Share Paper: More formal, please! The impact of teachers’ formal and independent professional development on the quality of technology integration

  1. Chiara Antonietti, Swiss Federal University for Vocational Education and Training, Switzerland
  2. Maria-Luisa Schmitz, University of Zurich, Switzerland
  3. Tessa Consoli, University of Zurich, Switzerland
  4. Alberto Cattaneo, Swiss Federal University for Vocational Education and Training, Switzerland
  5. Philipp Gonon, University of Zurich, Switzerland
  6. Dominik Petko, University of Zurich, Switzerland
Thursday, March 16 11:30 AM-12:30 PM St. Charles A - Rounds *

Abstract: The aim of the present study is to evaluate the relationship between technology-related professional development (PD) and the quality of technology integration. On a sample of 2247 in-services teachers, we tested the effects of formal and independent PD settings (i.e., training course attendance and self-training, respectively) on self-reported technological, pedagogical, and content knowledge (TPACK; Mishra & Koehler, 2006) and technology integration in supporting qualitatively different learning activities in the classroom. As a quality measure of how teachers integrate technology, we considered four types of learning activities that entail different levels of learners’ cognitive activation: interactive, constructive, active, and passive (ICAP; ...