Examining teachers' technology dispositions and classroom practices within the context of a professional development program: A multiple case study

Technology in schools, despite its ability to advance 21 st-century learning skills such as critical thinking and collaboration, and its potential to contribute to workforce preparation, largely remains oversold and underused. Among other things, lack of sufficient training and attitudinal barriers prevent teachers from utilizing technology competently in their pedagogy. A technology disposition perspective that takes into consideration both the teachers beliefs and the manifestations of these in practice gives us a better lens to understand how beliefs and attitudes about technology influence teachers' practices. Teachers' levels of competence in using technology and their beliefs and attitudes towards technology play an important role in determining how, how much, and what kinds of technology are incorporated into classroom teaching. A deeper understanding of teachers' technology disposition and the extent to which it impacts their practice can enable professional development programs to incorporate measures that address the specific needs of their teachers. Further research is needed to understand "what works, when and how, and under what condition," particularly in professional development programs in technology. Research has identified the best practices in professional development, and these best practices can be incorporated to design high-quality professional development programs in technology. In this study I examine teachers' technology dispositions in the context of a professional development program. In particular I look at how teachers' technology dispositions influence the choice and use of technology in their practice following in-service training in a high-quality professional development program. I explore the characteristics of technology dispositions that differentiate between teachers who use and don't use technology, as well as the contextual factors in their practice that influence their use of technology. Additionally, I explore the elements of the professional development program that encourage the teachers' integration of technology into their practice, and, based on the findings of this study I provide recommendations that could help in the creation of more effective professional development programs in the future.