Technology Integration with the Technology Integration Planning Cycle Model of Professional Development
Abstract: The purpose of this study was to examine how thirty-three teachers in a year-long study engaged with a professional development model guided by the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014). Development of the model drew on multiple perspectives to align with characteristics of high-quality professional development and support meaningful integration of technology to meet instructional goals. The study focused specifically on how teachers’ perceptions of their proficiency with integrating technology, their instruction and instructional planning, and their students’ digital literacy skills were related to participation in the professional development. Drawing on multiple sources of qualitative and quantitative data, findings indicated that selective exposure to digital tools, professional learning communities, and opportunities for reflection were most the most transformative elements of the model for teachers. Further, teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology due to the TIPC framework. Finally, students in classrooms with participant teachers performed significantly better on multiple dimensions of a digital literacy assessment than the control group students.