Dissertation Writing Help - Developing technology integrators: the role of professional development for instructional technology integration

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School leaders continue to look for professional development for instructional technology integration that transforms teacher practice in meaningful ways for students. This research focused on factors cited by successful integrators of instructional technology that were instrumental in their professional growth and transformation as technology integrators. School leaders, therefore, might apply design principles from this research to build more effective professional development opportunities in their schools and districts that promote student meaningful learning with technology.

10 teachers were studied who had a reputation as successful integrators of instructional technology in their classrooms. Use of technology among these teachers involved projects that promoted higher order thinking in students. These teachers became adept at planning for, and integrating, technology by embarking on a path for growth that was often iterative, yet resembled the characteristics of quality professional development in general. Design principles, therefore, are based on these and other characteristics that emerged from the literature, data analysis, and resultant themes from the data.

Professional development opportunities that promote instructional technology integration must focus on instructional goals of the teacher as an antecedent to a transformation in practice. Efforts that focus on "technology goals" often fall short of producing the relevance and engagement necessary for any lasting impact on teacher practice. School leaders must also recognize the differentiated activities that promote professional learning within the school culture and challenge the notion that professional development is "basal" in nature and that one-size-fits every participant. Informal social networks are also critical in the growth of teachers who would eventually become successful integrators of instructional technology.

School leaders might accomplish the transformation in teacher practice by acknowledging many entry points into the process of growing professional as a technology integrator. One way to do this is through the establishment of progressive prompts that promote quality teaching and professional practice that eventually lead teachers to critically think about the value of technology and how they might develop skills to analyze and integrate instructional technology into their classrooms.