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This research is grounded in Bandura's theory of self-efficacy, emphasizing that increasing teacher confidence in technology use leads to more effective integration in the classroom. It also draws from constructivist learning theory, advocating for hands-on, collaborative professional development to enhance teachers' practical skills. Additionally, the study aligns with culturally responsive pedagogy, ensuring that technology integration meets the diverse needs of multilingual learners by fostering inclusive, equitable learning environments. These frameworks collectively support the study’s focus on improving both teacher and student outcomes through technology.
This study employed a mixed-methods research design. Participants included K-8 teachers at an urban school with a large multilingual learner population, selected based on their involvement in a Professional Development School (PDS) partnership. Data sources included pre- and post-surveys measuring teachers' self-efficacy in technology integration, classroom observation data on technology usage, and artifacts from professional development modules, including lesson plans and teacher reflections. Quantitative data were analyzed using descriptive and bivariate means comparison tests to assess changes in self-efficacy, while qualitative data were coded using the ISTE Standards for Educators to evaluate instructional changes. Classroom observations were analyzed descriptively to assess frequency and quality of technology integration across the academic year. This detailed approach ensures replicability across similar educational contexts.
The results of the study indicated significant improvements in teacher self-efficacy and comfort with technology integration. Post-surveys showed a statistically significant increase in teachers' confidence using technology, while classroom observations revealed a substantial rise in the frequency of technology use in instructional practices. Teachers effectively integrated digital tools into their lessons, with notable success in supporting multilingual learners. These results underscore the impact of professional development on equitable access to technology, fostering inclusive learning environments and improving student engagement and outcomes.
This study is educationally significant as it demonstrates how targeted professional development can improve teacher efficacy in technology integration, specifically in urban, multilingual classrooms. By addressing both equity and access, the research highlights scalable strategies for enhancing student outcomes and fostering inclusive learning environments. For conference audiences, this study offers valuable insights into bridging the digital divide, advocating for equitable technology use, and aligning with ISTE Standards, making it highly relevant for educators and leaders seeking practical, research-based solutions for diverse student populations.
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