The design, implementation and evaluation of a professional development programme to support teachers' technology integration in a public education centre

Date

2020-05-01

Author

Alemdağ, Ecenaz
Cevikbas, Seher Gul
Baran, Evrim

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme's impact. Ten adult education teachers in a public education centre participated in this case study research. Data sources include teacher-reflective reports, lesson plans and focus group interviews. The results revealed that the programme both enhanced teachers' TPACK and influenced their teaching practices. The results emphasise the importance of providing information that aligns with teachers' specific needs in adult education centres, giving teachers an active role, making opportunities available to design technology-enhanced learning artefacts while working in collaborative teams and selecting ICT tools based on typical adult learning characteristics. The study also offers suggestions for future research and practice on the design of professional development programmes.

Subject Keywords

TPACK, Teacher education, Adult education, Professional development, Technology integration

URI

https://hdl.handle.net/11511/31475

Journal

STUDIES IN CONTINUING EDUCATION

DOI

https://doi.org/10.1080/0158037x.2019.1566119

Collections

Graduate School of Natural and Applied Sciences, Article

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Citation Formats

E. Alemdağ, S. G. Cevikbas, and E. Baran, “The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre,” STUDIES IN CONTINUING EDUCATION, pp. 213–239, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/31475.