Increasing Collaboration, Shared Values, and Authentic Teaching Practices through Technological Professional Development.

Increasing Collaboration, Shared Values, and Authentic Teaching Practices Through Technological Professional Development by Jennifer Blackford MS, Walden University, 2006 BS, Cameron University, 1996 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2018 Abstract The purpose of this outcome-based program evaluation project study was to investigate how professional development (PD) influenced the shared values of 25 district teachers regarding instructional technology and their collaboration and instructional practices using instructional technology. Inclusion criteria included (a) participants had to be 18 years or older and (b) participants had to be a certified teacher. Guided by Mishra and Koehler’s TPACK theory and Guskey’s model for PD evaluation, the research was designed to determine (a) how teachers demonstrate collaboration using instructional technology as a result of PD, (b) what shared values teachers have adopted regarding instructional technology as a result of PD, and (c) how the authentic teaching practices of participants have changed because of the technology PD. Data were collected through Likert surveys, interviews, and classroom observations. Data analysis included descriptive statistics for the quantitative portion, and identification of emerging themes for the qualitative portion. The results reflected ways technology is being implemented into instructional strategies. The implication of this study for social change includes support for including collaboration and shared values in professional development to improve instructional strategies incorporating technology, which can lead to improved learning environments. Teachers and the school can benefit by having the knowledge of how technology and PD provided by the OETT grant enhanced instruction. Social changes that may occur due to the findings of this study include the school gaining a better understanding of the influence of technology in instruction on student learning and identifying tools that potentially increased teacher uses of the technologies purchased as well as teacher application of the knowledge gained in the PD provided through the grant.The purpose of this outcome-based program evaluation project study was to investigate how professional development (PD) influenced the shared values of 25 district teachers regarding instructional technology and their collaboration and instructional practices using instructional technology. Inclusion criteria included (a) participants had to be 18 years or older and (b) participants had to be a certified teacher. Guided by Mishra and Koehler’s TPACK theory and Guskey’s model for PD evaluation, the research was designed to determine (a) how teachers demonstrate collaboration using instructional technology as a result of PD, (b) what shared values teachers have adopted regarding instructional technology as a result of PD, and (c) how the authentic teaching practices of participants have changed because of the technology PD. Data were collected through Likert surveys, interviews, and classroom observations. Data analysis included descriptive statistics for the quantitative portion, and identification of emerging themes for the qualitative portion. The results reflected ways technology is being implemented into instructional strategies. The implication of this study for social change includes support for including collaboration and shared values in professional development to improve instructional strategies incorporating technology, which can lead to improved learning environments. Teachers and the school can benefit by having the knowledge of how technology and PD provided by the OETT grant enhanced instruction. Social changes that may occur due to the findings of this study include the school gaining a better understanding of the influence of technology in instruction on student learning and identifying tools that potentially increased teacher uses of the technologies purchased as well as teacher application of the knowledge gained in the PD provided through the grant. Increasing Collaboration, Shared Values, and Authentic Teaching Practices Through Technological Professional Development by Jennifer Blackford MS, Walden University, 2006 BS, Cameron University, 1996 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2018 Dedication This work is dedicated to my husband, James, and my children, Brittany and Brandon. Thank you for your constant encouragement throughout this journey. You are my biggest blessings in life. I also dedicate this work to my granddaughter, Emma. Mimi finally has lots more time to play. Lastly, it is dedicated to my son-in-law Stephen, and future daughter-in-law, Rachil. Thank you for enduring this crazy ride of life with us. Thank you to my entire family for your constant support and encouragement along the way. Thank you all for your prayers and faith in me. Acknowledgments With God ALL things are Possible! I would like to thank my committee chair, Dr. Marcia Griffiths-Prince, for your guidance and support during this journey. Thank you to my committee member, Dr. Sunddip Aguilar, for your insight and support. I would also like to thank my editor, Allison Lawson. Special thinks to my friend, Classie Nolan, for always encouraging me to keep going. From cheerleader, to reading drafts, to helping with edits, I could count on you! Thank you to my friend, Erica Nevenglosky, for keeping me focused and grounded along the way. We began this doctoral journey as classmates who didn’t know each other, and ended up roommates at Residency. We had many laughs, and even a few tears; but now, here we are Doctors, and more importantly, friends! I would like to thank Lynett Rock. You are more than a boss, you are a colleague and friend. From fixing my page numbers for the millionth time, to reading drafts and offering input, you’ve been there. Thank you! You’re next! I would also like to thank my friend, LaTonya Eaford. No matter how many times I thought I would never be able to finish, you were to there to assure me I could do it. You often told me the hardest step was behind me. Now, I can truly say, the hardest step IS behind me. Thank you to my CIA friends and family: Denise, Jenny, Kathy, Deborah, Kelly and many more. Thank you for your support throughout this journey. Lastly, I would like to thank the participants of this study who gave of their time to further my research. i Table of