Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices

Journal of Research on Technology in Education

Volumn 39, Issue 1, 2006, Pages 22-43

  Brinkerhoff, Jonathan ^a  

^a UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

Teacher education; Teacher professional development; Technology

Indexed keywords

EID: 85008813598     PISSN: 15391523     EISSN: 19450818     Source Type: Journal    
DOI: 10.1080/15391523.2006.10782471     Document Type: Article

References (41)

1. Abbott, J. & Faris, S. (2000). Integrating technology into pre-service literacy instruction: A survey of elementary education students’ attitudes toward computers. Journal of Research on Computing in Education, 33(2), 149-182.
2. Becta. (2003). What the research says about barriers to the use of ICT in teaching. Retrieved April 2, 2004 from
3. Brinkerhoff, J., Ku, H., Glazewski, K. & Brush, T. (2001). Development, results and validation of technology integration surveys for preservice and practicing teachers. Presentation at the meeting of the Association for Educational Communications and Technology, Atlanta, GA.
4. British Educational Communications and Technology Agency. (2003). What the research says about barriers to the use of ICT in teaching. Available from: http://www.becta.org.uk/corporate/publications/publications_detail.cfmPcurrentbrand=all&pubid=206&cart=
5. Butler, D. & Sellbom, M. (2002). Barriers to adopting technology for teaching and learning. Educause Quarterly, 2, 22-28.
6. Carter, G. (1999). In the aftermath of the 1999 national education summit: New hope for 21st century teaching and learning. Retrieved September 15, 2005, from http://www.ascd.org/cms/index.cfm?TheViewID=1317
7. Cassidy, S. & Eachus, P. (n.d.). The Computer Self-Efficacy Scale. Available from: http://www.chssc.salford.ac.uk/healthSci/selfeff/SELFEFFa.htm
8. Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411-434.
9. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technology in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
10. Drenoyianni, H. & Selwood, I. (1998). Conceptions or misconceptions? Primary teachers’ perceptions and use of computers in the classroom. Education and Information Technologies, 3, 87-99.
11. Ertmer, P. (1999). Addressing first and second order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4) 47-61.
12. Franklin, T., Turner, S., Kariuki, M. & Duran, M. (2002). Mentoring overcomes barriers to technology integration. Journal of Computing in Teacher Education, 18(1), 26-31.
13. Guskey, T. R. (1995). Results-oriented professional development: In search of an optimal mix of effective practices. North Central Regional Educational Laboratory. Retrieved September 18, 2005 from http://www.ncrel.org/sdrs/areas/rpl_esys/pdlitrev.htm
14. Harris, J. (1998). Virtual architecture designing and directing curriculum-based telecomputing. Eugene, OR: International society for Technology in Education.
15. Harris, J. (2005). Our agenda for technology integration: It’s time to choose. Contemporary Issues in Technology and Teacher Education [Online serial], 5(2). Retrieved September 5, 2005 from http://www.citejournal.org/vol5/iss2/editorial/articlel.cfm
16. Hazzan, O. (2003). Prospective high school mathematics teachers’ attitudes toward integrating computers in their future teaching. Journal of Research on Technology in Education, 35(2), 213-246.
17. Helsel DeWert, M., & Levine Cory, S. (1998). Educators go to SCOUT camp for technology-enhanced learning. Journal of Staff Development, 19(I).
18. Horsley, D., & Loucks-Housley, S. (1998). Tornado of change. Journal of Staff Development, 19(4), 17-20.
19. Jenson, J., & Lewis, B. (2001). Beyond the workshop educational policy in situated practice. Education Canada, 41(3), 28-31.
20. Johnson, D. (2000-2001). Now that you know the basics: Rubrics to guide professional development: Part 1. Learning & Leading with Technology, 28(4), 10-13.
21. Kinzie, M. B., Delcourt, M. A. B., & Powers, S. M. (1994). Computer technologies: Attitudes and self-efficacy across undergraduate disciplines. Research in Higher Education, 35, 745-768.
22. Loveless, A. (2003). The interaction between primary teachers’ perceptions of ICT and their pedagogy. Education and Information Technologies, 8(4), 313-326.
23. Martocchio, J. J. (1994). Effects of conceptions of ability on anxiety, self-efficacy, and learning in training. Journal of Applied Psychology, 79(6), 819-825.
24. McKenzie, J. (2001). Head of the class. Electronic School. Retrieved September 3, 2005 from http://www.electronic-school.com/2001/01/0101f2.html
25. Milbrath, Y. L., & Kinzie, M. (2000). Computer technology training for prospective teachers: Computer attitudes and perceived self-efficacy. Journal of Technology and Teacher Education, 8(4), 373-396.
26. Mouza, C. (2002). Learning to teach with new technology: Implications for professional development. Journal of Research on Technology in Education, 35(2), 272-289.
27. Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-341.
28. National Educational Technology Standards for Teachers. (2002). Eugene, OR: International Society for Technology in Education.
29. Pelgrum, W. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37, 163-178.
30. Pierson, M. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413-430.
31. Piper, D. (2003). The relationship between leadership, self-efficacy, computer experience, attitudes, and teachers’ implementation of computers in the classroom. In C. Crawford, D. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2003 (pp. 1057-1060). Chesapeake, VA: AACE.
32. Raymond, M., Lawyer-Brook, D., Hurley, J., & Duffield, J. (2005, April). Unique characteristics of K-12 schools influencing the integration of technology. Paper presented at the meeting of the American Educational Research Association, Montreal, CA.
33. Russell, G., & Bradley, G. (1997). Teachers’ computer anxiety: Implications for professional development. Education and Information Technologies, 2, 17-30.
34. Saylor, P., & Kehrhahn, M. (2003). Teacher skills get an upgrade. Journal of Staff Development, 24(1).
35. Shamburg, C., (2004). Conditions that inhibit the integration of technology for urban early childhood teachers. Information Technology in Childhood Education Annual, 227-244.
36. Shank, G. (2002). Qualitative research: A personal skills approach. Upper Saddle River, NJ: Merrill Prentice Hall.
37. Smith, S. M. (2001). The four sources of influence on computer self-efficacy. Delta Pi Epsilon Journal, 43(1), 27-39.
38. Subhi, T. (1999). Attitudes toward computers of gifted students and their teachers. High Ability Studies, 10(1), 69-85.
39. Wasser, J., & McNamara E. (1998). Professional development and full-school technology integration: A description of the professional development model of the Hanau model schools partnership. Hanau Model Schools Partnership Research Report. Cambridge, MA: TERC.
40. Woodbridge, J. (2004). Technology integration as a transforming teaching strategy. Tech-Learning: The Resource for Education Technology Strategy. Retrieved on September 9, 2005 from http://www.techlearning.com/showArticle./html?articleID=17701367
41. Wyer, D. (1994). Apple classrooms of tomorrow: What we’ve learned. Educational Leadership, 51 (7), 4-11.