| The rate of technological change and increased expectations for classroom technology use makes effective professional development imperative if teachers are to remain current in their pedagogical practice. Using a qualitative collective case study design, this research explored teachers' perceptions of professional development models that inform their creation and delivery of technology infused curriculum in three independent schools. Interviews and focus groups were conducted with 21 classroom teachers and 4 educational technology leaders. Data analysis revealed that teachers' professional development experiences: (a) were shaped by their school culture; (b) expanded their expertise and bolstered their confidence in and comfort with implementing technology infused curricula; and (c) reinforced the importance of classroom integration of technology. The findings provide suggestions for future models of technology related professional development, specifically that professional development should (a) be supported, (b) be aligned with the school's culture and mission, (c) expand teachers' expertise, and (d) have a meaningful impact upon the curriculum. |
