Program
Education Doctorate
Year Approved
2015
First Advisor
Lindstrom, Michael
Abstract
With the recent adoptions of 1:1 technology initiatives with iPads in schools, it is urgent to provide professional development opportunities for teachers to maximize student use. This study provides vital information on the professional development needs of teachers for initial implementation of the iPad device and what is needed beyond the first year to sustain use. One hundred and ninety-one teachers from 10 school districts participated in the study. The results of this study indicate that successful professional development occurs when teachers are allowed time to collaborate with colleagues and learn from peers on how they integrated curriculum with the iPad. Collaboration with peers and work time was more important to teachers than one-on-one coaching, or large group professional development. Teachers also voiced a need for ongoing, differentiated professional development due to the wide range of teacher expertise and learning levels with technology.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Fenton, D. M. (2015). The Professional Development Needs of Teachers Necessary to Implement and Sustain iPad Use in Secondary Classrooms [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/203