Document Type

Student Research Paper


Spring 2019

Academic Department


Faculty Advisor(s)

Dr. Shannon Haley-Mize


In the 21st century, technology is consistently changing and has become ever-present in education. A teacher’s knowledge of technology is imperative to their pedagogy in order to encourage student-centered learning and provide meaningful and engaging experiences to the students. Technology knowledge on its own will not improve classroom learning. Preparation must be present so that the teachers can support student learning with technological enhancements. Many studies have shown that technology professional development opportunities for teachers are ill suited to produce adequate understanding that can assist teachers in becoming intelligent users of technology. With the rapid expansion of technology, teachers must be prepared to effectively integrate technology in the Early Childhood Education classroom to enhance their pedagogy. The current study examined the professional development practices in PK-12 districts related to classroom technology integration and included interviews with the technology personnel from three local districts in urban, rural, and suburban areas. Results indicated that the three districts recognize the importance of preparing teachers to integrate technology and they have made strides to close the gap in technology professional development.


Senior thesis.