标题：Can teacher technology integration training alone lead to high levels of technology integration?
A qualitative look at teachers’ technology integration after state mandated technology training
期刊名称：Electronic Journal for the Integration of Technology in Education
电子版ISSN：1556-5378
出版年度：2006
卷号：5
出版社：College of Education, Idaho State University
摘要：This study investigated the impact of state mandated technology integration training on classroom teachers based on analysis of two qualitative datasets. Data collected from social studies teachers focused on post training teacher technology integration levels and data from elementary teachers focused on the use of mentoring after technology training in order to enrich technology integration experiences for teachers and students. Data analysis indicated technology integration training is effective at a basic level, but it alone cannot lead to higher levels of technology integration. Examining the two datasets, the researchers found a majority of social studies teachers expressed a desire for one-on-one follow up support to training and elementary teachers reported mentoring experiences to be the most positive technology related staff development they have experienced. Although technology training opportunities have become widely available to teachers, this study indicates a need for more post training or one-on-one mentoring experiences in order to better support teachers’ integration of technology.
