BE4 wrote, Develop a comprehensive plan for the purchase of hardware and software that supports the benchmarks and districts vision and meets the needs of the teacher. In order for the vision to become a reality, both teachers and administrators have to work together towards the meaningful integration of technology. The administrators need to work closely with their staff by communicating with and supporting them in their efforts to implement the districts vision of technology integration as set forth by the BOE. In order to ensure this cooperative effort is accomplished, administrators need to be trained and understand the concept of meaningful technology integration. BOE and school district administrative support are a critical component in ensuring that technology is meaningfully integrated in the secondary curriculum and throughout the district. Modeling and visionary personnel. The results of the research indicated that modeling technology integration through visionary personnel could be an effective tool in the facilitation of meaningful technology integration. The research revealed that modeling is a successful way for teachers and administrators to learn how to use available technology and to explore the possibilities that technology offers. James Riccobono explains the benefits of modeling technology integration. Modeling is something that needs to occur at all levels. Administrators need to model for teachers and teachers need to model for students. Through modeling everyone can see an ideal situation. They can experience it first-hand and take it back with them when they leave. When a teacher sees how they can use the

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technology, it takes some the fear away from having it. Modeling is an integral part of teaching, whether it is students or teachers. Model classrooms with visionary personnel can serve as inspiration for teachers in determining how technology can be used to accomplish curricular goals and district objectives. Teacher BE2 explains the benefits of model classroom. I think people learn things differently, obviously.Most kids learn by doing so if you actually give them a model say for CP accounting you go into the computer I really feel they learn or they comprehend better when they see it working. In the same manner, I think that teachers would understand the potential of technology if they were able to see technology used well in a classroom. Through the interviews, it was suggested that the district could create one or two classrooms utilizing visionary personnel to serve as models for exemplary technology usage and integration. These prototypical classrooms could serve as learning environments for teachers as well as the administrators. Christine Kane describes the model classroom as follows: One or two places in the district, which I think they should have, that can serve, as a model of what technology should be....Put them someplace that teachers can see them and then they can work towards becoming a model themselves. However, the model classrooms do not necessarily have to be in the district. Due to budget restraints and the cost of creating a model classroom, it may not be feasible for the district. Therefore, models can be compiled from throughout the state and the country via various media forms. Christine Kane continues:

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You can capture those now on film obviously actually go into real time and see a classroom in operation and have people understand this is what ninth graders can do in a basic science class this is what twelfth graders can do in a higher level drafting class....I think you need to hear students and teachers as part of that captured piece talk about the fact that they struggled before but the use of technology really helps them to raise this to a different level....You need to hear kids who went on to college talk about how the access to technology in their high school and middle school allowed them to be ten times more successful in college or businesses. Model classrooms with visionary personnel serve a means for both teachers and administrators to interact with technology usage and integration in practice. Modeling allows the learning that occurs through professional development to be experienced in a different way. The models would allow a different type of learner to better understand the concept of technology integration. Through modeling, both the professional development and the district vision can be supported and implemented meaningfully for all stakeholders. Teacher FCS puts it succinctly, If I can see it, I can do it. Technology support system and staff. The research revealed that a strong technology support system is a critical factor necessary for meaningful technology integration to occur. The participants of the study overwhelmingly believed a strong support system needs to be in place in order to ensure the technology operates and works when it is needed. The participants cited multiple examples of the need to change plans that were designed around technology, because the technology did not work. Teacher FCS3 wrote, Went to record my journal entry, inserted disk, and couldnt open it. This

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is one of the main reasons why I hate computers. I am frustrated. When technology does not work, teachers not only feel frustrated, it undermines their self-efficacy. Teacher FCS2 wrote, I dont understand why these things happen. Ive been printing stuff all along and all went okay. Then it goes wrong and I cant figure if its me or the computer. This frustration and poor self-confidence leads teachers to a lack of dependence on technology. When technology does not work, it presents an insurmountable problem that teachers cannot conquer. Teacher IT2 explained it in his interview: One of the biggest obstacles is software failure and hardware failure on a shortterm basis. A printer cable goes bad, and you look at everything but the printer cable. You have minor networking problems.The people that I work with can identify a computer, but a lot of them cant go any further. The result is that teachers find non-technological means to accomplish the lesson and do not integrate technology into the curriculum. Consequently, the Technology Benchmarks will not be integrated and teachers will continue to rely on traditional means to teach the subject curriculum. James Riccobono provided an analogy of teachers fear about relying on technology that may not work. He explained, I get my classroom set up, Im all set to go, Ive relied on this presentation, and the computer network is down. Some component on the piece of equipment doesnt function that day. And, Im really scared to have my whole presentation hang on this. So, Ive known in the past that these things are always going down Ive heard that there are a lot of problems with technology, so Im not taking any chances because it is not worth the risk.

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Because the need for consistent and reliable technology is so essential to meaningful technology integration, the district needs to support its technology systems. The district must develop a procedure for providing teachers with fast, dependable, and effective computer and technology equipment repair. For example, the district needs to have enough personnel on call to handle emergency repairs and to properly implement long-term technology plans and improvements. Teacher FCS1 reveals her solution, I would get more people to fix computers. You just cannot throw computers in and not have the staff to fix them. There should be one person here alone in this building.you have to keep the computer running. Keep buying them and keep them running. The current procedures to maintain the computer systems are not effective in the Bridgewater-Raritan School District. Teachers call for repairs or submit work orders and the computers remain unusable for long periods of time. Teacher FCS4 explains a typical situation This caused total frustration because I kept coming up with the prompt, the network could not validate your user name. I know I was typing in my name and password correctly because it worked in the 300-building workroom. This is the third time this has happened in my room. I told the tech guys, how long do I have to wait for it to be fixed? The current system does not adequately handle the technology support needs of the teachers. This results in frustration, fear, and lack of desire to use technology and ultimately integrate it into the curriculum. In order for all members of the district to support meaningful integration, there needs to be a strong system that remedies

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technology problems immediately. If teachers cannot rely on the technology, they will not integrate it into the curriculum. How can a professional development program overcome the differences in the technology skills and abilities of the participants in order to provide a meaningful professional development experience? The results of the research indicate that one of the main concerns raised by the participants in the beginning of this study was its ability to meet the individual needs of the teachers. Because of the diversity of technology skill levels and the variety of curricular areas taught by the participants, teachers were concerned about the impact these facts may have on their professional development experience. By the end of the program, teachers had found the professional development program met their individual needs. Teacher BE3 was typical of the other teachers when she wrote, I think the program was great. It met my technology needs. The findings of the study indicate that a professional development program can overcome the differences in the technology skills and abilities of the participants in order to provide a meaningfully professional development experience and it must encompass certain components. A professional development program needs to: 1. 2. 3. Develop a sense of intrinsic or extrinsic motivation. Utilize just-in-time learning and content specific materials. Utilize self-evaluation. Extrinsic or intrinsic motivation. In order for a professional development program to enhance the technology skills and abilities of the teachers, it must create a sense of motivation for its participants. Change will only occur if there is a need for

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change. Therefore, teachers need to be motivated to use technology in their lives and in their classrooms. This motivation can either occur by intrinsic or extrinsic means. It is critical to move teachers towards the meaningful integration of technology. Teacher BE2 explains, I think for some its a push and for some its a pull. And thats just the nature of teachers of people. For some people you dangled that carrot out there and they went after it.others, you had to push them towards it. I dont think that anyone is unhappy once they are there be it pushed or pulled. Showing teachers the benefits of using technology to ease the burden of their teaching responsibilities can create the extrinsic motivation necessary to aid them in changing. Teacher BE6 wrote in her journal, It [technology] can make things like grades easier for teachers and more easily available for students. When technology is viewed as a benefit, either professionally or personally, it motivates teachers to learn and use it. Teacher FCS1, who is reluctant about using technology, wrote in her journal: During the past two weeks, I used the computer to look up facts on cars. I feel like I got to know more about cars than I ever wanted to know. I did use the sideby-side comparison to compare new cars with my daughters old car. It was really helpful. Did I say that? These types of experiences encourage the participants to learn how to use technology because they see the benefits it can provide. However, some participants already know the benefits that technology can provide and are internally motivated. For participants that are intrinsically motivated, they need to be encouraged differently by the professional development program. The professional development

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program needs to support their intrinsic motivation through a constructivist-learning environment. Allowing participants the opportunity to create their own learning experience inevitably leads to the professional development program meeting the individual needs of the participant. Teacher FCS2 discussed a constructivist learning experience she had in a computer class and wrote, This class makes me take the time to sit in front of the computer and play with it. It was great. This type of excitement leads to learning and self-discovery of knowledge. Teacher FCS1 describes the intrinsic motivation of a colleague who was enthusiastic about learning new technology skill. Teacher FCS1 explains, One of the guys in the shop area is so excited about it [learning technology]. He comes into the teachers room and he says all this stuff that we all just sort of look at each other.We have no concept of the stuff hes talking about, but hes excited. As teachers discover more knowledge, they continue to seek more knowledge. A successful professional development program will capitalize on this extrinsic motivation and allow these teachers to construct their knowledge and direct their own learning experiences. Meaningful technology integration will only occur if the professional development program meets the needs of all of participants technology skill levels and abilities. Whether motivation is intrinsic or extrinsic, it is a critical component for the professional development program to meet the variety of the technology skills of all participants. Teachers must be motivated to gain the knowledge necessary to begin to rely on technology and use it for solutions to problems. When teachers are able to use

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technology and understand its benefits in the classroom, they will begin to integrate it into their curriculums. Just-in-time learning and content specific materials. In order for a professional development program to be successful, it must provide a strong scaffolding system that meets the varied technological needs and abilities of the participants. For example, although the website was under utilized, as stated earlier, it could be modified to become an effective interactive component of the professional development program. Teacher FCS2 explains, I need my [learning] experiences to be more goal oriented unlike the website [professional development website] that you showed me. The website needs to be designed to allow the user to encounter a goal oriented interactive learning environment to improve their learning experience. With changes, the website design can create an interactive environment that encourages exploration and discovery of knowledge. The web page should be designed to provide a scaffolding system that supports the learners in their learning exploration. Extensive hyperlinks can provide additional resources for the learner to explore and help guide them in their discovery process. A resource of Frequently Asked Questions can be developed over time from inquiries and questions purposed through Email and the websites guest book. Teacher BE1 summarized the changes that need to occur in the website and explains, Websites can provide a valuable learning experience when they are interactive. Beyond the website, a professional development program must provide content specific information for teachers in their curricular area. As an initial assignment, teachers were asked to reflect in their journal about how technology can reshape their classroom and enhance the curriculum. Through several entries, Teacher FCS1 wrote,

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I really dont think they [Computers] can.I really feel that my classroom is ok the way it is.I think they are appropriate for other classes, but Im not willing to change a very good curriculum just to accommodate computers.I dont think this applies to my class. As evidenced by her thoughts, she did not understand the possibilities that technology could provide for the courses she taught. As the professional development program progressed, this teacher was provided with a professional development handbook that contained content specific lessons and materials that pertained to her curricular area. Teacher FCS1 was later interviewed and she had a different outlook about the possibilities that technology could hold for her classroom and students. Teacher FCS1 was optimistic about her ability to use the professional development handbook in the future and explains, I know that the book you gave us has a wealth of information.I like the chapter about model lessons for Family and Consumer Sciences. It provides me with specific examples I can use in my classroom. And, I need stuff that I can directly relate to. By providing technology related materials that are curricular content specific, teachers can integrate those materials immediately into their classrooms. Teachers are already challenged by technology; they do not need the additional challenge of having to modify the materials to meet the curricular needs of the class. Creating a learning environment that meets teachers different curricular needs on a timely basis will aid in overcoming the differences in the technology skills and abilities of the participants. By providing scaffolding through the means of a website, it can

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provide support to professional development participants when they need it. This allows participants to explore and create a learning opportunity when they have the time and desire. An interactive website coupled with curricular content specific materials will allow teachers, with a variety of technology skill and ability levels, to learn and experience the value of technology in their classroom. Self-Evaluation. In order for a professional development program to meet the varied needs of the participants, it is vital the participant understand their own abilities and needs. The Teacher Technology Standards are designed to allow teachers to understand the technology skills and abilities that are necessary to implement the Students Technology Benchmarks. Teacher IT1 echoes this concept, I think the standards will allow the teachers to implement the benchmarks. Consequently, if teachers can meet all of the Teacher Technology Standards, they will be able to meaningfully integrate technology into the curriculum. As a result, an initial exercise in a professional development program should be an assignment in which the participants are required to complete a self-evaluation. The individuals can compare themselves to the Teacher Technology Standards and be able to identify their technology strengths and weaknesses. By using the standards set forth by the school district, teachers can identify their strengths and weakness as required by the district. Teacher FCS4 wrote the following in her journal: The Teacher Technology Standards impact on my own need for professional development and skill development by making me realize just how much I do not know about computers.I also see what I can do in the classroom and cannot do because of my lack of knowledge.

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After teachers evaluate their skill level, they can customize the professional development training and work on the technology skills and abilities that will help them to implement the district vision of meaningful technology integration. As part of this professional development program, the participants were instructed to choose three to five teacher standards that they would like to concentrate on. They were then asked to write them on the first page of their professional development binder. Teacher BE2 discusses the impact this exercise had on the professional development experience. Teacher BE2 explains: In the beginning of the professional development we chose some [teacher technology standards] and mine was to constantly integrate technology to demonstrate and learn.it kept the standards in the front of your mind having them there on the front page when Id open it [professional development binder] up. It was almost subconscious it would be there. Wed have professional development and Id constantly think of all the different things that I should be doing in my classroom.But it was a matter of wanting to better the classroom and as a result it constantly challenged me to grow. The Teacher Technology Standards act as a guide for teachers to evaluate their own skills and abilities. They are designed hand-in-hand with the Student Technology Benchmarks. Therefore, if a teacher can meet the Teacher Technology Standards, they will be able implement and integrate the Student Technology Benchmarks. As a result, they can implement the districts vision and meaningfully integrate technology into the classroom and the curriculum. The Teacher Technology Standards not only lend themselves to self-evaluation, they allow teachers to concentrate their professional

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development effort in the areas needing improvement. This individualized education provided by the self-evaluation will result in teachers of various technology skill and ability levels meeting their own needs through the professional development program.

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CHAPTER FIVE SUMMARY AND DISCUSSION

In this chapter, I present a brief overview of the research and research methodology followed by a summary of the results of the study. Concluding this chapter is a discussion of the findings and implications of this study. Technology has had an all encompassing impact on our society like no other invention in the twentieth century; and, nowhere is this impact felt more than in the field of education. As school districts struggle with budgetary issues, meeting the needs of advanced and special needs students, and worrying about the safety of the students, educational leaders are looking to technology for solutions. Because school districts all over the country are spending tremendous amounts of taxpayers monies on technology, they are faced with the daunting task of ensuring that the technology is used to its utmost potential. As a result of these facts, this case study identified the educational need to meaningfully integrate technology throughout the curriculum. The focus of the study was further refined by previous research that demonstrated an overwhelming need to identify concrete means through which technology can be meaningfully integrated into the secondary curriculum. Consequently, the purpose of this qualitative study was designed to gain valuable insight into the processes and structures that are necessary for secondary teachers to develop the requisite skills to meaningfully

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integrate technology into their curriculum. A case study design was most appropriate to accomplish this task and philosophically aligns with constructivist learning to yield the maximum results. Through this qualitatively designed case study, the following research questions were asked: What factors are necessary in professional development to facilitate the meaningful integration of technology in the secondary curriculum? How can all members of a district support the efforts to meaningfully integrate technology in the secondary curriculum? How can a professional development program overcome differences in the technological skills and abilities of the participants in order to provide a meaningful professional development experience? To answer these questions, I developed a research plan by completing the following processes: Defining the study through the review of literature Developing a provisional research plan Developing a professional development program Identifying a research site and implementing a program Gathering data Analyzing and coding data Forming conclusions and recommendations The review of current literature indicates there is a definitive need for research in the area of professional development programs that develop and support meaningful technology integration throughout the curriculum. The literature review provided the

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definition of meaningful technology integration and described the accepted principles of education and learning, as well as defining meaningful technology usage. This definition defined the context of the study and provided the educational framework for the professional development program. Once the professional development program pedagogy was developed, the task to identify a research site was undertaken. Bridgewater-Raritan Regional School District was selected because of its overall commitment to high educational standards and the Board of Educations desire to integrate technology throughout the curriculum. The members of Business Education, Family and Consumer Sciences and Industrial Technology Department (BEFCSIT) of Bridgewater-Raritan Regional High School were chosen because they provided the opportunity to yield maximum information. The professional development program was then implemented in the fall semester of the 2001 2002 school year during professional development and in-service days. Throughout the execution of the professional development program, the data collection procedures were implemented. The data collection methods included: pre/post-testing, observations, reflective journals, interviews, and analysis of artifacts. These particular data collection methods were chosen because of their combined ability to provide the greatest amount of data and triangulation to ensure the accuracy of the results. From the data collection process, the information was compiled and an initial analysis was performed. The data was then coded to protect the participants identities and classified into the general themes that emerged. After the initial review, a secondary review resulted in further categorization of information into sub-themes. This data was

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organized into a matrix form so the information could be easily sorted and reviewed. Through the analysis process, conclusions were formed and recommendations emerged. Summary of Results 1. The information from the pre- and post-test was statistically compared through a Paired Sample t-test. The results of the Attitudes Towards Computer Instrument indicate that the professional development program positively affected the teachers attitudes toward computers on a specific, as well as overall scale. The facilitation of positive attitudes generated by the professional development program can result in a more meaningful integration of technology into the curriculum. 2. The information from the pre- and post-test was statistically compared through a Paired Sample t-test. The results of the Computer Self-Efficacy Measure Instrument indicate that the professional development program had a positive effect on teachers self-efficacy in the areas that involve social learning. This result indicates that teachers self-efficacy was enhanced through the social environment of learning computers with their colleagues in the professional development program. 3. The research revealed there are four critical components necessary to ensure that a professional development program will be successful in facilitating the meaningful integration of technology into the secondary curriculum. The essential elements are: a. b. Increasing basic computer literacy through training Creating a safe learning environment for the participants

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c. d. 4.

Creating a climate of change among the participants Utilizing social learning to increase the effectiveness of the training

The data collected during the research indicates there are certain necessary district personnel that must support the vision of meaningfully integrated technology throughout the curriculum in order to ensure success. These individuals and administrative bodies must have a clear understanding and knowledge of the districts vision of meaningful technology integration. The vision needs to be understood and supported by: a. b. c. Board of Education and administration Modeling and visionary personnel Technology support system staff

5.

The findings of the study indicate that a professional development program can overcome the differences in the technology skills and abilities of the participants in order to provide a meaningful professional development experience. To ensure that individual participant needs are met, the professional development program must encompass certain components: a. b. c. Develop a sense of intrinsic or extrinsic motivation Utilize just-in-time learning and content specific materials Utilize self-evaluation

Discussion The conclusions drawn from this case study are derived from the original research question; what factors are necessary in professional development to facilitate the meaningful integration of technology in the secondary curriculum? The first conclusion

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is that a well-designed professional development program that incorporates critical components, as listed above, will successfully prepare teachers to integrate technology meaningfully throughout the secondary curriculum. These critical components build the framework necessary to create a learning experience that will allow teachers to develop the individual knowledge necessary to integrate technology into their classroom. The triangulation of the data, including in-depth interviews, reflective journal writings, observations, and pre/post-tests, support this conclusion. The second conclusion is that in order for a school districts vision of meaningfully integrated technology throughout the curriculum to be successful, it is vital that the vision is understood, supported, and conveyed clearly throughout the district. A clear vision provides expectations and direction for teaching, as well as administrative staff, to define their needs and focus their efforts. It ensures that all district personnel are working towards a common goal and that district resources are being utilized to support the success of that technological vision. When all members of the district work together with a common vision and purpose, the chances for success are increased. Consequently, the district will move closer to the goal of meaningfully integrating technology throughout the curriculum The third conclusion is that individual teachers varied needs can be met through a well-designed professional development program that incorporates the critical components as listed above. Professional development programs afford teachers the opportunity to develop their skills and knowledge in a controlled environment through various designed learning experiences. This environment affords teachers the opportunity to observe each others skills and abilities, thereby creating learning

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opportunities. Opportunities for collaboration allow teachers time to share, ask questions, and work together to develop their individual skills and knowledge base. As evidenced by data resulting from this case study, this professional development program positively affected teachers skills and attitude towards computers. This professional development program resulted in the increased opportunity for teachers to meaningfully integrate technology throughout their secondary curriculum. Limitations of the Study It should be noted that this particular study had two specific limitations with respect to the meaningful integration of technology into the secondary curriculum. The first limitation was that this case study was confined to the Business Education, Family and Consumer Sciences, and Industrial Technology Department (BEFCSIT) of an affluent New York City suburban high school. In the BEFCSIT department of the Bridgewater-Raritan Regional High School, the entire course offering is completely elective. To enhance the possibility this study may be informative in other contexts and curricular areas, I attempted to provide rich descriptors of teachers and their responses to the professional development program experiences. The rich detail will help others identify with similar situations. In the future, I am scheduled to implement the professional development in other departments throughout the high school. The second limitation was that the professional development website was not used to its fullest potential to meet the basic computer literacy needs of the participants of the study. Because just-in-time professional development can meet the basic computer literacy needs of teachers when needed and desired, the website was redesigned to allow the user to encounter a goal oriented interactive learning environment that encourages

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exploration and discovery of knowledge. The web page was modified to provide a scaffolding system that supports the learners in their learning exploration. Further Research The implementation and analysis of the data collected from the study of the BEFCSIT Department in the Bridgewater-Raritan Regional High School represents one scenario in which the professional development program can be studied. Similar studies in alternate school settings may yield interesting results and alternatives that could further refine a professional development program. In addition, it may be beneficial to restudy the professional development program while incorporating the changes that have been suggested in this study. These changes to the professional development program may result in variations of the findings exhibited by this population. An additional scenario that has the potential of yielding compelling results is the implementation of the professional development program in a different department within the same school. As stated earlier, the BEFCSIT Department is entirely comprised of an elective course of study. By implementing the professional development program in a department that consists of courses required for student graduation, results may provide greater support for the judgments regarding the integral components of a professional development program, the district personnel necessary, and meeting the needs of all level of skills and abilities to facilitate the meaningful integration of technology in the secondary setting. In addition, a study of this nature would provide a comparison between the original study and other secondary school teachers and departments. Further research performed through the implementation of the professional development program in a primary school setting could result in a variety of alternate

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findings. Through alternate findings, further revisions could be made to the professional development program. These revisions may result in the implementation of the professional development program throughout a K through 8th grade setting, as well. The combined results may produce a professional development program that could facilitate the meaningful integration of technology throughout K through 12th grade school districts. Finally, an information rich area of future research that should be explored is the impact of the professional development program on administrators of school districts. Since school district administrators have a vital role in the process of meaningfully integrating technology into the curriculum, a study of the impact of this professional development program could yield more detailed results on the administrative perspective. This could provide a basis for further refinement of the professional development program to meet the specific needs administrative staff. By customizing the professional development program for school district administration, they would gain the knowledge and skills necessary to understand and take ownership of the districts vision of meaningful technology integration. These district administrators would then be able implement the districts vision by supporting the teachers and facilitating the meaningful integration of technology within their school or curricular area. In conclusion, it is my belief that this study has added to the literature in the field of technology integration in the secondary school setting. It is my hope this descriptive study will prove itself to be a useful tool to teachers, administrators, boards of education, and professionals in the field. As school districts continue to spend inordinate amounts of taxpayers money on the purchase of technology and the societal demands on students

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become more technology oriented, the need to meaningfully integrate technology into education will become even more evident and critical. As a result, the greater awareness of the means by which teachers and school district administration can meaningfully integrate technology will not only benefit students it will benefit society. Personal Biography The 2001 2002 academic year represents my sixth in the Bridgewater-Raritan Regional School District. During my tenure, I have held the position of Business Education Teacher and I am currently the District Supervisor of Business and Technology. Prior to Bridgewater, I held a position as an Internal Auditor for Midlantic Bank. The career change from auditing to education has been both rewarding and frustrating, however, it is one that I will never regret. My undergraduate degree is from Rider University and consists of a Bachelor of Science with a major in accounting. After entering the workforce as a Forensic Financial Investigator, I moved into the field of internal audit. At this junction in my life, I made a decision to make a life change and pursue a teaching degree. I attended Rider University and obtained my teaching certificate. Upon securing a teaching position at Bridgewater, I continued and completed my Master of Arts degree in Business Education in May of 1997. In 1998, I enrolled in the second cohort of a doctoral program a Drexel University in Philadelphia, Pennsylvania. Upon completion of this program, I will hold a Ph.D. in Educational Leadership and Learning Technologies. In this program, I was fortunate enough to mesh my constructivist philosophy of education with my love of technology. For the past 24 months, I have been completing my dissertation with the guidance and

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support from my dissertation advisor and dissertation chairperson, Dr. Elizabeth Haslam, and my entire dissertation committee.

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APPENDICES

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APPENDIX A BRIDGEWATER-RARITAN REGIONAL SCHOOL DISTRICT TEACHER TECHNOLOGY STANDARDS

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Bridgewater-Raritan Regional School District Technology Performance Indicators for Teachers

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Bridgewater-Raritan Regional School District Bridgewater, New Jersey All classroom teachers should be prepared to meet the following standards and performance indicators. Keep in mind that technology can be as encompassing as using calculators, tape recorders, digital and traditional cameras, VCRs, computers, scanners, etc. Basic Computer Operation and Concepts Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: A. B. demonstrate introductory knowledge, skills, and understand of concepts related to technology. (e.g. hardware, software, peripherals) demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Planning and Designing Learning Environments and Experiences Teachers plan and design effective learning environments and experiences supported by technology. Teachers: A. B. C. D. E. F. design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners. apply current research on teaching and learning with technology when planning learning environments and experiences. identify and locate technology resources and evaluate them for accuracy and suitability. plan for the management of technology resources within the context of learning activities. plan strategies to manage student learning in a technology enhanced environment.

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Teaching, Learning and the Curriculum Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Methods and strategies for applying technology can include utilizing educational and research websites and utilizing various software applications. Teachers: A. B. facilitate technology-enhanced experiences that address content standards and student technology standards. apply technology to develop students higher order skills and creativity.

Assessment and Evaluation Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. These may include online testing, spreadsheets, computergenerated worksheets/ puzzles/ quizzes, etc. Teachers: A. B. apply technology to student learning of subject matter using a variety of assessment techniques. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning (e.g. electronic grade books, spreadsheets, email, etc.)

Productivity and Professional Practice Teachers use technology to enhance their productivity and professional practice.

Teachers: A. B. C. Use technology resources to engage in ongoing professional development and lifelong learning. (e.g. workshops, professional development, college courses). Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Apply technology to increase productivity (e.g. electronic grade books, Homework Hero, spreadsheets, email).

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D.

Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Social, Ethical, Legal, and Human Issues Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice.

Teachers: A. B. C. D. E. F. Model and teach legal and ethical practice related to technology use. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Identify and use technology resources that affirm diversity. Promote safe and healthy use of technology resources. Facilitate equitable access to technology resources for all students. Monitor and enforce BRRSDs computer contracts where applicable.

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APPENDIX B BRIDGEWATER-RARITAN REGIONAL SCHOOL DISTRICT STUDENT TECHNOLOGY BENCHMARKS

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Bridgewater-Raritan Regional School District Technology Benchmarks Grades K through 12

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PHILOSOPHY STATEMENT Technology is in the infancy of its life cycle and its impact on society and on education is only beginning to be realized. As uses for technology advance at an ever-increasing rate, technological knowledge and proficiency become crucial in order for an individual to be prepared to compete in the modern world. Technology has changed the way we bank, do business, food shop, and especially the methods by which we learn. The BridgewaterRaritan Regional School District faces the daunting challenge of bringing together advances in technology with our understanding of how learning occurs. If we are to ensure that classroom instruction is focused, student-centered, effective, and efficient, we must meet this challenge. In this vein the Bridgewater-Raritan School District has developed technology benchmarks that students will achieve as they complete the indicated grade level. During the development of these benchmarks, the assumption of how technology should support learning was as follows: The authentic use of technology engages the learner in knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; reflection, not prescription1. From this, the benchmarks were developed in order to prepare the student to enter and succeed in his/her next level of education or in society. As a result, the benchmarks in the primary grades have an emphasis placed more on skills with the secondary benchmarks emphasis placed on the utilization of technology to engage and enhance the student learning and overall knowledge. By continually moving from one end of the technology learning continuum to the other during a students educational career, upon graduation a student will be prepared to achieve success beyond the walls of the Bridgewater-Raritan School District.

Jonassen, D., Peck, K., and Wilson, B. (1999). Learning with Technology: A Constructivist Perspective. Upper Saddle River, NJ: Prentice Hall Publishers.

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Bridgewater-Raritan Regional School District Bridgewater, New Jersey 3rd Grade Curriculum Benchmarks for Technology: By the end of Grade 3 students will be able to do the following: Basic Computer Operation and Concepts Use input devices (e.g. mouse, keyboard, remote control) and output devices (e.g. monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. Demonstrate correct finger and hand position on the home row of the keyboard, and use of punctuation keys and formatting tools.

Technology Communications Tools Use a variety of media and technology resources for directed and independent learning activities. Communicate about technology using developmentally appropriate and accurate terminology. Use developmentally appropriate multimedia resources (e.g. interactive books, educational software, elementary multimedia and/or online encyclopedias) to support learning. Demonstrate use of basic drawing tools to create an image.

Technology Productivity Tools Gather information to create a product using technology, with support from teachers, family members, or student partners to communicate an idea.

Social, Ethical, and Human Issues Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. Demonstrate positive social and ethical behaviors when using technology. Practice responsible uses of technology systems and software. Develop an awareness of Internet safety issues.

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Technology Research Tools Create developmentally appropriate multimedia products with support from teachers, family members, or school partners.

Technology Problem-Solving and Decision-Making Tools Use technology resources (e.g. puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, idea, and stories.

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5th Grade Curriculum Benchmarks for Technology: In addition to the benchmarks established in grades K through 3, by the end of Grade 5 students will be able to do the following:

Basic Computer Operation and Concepts Hardware Identify physical components of the computer and their functions (e.g. input/output). Demonstrate correct use of a computer and its parts. Identify letters, numbers, and symbols on the keyboard. Identify processes, such as load, save, and print. Understand use of and demonstrate proper handling of computer components, hardware, disks, CD ROMs, and peripherals. Identify basic components of a communication network (e.g. LAN) Software Use commercial software (e.g. Kidpix, PowerPoint, etc.) in content areas. Select and use the correct software for a task. Use software and/or online resources (e.g. encyclopedias and atlases). Identify telecommunication software (e.g. Internet, browser, Email, etc.) Technology Use Identify uses of technology in school, home, and community. Identify Internet as a tool for accessing current information.

Technology Communications Tools Identify and properly use draw and/or paint tools to illustrate and present ideas. Use graphics to illustrate written work. Use graphics or word processing software to create presentations. Use multimedia software to create simple slide shows.

Technology Productivity Tools Word Processing Use proper technique for keying letters, numbers, and symbols. Use word processing for prewriting, editing, and publishing papers and documents.

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Use software to publish with centering, tabbing, and correct formatting. Identify the function of utilities (e.g. spell checker, thesaurus, etc.) Spreadsheets Create and use simple spreadsheets Input data into spreadsheets and format correctly. Identify spreadsheet terms (e.g. row, column, cell, etc.) Create simple graph using spreadsheet information.

Social, Ethical, and Human Issues Be responsible for their work. Demonstrate respect for the work of others. Describe and explain the right of ownership of created work. Know that the violation of copyright law is a crime. Describe effects of technology on society. Identify the role of technology in a variety of careers. Identify and demonstrate safe use of the Internet.

Technology Research Tools Access and quit the Internet responsibly. Use computerized library card catalog for research. Use the Internet to visit websites and obtain information. Use Search Engines to obtain relevant information on a topic or subject. Create and use bookmarks..................................

Technology Problem-Solving and Decision-Making Tools Identify new information through the use of technology. Integrate new information with prior knowledge. Draw conclusions based on the information gathered through the use of technology. Apply the information gathered through the use of technology to solve an information problem or question.

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8th Grade Curriculum Benchmarks for Technology: In addition to the benchmarks established in grades K through 6, by the end of Grade 8 students will be able to do the following: Basic Computer Operation and Concepts Hardware Use the keyboard to enter information properly (suggested range 10 20 wpm) while maintaining an acceptable level of accuracy. Understand and identify the functions of various peripheral devices (e.g. digital cameras, scanners, etc.). Demonstrate proper handling of computer components (e.g. hardware, disks, CD ROMs, peripherals, etc.) Identify components of a communications network, including various modes of connectivity (e.g. modem, fiber optics, cable, ISDN, T1, etc.). Software Evaluate and select appropriate software for various tasks. Install software. Technology Use Identify ways that technology promotes a global community. Identify and explain how technology and the Internet have impacted society. Understand and utilize proper information management techniques (e.g. format disks, create directories, save, delete, file management, etc.)

Technology Communications Tools Use software to create multimedia presentations in content areas. Include text, graphics, charts, sound, etc. in presentations. Create, save, and manipulate graphics in various formats (JPEG, BMP, etc.). Edit graphics through cropping, resizing, image mode, etc. Develop a document suitable for inclusion in a web page.

Technology Productivity Tools Word Processing Use word processing software and its utilities to compose, format, and edit a document (letter, report, etc.). Identify and evaluate design elements in a publication. Plan and execute a document using outline form.

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Database Create and use databases as a source of information. Search and sort databases to retrieve relevant information. Input data into databases. Identify parts of a database (e.g. file, record, field). Use databases to analyze and interpret information. Spreadsheets Create and use spreadsheets Input data into spreadsheets and format correctly. Identify spreadsheet terms (e.g. row, column, formula, etc.) Use simple formulas in a spreadsheet. Use spreadsheets to analyze and interpret information. Use spreadsheet information to create graph.

Social, Ethical, and Human Issues Identify the role of technology in a variety of careers. Identify work created using technology as intellectual property. Discriminate between ethical and unethical access to information and technology. Distinguish between public and private data. Describe and explain computer viruses. Abide by the Computer Agreement Policy. Identify and demonstrate safe use of email and the Internet.

Technology Research Tools Use databases including the card catalog and CD ROMs for research. Use the Internet to visit websites and obtain information. Explore various search engines and portals to obtain relevant information on a subject. Understand and use an E-mail program.

Technology Problem-Solving and Decision-Making Tools Interpret and use information technology to solve the problem or answer the question. Compare and integrate new information with prior knowledge. Analyze information for relevance to the question. Analyze findings to determine the need for additional information and sources.

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Gather and synthesize additional information as needed. Draw conclusions to address the problem or question.

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12th Grade Curriculum Benchmarks for Technology: In addition to the benchmarks established in grades K through 8, by the end of Grade 12 students will be able to do the following:

Basic Computer Operation and Concepts Identify and define basic on-line and telecommunications terminology or concepts (bandwidth, satellite dish, distance learning, desktop conferencing, listserv, downlink, teleconference, virtual reality, etc.). Demonstrate proper keyboarding techniques and touch type accurately (suggested range 20 30 wpm) while maintaining an acceptable level of accuracy. Use a camcorder, VCR, multimedia computer, or editing equipment to produce a short video program. Edit, import, and export graphic, video, and sound file formats (GIF, MPEG, QUICKTIME, WAV, digital cameras, scanners, etc.). Identify examples of agents, expert systems, or artificial intelligence (search engine, grammar checker, voice recognition, translators, etc.). Describe the common organizational patterns in different types of print media. Demonstrate how to import and export text, graphic, and sound files. Demonstrate ability to utilize integration features of an applications suite.

Technology Communications Tools Choose the most appropriate search engines and directories to locate specific resources on the Internet or other on-line services. Retrieve and download computer files from a remote computer/Internet. Use electronic conferencing, e-mail, or groupware to communicate with others regarding assignments, class projects or in content areas. Gather and organize information using e-mail, listservs, or on-line news or discussion groups. Use draw, paint, graphics, or presentation software to visually communicate ideas or concepts. Produce a multimedia presentation using text, graphics, moving images, and sound. Develop a document or file suitable for inclusion in a website or web page. Evaluate the appropriateness and effectiveness of the media and technology used. Evaluate how well the production or presentation meets specified criteria (including audience) and specify ways to improve future productions or presentations.

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Technology Productivity Tools Explain terminology and concepts connected with integrated software or an applications suite and be able to select the appropriate software for a project (word processor, spreadsheet, database, presentation, Internet, etc.). Proofread and edit a document using the spell, thesaurus, and grammar checking functions of a word processing program. Manipulate graphics objects in a word processing program (select, move, modify, delete, duplicate, arrange, etc.). Use desktop publishing and/or graphics software to produce page layouts in different formats (e.g. brochure, tri-fold, newsletter, etc.). Analyze data from a database and present conclusions in a document or report. Construct a spreadsheet, enter data into cells, use mathematical functions to manipulate/process data, generate a chart or graph, and interpret the results. Use a computer and graphical organizer software to generate modifiable flow charts, project time lines, organizational charts, or calendars. Using given criteria, search and sort for desired data (e.g. spreadsheet, word processor, database, Internet search, etc.). Use spreadsheet data to create charts with correct labels and scales. Read and interpret charts.

Social, Ethical, and Human Issues Differentiate among the technology requirements/roles for a variety of careers. Demonstrate use of the computer, Internet, and other resources consistent with acceptable use policies. Recognize that using media or technology to defame, libel, or misrepresent another person or group constitutes unacceptable behavior. Identify and define consequences of violations to the school's policies on media and technology use, such as abiding by the Computer Agreement Policy. Recognize the need for privacy of certain data files or documents. Explain the difference between copyright and copyright registration. Distinguish among freeware, shareware, and commercial software and its use. Recognize the legal consequences of plagiarism and the need for personal authenticity of all electronic work. Explain conditions under which permission must be obtained for the use of copyrighted materials. Be able to discriminate among various online resources for reliability and accuracy. Identify and understand censorship issues. Identify and demonstrate safe use of Email and the Internet.

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Technology Research Tools Determine if research questions or thesis statements are clear and searchable and/or need to be refined or revised. Determine and apply evaluative criteria to prioritizing potential sources. Compare, evaluate, and select appropriate Internet search engines and directories. Organize ideas, concepts, and issues in a manner appropriate to the subject and purpose (e.g. outlines, tables, charts, spreadsheets, etc.) Use different search strategies for bibliographic citations, abstracts, and full-text resources in electronic formats.

Technology Problem-Solving and Decision-Making Tools Interpret new information to formulate ideas, which address the question or problem, using comparison, evaluation, inference, and generalization skills. Draw conclusions and support them with credible evidence. Critique and evaluate the process and identify steps which need further study, skill development, or practice.

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APPENDIX C PRE-TEST AND POST-TEST INSTRUMENT

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1. 2. 3.

Biographical Data Sheet Name: ___________________________________________________ Gender: Male Female Number of years in education, including this year: 13 46 7 11 12 20 more than 20

4.

Department in which you teach: Business Education Family and Consumer Sciences Industrial Technology

5.

Number of college courses (semesters or quarters) in computer applications or technology use: 0 1 2 more than 2

6.

Computer available in the home:

Yes

No

Number of years the computer has been in the home: 1 2 3 4 5 6+ 7. Self assessment of computer abilities: Beginner User Novice User Intermediate User Expert User

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Attitudes Towards Computers Instrument This questionnaire contains eight pairs of adjectives that are used to describe computers. Please circle the number that best reflects your opinion. Think of computers in general terms and do not dwell on each specific answer. 1. restrain creativity enhances creativity

1------------2 ----------- 3 -----------4----------- 5 ----------- 6 -----------7 2. helpful harmful

1------------2 ----------- 3 -----------4----------- 5 ----------- 6 -----------7 3. enjoyable to use frustrating to use

1------------2 ----------- 3 -----------4----------- 5 ----------- 6 -----------7 4. boring intriguing

1------------2 ----------- 3 -----------4----------- 5 ----------- 6 -----------7 5. a sound investment a waste of money

1------------2 ----------- 3 -----------4----------- 5 ----------- 6 -----------7 6. difficult to use easy to use

1------------2 ----------- 3 -----------4----------- 5 ----------- 6 -----------7 7. non-threatening threatening

1------------2 ----------- 3 -----------4----------- 5 ----------- 6 -----------7 8. decrease productivity increase productivity

1------------2 ----------- 3 -----------4----------- 5 ----------- 6 -----------7

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Computer Self-Efficacy Measure This questionnaire asks you about your ability to use an unfamiliar piece of software. Often in our jobs we are told about software packages that are available to make work easier. For the following questions, imagine that you were given a new software package for some aspect of your work. It doesn't matter specifically what this software package does, only that it is intended to make your job easier and that you have never used it before. The following questions ask you to indicate whether you could use this unfamiliar software package under a variety of conditions. For each of the conditions, please indicate whether you think you would be able to complete the job using the software package. Then, for each condition that you answered "yes", please rate your confidence about your first judgment, by circling a number from 1 to 10, where 1 indicates "Not at all confident", 5 indicates "Moderately confident", and 10 indicates "Totally confident". For example, consider the following sample item: I COULD COMPLETE THE JOB USING THE SOFTWARE PACKAGE... ...if there was someone giving me step-by-step instructions. NOT AT ALL CONFIDENT YES....1 NO 2 3 4 MODERATELY CONFIDENT 5 6 7 TOTALLY CONFIDENT 8 9 10

The sample response shows that the individual felt he or she could complete the job using the software with step-by-step instructions (YES is circled), and was moderately confident that he or she could do so.

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I COULD COMPLETE THE JOB USING THE SOFTWARE PACKAGE... NOT AT ALL CONFIDENT MODERATELY CONFIDENT TOTALLY CONFIDENT

1. ...if there was no one around to tell me what to do as I go. YES....1 NO 2 3 4 5 6 7 8 9 10

2. ...if I had never used a package like it before. YES....1 2 3 4 5 6 NO

10

3. ...if I had only the software manuals for reference. YES....1 2 3 4 5 6 7 NO

10

4. ...if I had seen someone else using it before trying it myself. YES....1 2 3 4 5 6 7 8 NO 5. ...if I could call someone for help if I got stuck. YES....1 2 3 4 5 6 7 NO 6. ...if someone else had helped me get started. YES....1 2 3 4 5 6 NO 7 8

10

10

10

7. ...if I had a lot of time to complete the job for which the software was provided. YES....1 2 3 4 5 6 7 8 9 10 NO 8. ...if I had just the built-in help facility for assistance. YES....1 2 3 4 5 6 7 NO 9. ...if someone showed me how to do it first. YES....1 2 3 4 5 6 NO 7 8 9 10

10

10. ...if I had used similar packages before this one to do the same job. YES....1 2 3 4 5 6 7 8 9 NO

10

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APPENDIX D DREXEL UNIVERSITY STATEMENT OF CONSENT TO PARTICIPATE

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Drexel University Consent to Take Part in a Research Study 1. Subject Name: __________________________________________

2. Title of Research: Case Study of a Professional Development Program: Meaningful Technology Integration in Secondary Education 3. The Purpose of this Research The purpose of this study is to develop an understanding of the support teachers need to facilitate meaningful integration of technology in the secondary classroom. The research will consist of the teachers being exposed to a professional development program and studying their experiences. The procedures will be those typically associated with a qualitative case study approach. To participate in this study, you must be a certified teacher in the Business Education, Family and Consumer Sciences and Industrial Technology Departments (BEFCSIT) of Bridgewater-Raritan Regional High School. 4. Procedures and Duration You understand that the following things will be done to you throughout the professional development program. You will be asked to complete a pre- and post-test, participate in a 40-minute in-depth interview, allow direct observations of your classroom, complete a double-entry reflection journal, and develop lesson plans and curriculum. You will be involved in the data collection during the professional development program. You are expected to attend a total of seven separate one-hour professional development sessions. The study will commence in the Fall Semester of 2001 and will conclude in the Spring Semester of 2002. 5. Risks and Discomforts/Constraints There will be minimal risk, which will be confined to possible emotional stress of the individual participants. No physical risk is foreseeable. The information is provided for you to decide whether you wish to participate in the study. You should be aware that you are free to decide not to participate or to withdraw at any time without affecting your relationship with the department, the supervisor, or the Bridgewater-Raritan Regional School District. 6. Benefits There may be no benefits to you from this study. However, the findings from this study may enable the investigator to develop a model for school districts to adopt and implement to improve their professional development efforts. In addition, it will add to the literature about the essential elements of professional development programs that provide teachers with the skills and abilities to meaningfully integrate technology into the secondary curriculum.

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7. Alternative Procedures/Treatments There are no alternative procedures or treatments in this study. 8. Reasons for Removal from the Study You may be required to stop participating in the study before the end for the following reasons: A. Because you may not be able to perform the tasks assigned; or B. If all or part of the study is discontinued for any reason by Drexel University. 9. Voluntary Participation Participation in this trial is voluntary, and you can refuse to be in the study or stop at any time without any negative consequences. 10. Responsibility for Cost The investigator is responsible for all costs associated with this study. There will be no costs to you. 11. Stipend/Reimbursement New Jersey teachers are required to complete 100 hours of Professional Development during a five-year period to maintain their certification. Everyone will receive 10 hours of Professional Development Credit towards the mandated 100 hours, even if you do not participate in the study. 12. In Case of Injury You have been told that if you have any questions or believe you have been injured in any way by being in this research project, you should contact Dr. Elizabeth Haslam at (215) 895 6770. However, neither the Investigator nor Drexel University will make payment for injury, illness or other loss resulting from your being in this research project. If you are injured by this research activity, medical care including hospitalization is available, but may result in costs to you or your health insurance because the University does not agree to pay for such costs. If you are injured or have an adverse reaction, you should also contact the Universitys Office of Research at (215) 762 3453. 13. Confidentiality All data obtained in this study will be kept confidential and maintained in a locked filing cabinet and office. Upon completion of the research study, all data will be shredded. In any publication or presentation of research results, your identity will be kept confidential but there is a possibility that records, which identify you, may be inspected by authorized individuals in the School of Education, on the Institutional Review Board (IRB), or employees conducting peer review activities. I consent to such inspections and to the copying of excerpts from my records, if required by any of these representatives.

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14. Other Considerations Subjects included in this study are New Jersey certified teachers in the area of Business Education, Family and Consumer Sciences or Industrial Technology. The subjects will be chosen from the BEFCSIT Department at Bridgewater-Raritan Regional High School. If new information becomes known that will affect you or might change your decision to be in this study or you have any questions, you should contact Dr. Haslam the School of Education at (215) 895 6770. 15. Certification I certify that I am a member of the Business Education, Family and Consumer Sciences and Industrial Technology Departments (BEFCSIT) at Bridgewater-Raritan Regional High School. I am a certified teacher in the age range of 21 to 55 years old. Subjects Initials: _________ 16. Consent I have been informed of the reasons for this study. I have had the study explained to me. I have had all of my questions answered. I have carefully read this consent form, have initialed each page, and have received a signed copy. I give consent voluntarily. ______________ Date ____________ Relationship (if applicable)

________________________________ Participant/Authorized Representative

___________________________________________ Investigator or individual Obtaining this Consent ___________________________________________ Witness to Signature List of individuals Authorized to Obtain Consent Name Leonard Herman Dr. Elizabeth Haslam Title Investigator Committee Chair

______________________ Date ______________________ Date

Day Telephone (908) 231 8660 x263 (215) 895 6770

24-Hour Telephone (215) 321 0419 (215) 895 6770

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APPENDIX E EXAMPLE OF A REFLECTIVE DOUBLE ENTRY JOURNAL

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Reflective Double Entry Journal - EXAMPLE Date of Event: July 25, 2001 Please use this reflective journal page to record your experiences with technology during the research period. This pages should be use not only to record your experiences with the professional development program, but all experiences with technology. The double entry style journal divides the journal page into two separate columns. The left column of the page is used to reflect on questions, events, thoughts, or interaction with people as they relate to technology. After about a week or so, please use the right column to reflect on the events you recorded in the left column. This metacognative reflection about your experiences will provide you with a valuable insight into those experiences. Please feel free to duplicate this page as needed. Prompt Question, Event, Experience, or Encounter with technology Today - a Bob Fogarty showed me how to use a new program called Ghost Image. It places an image of a hard drive on to a CD. What is new about this program is that if the Image is larger then one CD you can split is between two or three CDs. Metacognative reflection about the event (one week or more later) This was an interesting experience, because we had to go to extreme measures last year to make images of computers. This will save me a tremendous amount of time and allow us to maintain the computers with my consistency. This is important, because when the computers are down people become frustrated and avoid using technology. I have found that when a user with lower skills makes an attempt to use a computer and it fails (due to no fault of their own) they are reluctant to use it again. These negative experiences can cause this user to be worse off then when before they attempted to use the computers. I hope that this new knowledge will be as useful as I think it will be.

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Name: _______________________________________ Reflective Double Entry Journal Please use this reflective journal page to record your experiences with technology during the research period. This pages should be use not only to record your experiences with the professional development program, but all experiences with technology. The double entry style journal divides the journal page into two separate columns. The left column of the page is used to reflect on questions, events, thoughts, or interaction with people as they relate to technology. After about a week or so, please use the right column to reflect on the events you recorded in the left column. This metacognative reflection about your experiences will provide you with a valuable insight into those experiences. Please feel free to duplicate this page as needed. Prompt Question, Event, Experience, or Encounter with technology Metacognative reflection about the event (one week or more later)

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APPENDIX F INTERVIEW QUESTIONS FOR STUDY PARTICIPANTS

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Open-Ended Interview Question for Study Participants The following information is provided for you to decide whether you wish to participate in this open-ended interview. You should be aware that you are free to end this interview at any time without affecting your relationship with the researcher or the BridgewaterRaritan Regional School District. Your name will not be associated with the research findings in any way, and only the researcher will know your identity as a participant. All information will be coded to protect your identity and responses. Please do not hesitate to ask any questions about the study either at any time. I will be happy to share the findings with you after the research is completed.

1. 2.

Can you please describe your professional background and credentials? Please tell me what you are learning from your experience in the professional develop program.

3.

What is going to change in your classroom as a result of this professional development program?

4.

What do you think the next steps for Bridgewater-Raritan School District is to continue the efforts to facilitate the meaningful integration of technology into the curriculum?

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APPENDIX G INTERVIEW QUESTIONS FOR BRIDGEWATER-RARITAN SCHOOL DISTRICT ADMINISTRATORS

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Open-Ended Interview Question for School Administrators The following information is provided for you to decide whether you wish to participate in this open-ended interview. You should be aware that you are free to end this interview at any time without affecting your relationship with the researcher or the BridgewaterRaritan Regional School District. Your name will not be associated with the research findings in any way, and only the researcher will know your identity as a participant. All information will be coded to protect your identity and responses. Please do not hesitate to ask any questions about the study either at any time. I will be happy to share the findings with you after the research is completed.

1. 2.

Can you please describe your professional background and credentials? Please tell me what place you believe technology has in the secondary curriculum.

3.

What does meaningfully technology integration look like in a BridgewaterRaritan secondary classroom? a. Conversely, can you describe technology integration being utilized a cursory level?

4.

What do you think the next steps for Bridgewater-Raritan School District is to continue the efforts to facilitate the meaningful integration of technology into the curriculum?

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APPENDIX H PROFESSIONAL DEVELOPMENT CORE ASSIGNMENT PLANS

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DREXEL UNIVERSITY Case Study of a Professional Development Program: Meaningful Technology Integration in Secondary Education CORE ASSIGNMENT PLANS FOR PROFESSIONAL DEVELOPMENT SEMINAR PLANNING FORM Instructor: Leonard Herman Unit 1: Introduction/Standards/Pretest Date: 07/26/01 Period/Time: 1-Hour Session I. Unit Objective (Written in Performance Terms) Upon completion of this unit, participants will be able to: 1. Describe a simple definition of meaningful technology integration 2. Understand and describe the relevance of the Teacher Technology Standards 3. Understand and describe the relevance of the Student Technology Benchmarks 4. Describe important technology standards that teachers need to learn. Operational Plan and Procedure: 1. Pretest the participants attitude towards computers and their level of comfort. 2. Have the teachers break off into small groups of three to four. a. Small groups will be given the following question: What does meaningful technology integration mean in a classroom? b. Groups will come to a common definition and record them on a sheet of paper. c. We will come back together as a large group and discuss the small groups definitions. 3. The participants will then be introduced to the Student and Teacher Technology Standards for Bridgewater Raritan School District. a. Distribute both standards on disks and paper versions. b. The teachers will review the Teacher Technology Standards individually. c. The teachers will self-assess themselves in reference to the technology standards. d. The teachers will record a minimum of five standards he/she would like to develop by the end of the professional development program. e. Collect standards chosen by participants, review, and save. 4. The participants will log-on to the computer and open Internet Explorer a. Introduce the participants to the Just-in-Time Professional Development Web Site.

II.

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b. Explain the benefit that the participants can explore the website at the point of need. When participants need to develop their technology proficiency skills, they can log-on to the website and chose a category. The links take participants to on-line tutorials of various computer programs. 5. Close the session by reviewing the definitions from the groups a. The participants will think about meaningful technology integration within the confines of their classroom based on the new knowledge they have developed. III. Assignments: 1. I will request that participants complete a double entry journal. The journal will consist of their reflections about the unit, their knowledge development, observations and questions about meaningful technology integration. Journals will be maintained on a computer disk using MS Word. a. Question for the first journal entry: What does meaningful technology integration look like in a high school classroom? Self Reflection and Evaluation of Unit:

IV.

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DREXEL UNIVERSITY Case Study of a Professional Development Program: Meaningful Technology Integration in Secondary Education CORE ASSIGNMENT PLANS FOR PROFESSIONAL DEVELOPMENT SEMINAR PLANNING FORM Instructor: Leonard Herman Unit 2: Standards and Presentation Date: 07/26/01 Period/Time: 2 - 1 Hour Sessions I. Unit Objective (Written in Performance Terms) Upon completion of this unit, participants will be able to: 1. Introduce and explain three of the Teacher Technology Standards 2. Give examples of the three of the Teacher Technology Standards Operational Plan and Procedure: 1. Review and discuss the Teacher Technology Standards. 2. As individuals, I will have the participants access the Internet to research the Teacher Technology Standards that they want to further explore and understand. a. The ISTE has comprehensive models of technology infused units. The teachers will be provided these examples to adopt and adapt for there own use in their classrooms. 3. I will have the teachers break off into small groups of three to four. a. In small groups, I will have them discuss the thoughts on the Teacher Technology Standards that researched on the Internet. b. In small groups, they will come to a decision as to which three Teacher Technology Standards they want to create a presentation about. c. In small groups, they will develop a PowerPoint Presentation about the three Teacher Technology Standards that the group selected. 4. I will ask the groups volunteer to present their PowerPoint Presentations to the Group 5. Close the session by having the participants think about how the Teacher Technology Standards impact on their knowledge, need for professional group, and technology skills development. a. For the fourth professional development class, I will have the teachers pair off to develop a unit that meaningfully integrates technology. b. Teachers will be asked to pair off with a teacher who teaches the same class or in a similar curricular area. c. They will be asked to bring in a unit that does not currently utilize technology in it.

II.

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III.

Assignments: 1. I will request that participants complete a double entry journal. The journal will consist of their reflections about the unit, their knowledge development, observations and questions about meaningful technology integration. Journals will be maintained on a computer disk using MS Word. a. Question for the second journal entry: How do the Teacher Technology Standards impact on my need for professional development and technology skill development? b. Question for the third journal entry: How can technology reshape my classroom? Self Reflection and Evaluation of Unit:

IV.

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DREXEL UNIVERSITY Case Study of a Professional Development Program: Meaningful Technology Integration in Secondary Education CORE ASSIGNMENT PLANS FOR PROFESSIONAL DEVELOPMENT SEMINAR PLANNING FORM Instructor: Leonard Herman Unit 3: Curriculum Integration Date: 07/26/01 Period/Time: 2 - 1 Hour Sessions I. Unit Objective (Written in Performance Terms) Upon completion of this unit, participants will be able to: 1. Integrate technology into the curriculum they teach. 2. Develop a unit that integrates technology and demonstrates its use for their students. Operational Plan and Procedure: 1. Review and discuss the Student Technology Benchmarks. 2. I will have the teachers break off into pairs. a. Teachers will be asked to pair off with a teacher who teaches the same class or in a similar curricular area. b. They will be asked to discuss the unit that they want to integrate technology into. c. As pairs, they will develop an individual or one unit that integrates technology into its implementation. d. They will develop the necessary technological support (i.e., PowerPoint Presentation, Handouts in Word, Lesson Plans in Word). 3. In the second session, I will have the pairs volunteer to present their ideas to the class. 4. I will ask the participants to implement the plan in their classroom. 5. Close the session by having the participants think about whether or not the Student Technology Benchmarks improve the curriculum and level of education the typical student receives. Assignments: 1. I will request that participants complete a double entry journal. The journal will consist of their reflections about the unit, their knowledge development, observations and questions about meaningful technology integration. Journals will be maintained on a computer disk using MS Word. a. Question for the fourth journal entry: How do the Student Technology Benchmarks and technology impact on student learning? Does it improve the learning and knowledge base that the students acquire? How?

II.

II.

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b. Question for the fifth journal entry: Does the use of technology contribute the attainment of specified student learning goals? IV. Self Reflection and Evaluation of Unit:

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DREXEL UNIVERSITY Case Study of a Professional Development Program: Meaningful Technology Integration in Secondary Education CORE ASSIGNMENT PLANS FOR PROFESSIONAL DEVELOPMENT SEMINAR PLANNING FORM Instructor: Leonard Herman Unit 4: Meaningful Integration and Summary Date: 07/26/01 Period/Time: 2 - 1 Hour Sessions I. Unit Objective (Written in Performance Terms) Upon completion of this unit, participants will be able to: 1. Explain and demonstrate meaningful technology integration in a secondary school setting. Operational Plan and Procedure: 1. Review and discuss experiences that teachers experienced during their implementation of their technology unit that they developed in this course. 2. I will have the teachers break off into groups of three to four. a. Teachers will be asked to discuss the concept of meaningful technology integration and define it. b. As a small group, they will be asked to develop a web site that explains and demonstrate their groups definition of meaningful technology integration with examples of strategies they have designed. 3. I will post test the participants level of technology aptitude and level of comfort 4. Close the session by having the participants think about their own professional growth and develop throughout this experience. Assignments: 1. I will request that participants complete a double entry journal. The journal will consist of their reflections about the unit, their knowledge development, observations and questions about meaningful technology integration. Journals will be maintained on a computer disk using MS Word. a. Question for the sixth journal entry: How has your definition of meaningful technology integration changed over the course of this professional development experience? b. Question for the seventh journal entry: What skills and knowledge would you or do you need to explore, to continue your professional growth and how will you go about it? Self Reflection and Evaluation of Unit:

II.

III.

IV.

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VITA

LEONARD PAUL HERMAN Morristown, New Jersey; United States of America March 28, 1969 Education Drexel University, Philadelphia, PA ABD Expected Completion, June 2002 Ph.D. in Leadership and Learning Technologies, Current GPA: 4.0 Rider University, Lawrenceville, NJ Master of Arts in Education, June 1997 Bachelor of Science in Business Administration, August 1991 Major: Accounting Experience Supervisor of Business & Technology. Grade 6 through 12, Bridgewater-Raritan Regional High School, Bridgewater, NJ: 8/99 to present Responsible for the supervision and evaluation of 30 certified teaching faculty Responsible for creating comprehensive and innovative curriculum that engages the learner and meaningfully integrates technology Develop and lead In-Service Development Programs that meet the specific needs of the staff to improve instructional practices and techniques as they relate to the integration of technology Business Education Teacher. Bridgewater-Raritan Regional High School, Bridgewater, NJ: 1/96 to 8/99 Prepared and conducted innovative and creative lessons while maintaining a full teaching load and responsibilities Developed and implemented curriculum that promoted higher-order thinking and develop life-long learners New Jersey and Pennsylvania Teacher Certification General Business Education; Office/Computer Technology; Marketing Accounting; Elementary Education (New Jersey); Supervisory Certificate (New Jersey) Honors Published Article: Educational Progressions: Electronic Portfolios in a Virtual Classroom THE Journal Graduated Masters in Education with Distinction Awarded Golden Apple Award for Excellence in Education, 1996 - 1997 school year Letter of Congratulations for Computer Peripherals Grant, 1997 - 1998 school year