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IntroductionĬomputers are an increasingly pervasive component of K-12 learning environments. Keywords : professional development, technology integration, reflective practice, university/K-12 partnerships, action research, rural education.

The paper concludes with recommendations and implications of the results for various audiences including teachers, administrators, and policy makers. The impact of the program is discussed relative to other technology integration factors identified by the teachers. The findings are considered in the light of current research on effective professional development as well as recent technology trends such as the recent opportunities of the Web 2.0. Practical and statistically significant differences were found between the two groups favoring those who had participated in TICKIT. Their responses were compared to those from teachers who had been selected for but had not yet taken part in the program. Teachers who had taken part in the year-long technology integration program, Teacher Institute for Curriculum Knowledge about Integration of Technology (TICKIT), were asked about their technology integration practices. This study investigates the impact of a professional development program on the reported technology integration practices of rural Indiana teachers. Professional Development that Increases Technology Integration by K-12 Teachers:

In the decade since TICKIT was designed, changes in access and configuration of teaching technologies for students, rural or not, have been exponential.

DWYER ONCOURSE UPDATE

Editor’s Note : Research wise, it would be of interest to redesign and update the TICKIT program as suggested by the authors.

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