Search results for: Pella Shannon

This article argues that in order for teachers to be prepared to use such technologies, the structure of teacher professional development (TPD) is critical. The Teaching Using Technology Studio was designed as a design-based professional development program for sixteen upper elementary teachers in California. This study addressed the following question: What is the impact of a design-based TPD model on teachers’ knowledge, attitudes and behaviors regarding integration of technology into teaching and learning? Data analysis showed significant changes in teachers reported knowledge and integration of technology into teaching, an increase in technology literacy of teachers and students, and students’ use of technology for learning.