Teachers’ Perceptions of Professional Development on the Effective Integration of Technology to the Classroom

The purpose of this research study was to determine differences between teachers’ perceptions of the effectiveness of professional development related to the integration of technology into the curriculum with respect to teachers’ years in education, highest degree level earned, and self-assessed technology usage level. Technology integration is a problem among teachers in northwestern New Jersey because educators are held accountable to state technology standards through student test scores and students are not performing well on the Partnership for Assessment of Readiness for College and Career tests. A review of literature examined professional development activities related to the integration of technology into the curriculum. The results revealed that teachers with novice level experience have greater perceptions of the effectiveness of professional development related to the integration of technology into the curriculum than experienced teachers. The perceptions of the effectiveness of professional development related to the integration of technology into the curriculum does not differ with respect to the highest degree earned by the teacher. There is a moderate positive relationship between teachers’ self-assessment of their use of technology in class and their perception of related professional development effectiveness