A study of professional development, research, practices, and policies to prepare inservice teachers in new technologies: implications for training standards in new technologies

This study examines the efficacy of technology standards, policies and practices driving the Center for Technology in Education\u27s (CTE) training and support efforts provided to inservice educators in the State of Maryland;In 1986, the Maryland State Department of Education (MSDE) partnered with CTE to provide training for teachers in new technologies to achieve educational reform goals, access to professional development and technical support. Five primary factors were examined (1) knowledge and awareness, (2) professional development, (3) technical assistance, (4) information dissemination, and (5) availability of new technology;The research was designed to evaluate the above factors to answer the question of how CTE\u27s training and support services support existing technology standards to ensure Maryland educators have access to programs for their continued improvement to meet new high-quality teaching standards using new technologies (assistive and instructional);A decision-oriented research and evaluation employed integrating qualitative and quantitative data collection and analysis methods (Bogdan & Biklen, 1998; McMillan & Schumacher, 1997);Examination of current standards for three teacher groups\u27 technology training revealed priorities are not focused on technology professional development for inservice teachers. However, research does indicate the groups share a need for basic training in foundation skills for understanding and using new technologies. The most significant finding in the study is compelling evidence that the most critical weakness does not exist in ISTE or Maryland\u27s recommended technology standards, but in technology assistance at local levels;Although barriers related to the aging teacher population, minority representation in technology environments and access to telecommunications in rural and metropolitan schools did emerge, educators in this study reported very high levels of comfort with learning new technologies and skills application levels in the basic foundations;Based on the limitations of the study, the researcher recommends extending the investigation by using the preliminary findings to restate the questions posited in this study