摘要：It was unknown whether training was successful for the implementation of theinstructional strategies specified in the Oklahoma Educational Technology Trust grant proposalat a small rural school district in Oklahoma. The purpose of this outcome-based programevaluation project study was to investigate how professional development (PD) influenced 25teachers’ shared values regarding instructional technology and their collaboration andinstructional practices using instructional technology. Guided by Mishra and Koehler’s TPACKtheory and Guskey’s model for PD evaluation, the research questions were designed todetermine: (a) how teachers demonstrate collaboration using instructional technology because ofPD, (b) what shared values teachers have adopted regarding instructional technology because ofPD, and (c) how the authentic teaching practices of participants have changed because of thetechnology PD. Data were collected through Likert-surveys, interviews, and classroomobservations. Data analysis included descriptive statistics for the quantitative portion, and themesthat emerged from data collection for the qualitative portion. The results reflected waystechnology is being implemented into instructional strategies. The implication for social changeof this research includes support for including collaboration and shared values in professionaldevelopment for instructional strategies incorporating technology, which can lead to betterlearning environments.
