The design, implementation and evaluation of a professional development programme to support teachers' technology integration in a public education centre

The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programm...

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Bibliographic Details
Published inStudies in continuing education Vol. 42; no. 2; pp. 213 - 239
Main Authors Alemdag, Ecenaz, Cevikbas, Seher Gul, Baran, Evrim
Format Journal Article
LanguageEnglish
Published Sydney Routledge 03.05.2020
Taylor & Francis Ltd
Subjects
Adult education
Adult Educators
Educational Technology
English (Second Language)
Faculty Development
Foreign Countries
Pedagogical Content Knowledge
Professional development
Program Design
Program Effectiveness
Program Evaluation
Program Implementation
Public Education
Public schools
Second Language Instruction
Teacher education
Technological Literacy
Technology adoption
Technology Integration
TPACK
Turkey (Ankara)
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Summary:The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme's impact. Ten adult education teachers in a public education centre participated in this case study research. Data sources include teacher-reflective reports, lesson plans and focus group interviews. The results revealed that the programme both enhanced teachers' TPACK and influenced their teaching practices. The results emphasise the importance of providing information that aligns with teachers' specific needs in adult education centres, giving teachers an active role, making opportunities available to design technology-enhanced learning artefacts while working in collaborative teams and selecting ICT tools based on typical adult learning characteristics. The study also offers suggestions for future research and practice on the design of professional development programmes.
ISSN:0158-037X
1470-126X
DOI:10.1080/0158037X.2019.1566119