Technology as a catalyst for change: the role of professional development

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Julie Edmunds, Program Director for Secondary School Reform (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This paper presents an analysis of results from an evaluation of The Centers for Quality Teaching and Learning, a professional development program placing technology in the context of student-centered instructional practices. This analysis focuses on the relationship between the professional development and teachers’ use of technology in their classroom and their general instructional practices. The results from this study indicate teachers increased their use of technology in ways viewed as more constructivist, regardless of their broader instructional practices. One possible explanation may be the instructional context of the professional development that teachers experience.

Additional Information

Journal of Research on Technology in Education
Language: English
Date: 2007
technology, constructivism, instruction

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