Research Article

Quality EdTech professional development for K12 classroom practice

Abbigail Morris 1 * , Jessica Pryor 1
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1 Murray State University, USA* Corresponding Author
Journal of Digital Educational Technology, 4(2), 2024, ep2417, https://doi.org/10.30935/jdet/14809
Submitted: 29 March 2024, Published: 15 July 2024
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ABSTRACT

As technology's influence deepens in educational settings, the need for enhanced guidance and support for educators grows. Frameworks for EdTech implementation exist, however a disconnect between theory and practice remains. To support educators, access to well-integrated, high-quality, teacher-designed EdTech PD will facilitate mindset shifts and EdTech integration for teachers. Findings highlight three themes: (a) quality of EdTech application in the classroom by the teacher matters, (b) quality of EdTech application in the classroom by the student matters and (c) quality PD matters. Furthermore, PD needs to highlight the student use of EdTech to enhance student engagement and learning.
Keywords: professional development, EdTech, pedagogy, technology integration

CITATION (APA)

Morris, A., & Pryor, J. (2024). Quality EdTech professional development for K12 classroom practice. Journal of Digital Educational Technology, 4(2), ep2417. https://doi.org/10.30935/jdet/14809

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