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Category: Project

Description: Technology-related professional development (PD) is a crucial strategy to prepare and encourage teachers to integrate technology into their teaching in a high-quality way. During teachers' participation in technology-related PD, change processes occur from a current to a desired status of technology-enhanced teaching (TET). A higher probability of disruption of TET can be assumed during these change processes. However, previous research on PD is mainly based on cross-sectional data that does not provide insight into such change processes (especially during PD participation). In this study, we monitored teachers closely during their participation in a 3-month technology-related PD. We conducted a concurrent explanatory mixed-methods approach to analyze longitudinal data from the first 4 weeks of the PD, focusing on 23 teachers who completed weekly reflection diaries. Findings from a multilevel framework revealed that most of the variances in the development of teachers' technology integration (i.e., frequency and quality) and motivation to use technology for teaching (i.e., self-efficacy and utility value) was due to contextual factors. This research was funded by the Federal Ministry of Education and Research (BMBF) and the Baden-Württemberg Ministry of Science as part of the Excellence Strategy of the German federal and state governments.