2+Literature+Review

=Article Critiques=

Article Critiques Chart =Book Review=

Review of Web Literacy for Educators =Literature Review= Studies have shown that effective professional development builds teacher confidence with regards to the use of technology. Bennison & Goos discovered that participation in professional learning is related to greater confidence with technology and more positive beliefs about the use of technology as beneficial to student learning (2010). Karagiorgi & Charalambous found that training practices have a significant impact on teacher attitudes as they overcome their fears with regard to the use of technology (2006) and McCarney noted that a teacher who has worthwhile exposure to technology for direct teaching purposes is likely to gain confidence using technology (2004).

While studies have acknowledged that the development of appropriate technology skills is vital for educators, they also recognize that many teachers find the idea of utilizing instructional technology daunting (Phelps & Graham, 2008). Research indicates that this effect could be minimized if training is focused on solving practical problems encountered on the job (Zhang, 2010). Teachers should be provided with quality professional development opportunities that are relevant to their teaching (Keller, Bonk & Hew, 2005). Current research reveals significant trends for effective professional learning. These patterns can be useful to professional developers as they create courses for educators. The following suggestions should be considered when creating professional learning opportunities for teachers.

//Professional Development must be based on the content of the curriculum. //Teachers need opportunities to relate professional learning to the context of the curriculum they are teaching. The National Partnership for Excellence and Accountability in Teaching determined that professional development is more effective when it is school-based and embedded in teachers’ everyday work (1998). By embedding technology skills in a pedagogic context, teachers are able to apply the skills they learn into their classroom lessons (McCarney, 2004).

//Professional Development should allow teachers time to collaborate, interact and share ideas with one another. //Improving teacher quality and student performance is likely to occur when teachers are “provided with opportunities for professional development that have a strong focus on content, active participatory learning with their peers, and a supportive context at the district and schools in which they work” (Armour-Thomas, 2008, p. 11). Teaching and learning is a s ocial process. By allowing teachers to interact with one another, they help each other to learn while simultaneously learning from their students (Keller, Bonk, & Hew, 2005). In a study conducted by Sugar & Wilson, more than 90% of the teachers surveyed indicated a preference for active hands-on learning and a collaborative approach to professional learning. They concluded that teachers should have ample opportunities to talk, discuss and collaborate with each other and their instructors (2005, p. 96).

//Teachers should be involved in the planning process and some should be considered as instructors. //Lee recommends that teachers should be encouraged to participate in the planning of professional learning (2005) while Klein & Riordan acknowledge that a benefit to this is that it will reveal more about the kinds of on-going support teachers will need resulting in a “richer and more consistent implementation” of professional learning (Klein & Riordan, 2009, p. 78). There is a distinct advantage to putting teachers i n charge of their own learning (Keller, Bonk & Hew, 2005) and teachers have consistently given positive feedback on professional learning sessions when their colleagues served as the instructors (Hickey & Harris, 2005). This positive experience contributes to an excellent climate for learning and creates motivation for achievement while providing the means for effective professional learning.

//Teachers need time to implement what they have learned while receiving on-going support. // Bennison & Goos revealed that a lack of time is one of the greatest obstacles teachers face when implementing what they learn during professional development. They found that teachers need time to explore what they learn and to  develop teaching strategies related to the technology featured during professional learning (2010). Schools should also provide teachers with follow-up to professional development and ample opportunities for practice in the classroom (Lee, 2005). Sugar & Wilson reported that 95% of their survey respondents viewed ongoing support as a beneficial or very beneficial approach (2005).

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teachers should be allowed to choose professional learning sessions that meet their instructional needs. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Educators have a wide variety of prior knowledge and experience with technology. This background must be acknowledged when creating meaningful professional learning for teachers. It is imperative that professional learning offer opportunities for teachers to connect what they learn with the work they do in the classroom (Klein & Riordan, 2009). Tearle recommends giving teachers a choice about the type of professional development they attend (2003). Lee agrees and reports that professional learning is most effective <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt;">in improving teachers’ learning if the learning is based on what participants need and what they already know (Lee, 2005, p. 46). When Keller, Bonk & Hew allowed teachers to <span style="color: #231f20; font-family: 'Times New Roman','serif'; font-size: 12pt;">select the specific areas of technology they most wanted to learn about in their professional learning program, they discovered that they effectively helped teachers develop technology skills that were relevant to their work (Keller, Bonk, Hew, 2005, p. 333). Overbaugh and Lu recommended that by allowing t <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">eachers to choose the courses they would like to attend, they are more likely to put their new knowledge and skills to use in their classrooms. (2009, p. 54).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt; text-indent: 0.25in;">All of the articles reviewed for this research plan show a general concern for how to create effective professional development initiatives that will assist teachers with both their teaching practice and with increasing student achievement. Prior research has been directed at analyzing teachers’ involvement with professional development and determining the impact of the experience. Often variables such as teacher attitude, time and resources were mentioned as factors that affected the results. Overall, researchers seem to be looking for better ways to offer more support to teachers.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt; text-indent: 0.25in;">The research methods presented in these articles were quite similar. In fact, most of the articles used some type of survey to gather information from participants who were involved in K-12 schools. These surveys used Likert-type scales in an effort to quantify some of the qualitative results. The data analysis used both mean and median scores, chi-squares and regression analysis to determine how demographic and experience factors impacted the results. Several of these articles also used an interview format, in which the data was transcribed and coded based on emerging themes. As a result, I chose to use a similar research methodology for my data collection and data analysis.