Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers

Kimberly A. Lawless, James W. Pellegrino

Research output: Contribution to journalArticlepeer-review

596 Scopus citations

Abstract

The literature base on technology professional development for teachers reveals that there is a long way to go in understanding methods of effective practice with respect to the various impacts of these activities on teaching and learning. In the No Child Left Behind era, with programs like Preparing Tomorrow's Teachers to Use Technology, the Fund for the Improvement of Post Secondary Education, and E-rate (the schools and library portion of the Universal Service Fund) that have been targeted as No Demonstrated Results, we need to move to a more systematic study of how technology integration occurs within our schools, what increases its adoption by teachers, and the long-term impacts that these investments have on both teachers and students. In addition to the findings of a comprehensive literature review, this article also articulates a systematic evaluation plan that, if implemented, will likely yield the information needed to better understand these important educational issues.

Original languageEnglish (US)
Pages (from-to)575-614
Number of pages40
JournalReview of Educational Research
Volume77
Issue number4
DOIs
StatePublished - Dec 2007

All Science Journal Classification (ASJC) codes

  • Education

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