PROFESSIONAL DEVELOPMENT’S IMPACT ON TECHNOLOGY USE BY K-6 EDUCATORS IN A CHINESE CONTEXT: A MIXED METHODS STUDY

K-6 teachers in China face obstacles to using educational technology to improve technology-enhanced, student-centered learning experiences to support the development of 21st century skillsets. This quasi-experimental mixed methods study of primary K-6 teachers at private international schools in China examined outcomes from participation in a technology-focused professional development (PD) program coupled with a community of practice (CoP) relative to their technology self-efficacy, technology competency, technology integration in instruction, and fundamental knowledge of 21st century skills to improve students’ 21st century skillsets. Thirty-seven Chinese (n = 20) and international (n = 17) participants from over 20 different contexts engaged in approximately 21 hours of online PD over seven weeks as well as ongoing discussion in an online CoP through the social communication platform WeChat. Program sessions involved multiple multimedia learning approaches (i.e., PowerPoints, articles, videos, etc.) as well as applicable classroom assignments created by participants related to technology integration in the classroom. Participants received feedback on discussion and assignment work from both peers and the program administrator. The researcher employed pre- and post-intervention measures, including the Educator Technology Self-Efficacy Survey, Technology Beliefs and Competencies Survey, PD scale, 21st Century Skills Teaching Scale, Demographic Survey, and Dose Received Survey. Qualitative data were collected from interview protocols, field notes, and artifacts to understand whether participation in the online PD and CoP impacted participating educators related to their technology integration knowledge and abilities. Findings suggested context varies in the level of support associated with technology integration. The majority of participants highlighting an absence of PD support but varied situations regarding infrastructure, financial, and administrative support in their contexts. A comparison of pre- and post-intervention data with a paired sample t test revealed a statistically significant growth in participants’ technology self-efficacy but no significant improvement in reported technology competency, perceptions of technology integration, perceptions of PD, and 21st century skills knowledge. Qualitative data, however, revealed growth in technology integration and PD as well as 21st century skills knowledge. Additionally, these data described the WeChat CoP as supportive of participants’ engagement in the online PD program. Participants maintained a low rate of participation, which decreased throughout the program due to program workload, accessibility, focus of program content, applicability of content, and participation of the cohort. These key factors require future consideration and research when employing an online PD program. As educational implications, schools need to consider content and grade-level alignment. Also, it is important that schools deliver PD in a longitudinal fashion with ongoing follow-up that focuses on engagement strategies to maintain participation. Keywords: technology integration, professional development, 21st century skills Dissertation Advisor: Dr. Stephen J. Pap