How a technology professional development program fits into teachers’ work life

Abstract

This study examined a professional development program for integrating technology into school by studying the activities of teachers from two Indiana school districts who participated in a yearlong professional development program as they introduced new curricula in their classroom. My primary research question was how does a professional development program fit into participant teachers’ everyday work life during and after the program? The findings suggest that by participating in the program teachers were given the opportunity to share new curricula with other teachers and university staff. The program expectations and expectations from school districts brought about new pressures to teachers’ work life. Consequently, teachers managed their time to gain new skills and confidence. Additionally, participant teachers gained respect from their local colleagues because they had a successful technology curriculum they could share and demonstrate. However, teachers experienced tensions from competing responsibilities during and after the program.