Educational technology-related professional development (ETPD) can take many forms. It varies by:

  • general purposes and goals;
  • the specific learning objectives that ETPD sessions and programs address;
  • the curriculum content areas to which they are related;
  • the student grade levels for which the strategies and tools presented are appropriate;
  • the instructional approaches recommended;
  • the professional development models used to structure the ETPD sessions;
  • and the ways in which the professional development is evaluated and/or teacher learning is assessed.

ETPD providers can ensure the effectiveness of technology-related professional development sessions and programs by matching each of these seven aspects to participating teachers’ professional learning needs, interests, and contextual realities.

This Web site supports and extends a four-article series published in ISTE‘s Learning & Leading with Technology from February through June/July, 2008. The resources included here will help you to become familiar with the full range of possibilities for the four items in the list above with which most ETPD providers have worked the least:

Once the full range of possibilities for each of these aspects of ETPD design is known, providers can create customized professional development sessions and programs by matching appropriate ETPD goals, models, and evaluation techniques to educators’ learning needs and preferences. In this way, participants can learn as much as possible that can be directly applied to their professional practice.

The resources included here explain in detail how to design ETPD by combining these elements strategically and in a learner-centered way. Please use them to inform the ETPD that you offer.

Judi Harris, Ph.D.

Professor and Pavey Family Chair in Educational Technology

School of Education, College of William & Mary