Evaluating Professional Development on Educational Technology Integration for English Teachers in Japan

Autor/in	Noxon, Erin
Titel	Evaluating Professional Development on Educational Technology Integration for English Teachers in Japan
Quelle	(2017), (172 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-5048-1
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Educational Technology; Technology Integration; English Teachers; English (Second Language); Second Language Instruction; Foreign Countries; Computer Oriented Programs; Information Technology; Educational Environment; Qualitative Research; Models; Technology Uses in Education; Japan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Computerprogramm; Informationstechnologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Qualitative Forschung; Analogiemodell; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The impetus for this study was the need to provide effective training for English teachers on the use of Google Drive-related apps at a Japanese school. This training was necessary as the school embarked on creating a Japanese government-required information and communications technology (ICT) educational environment at the school. To address this situation, a professional development (PD) experience was designed for the teachers at the school. This involved a 12-week lesson study cycle with weekly planning meetings, and 5 sessions of technology classes focused on Google Drive apps. The design and evaluation of the PD incorporated adult learning theory, literature on traditional Japanese PD, non-native language speaker research, literature on barriers to technology integration, research on educational technology PD, instructional systems design, and theory on appropriate PD evaluation. This study examined the design, development, implementation, and evaluation of the technology-based PD experience. This study used qualitative methods for collecting and analyzing data, within a designed framework based on Guskey's Five Levels of PD Evaluation (2000), to assess the effects of the professional development on the participants. Data-collection methods included interviews with the participants at the beginning and end of the 12-week cycle, reflection logs from the weekly meetings, artifacts collected that were produced by the school and the participants, and field notes from class observations. The findings revealed that the PD helped the participants and supported them in the use of Google Drive apps in their classes. It also provided information for developing future professional development programs at the school. Additional outcomes point to future research in designing a system of long term support for the teachers as they continue to use technology at the school, and for development of PD for other Japanese teachers outside of the English department. This work is significant in that there are no other studies of Google Drive PD for teachers, or integration of the technology in Japan. Also, the study evaluates the effectiveness of the PD beyond the participants' perceptions of the experience, and contemplates creating an extended experience to support teachers over the long term. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01