Designing District-Wide Technology-Rich Professional Development

Drew Polly (University of North Carolina at Charlotte, USA), Clif Mims (University of Memphis, USA) and Brenda McCombs (Kannapolis City Schools, USA)
Copyright: © 2012 |Pages: 243
EISBN13: 9781466616974|DOI: 10.4018/978-1-61350-492-5.ch033
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Abstract

This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: design differentiated professional development to meet all teachers’ needs; include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; provide educational materials for teachers and parents about internet safety and legal issues; determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.
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