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