The Negative and Positive Characteristics of Teacher Technology Professional Development Programs in Relation to Efficient Classroom Integration and Knowledge of Interactive Whiteboards

The key to educational reform is the well-prepared teacher. Giving the teacher continuous, immediate, and supported access to interactive whiteboard (IWB) professional development programs (PDPs) is necessary for creating the potential for deep and sustained changes of the educational programs. This qualitative case study explored the negative and positive characteristics of teacher technology PDPs in relation to efficient classroom integration and knowledge of IWBs. The research questions of the study were: (1) What are the negative and positive characteristics of teacher technology PDPs in relation to efficient classroom integration and knowledge of IWBs, (2) what acquired knowledge and skills from the IWB PDPs do teachers think have benefited them in their teaching, (3) what characteristics of IWB PDPs do teachers identify as negative and positive in relation to using IWBs to facilitate student learning, and (4) how can the IWB PDPs for classroom teachers become a meaningful improvement to their efficient classroom integration of IWBs? The study presented the participants voices and stories through questionnaires, interviews, observations, and document analysis over a three-phase period. The entire faculty was questioned. From this process, six individuals were invited to discuss their experiences with the PDP and how they used the PDP in integrating the IWB curriculum. The "con" far outnumbered the "pros". Teachers reported low levels of satisfaction with the program's length and follow up support, professional learning of IWB integration, software, and social networking skills to facilitate student learning, and learning on how to efficiently teach IWB skills in the lessons and assessment of students.