Building technology integration at an urban school through a PDS partnership

• Published in: School-university partnerships Vol. 17; no. 2; pp. 185 - 204
• Main Authors: Silver, Patrice, Dupuis, Juliann, Durham, Rachel E., Schaaf, Ryan, Pallett, Lisa, Watson, Lauren
• Format: Journal Article
• Language: English
• Published: Lanham Emerald Group Publishing Limited 01-07-2024; Emerald Publishing
• Subjects: 21st century; Classroom technology use; Classrooms; Collaboration; Community development; Education; Educational Strategies; Educational technology; Elementary schools; Learning; Middle schools; Preservice teachers; Professional development; Professional Development Schools; Public schools; Self-efficacy; Students; Teacher attitudes; Teacher comfort with technology; Teacher efficacy in technology; Teacher motivation in technology use; Teaching; Technology integration in K-12 classrooms; Urban Schools; United States > US; Maryland; Baltimore Maryland
• ISSN: 1935-7125; 2833-2075
• DOI: 10.1108/SUP-10-2023-0041

Purpose In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction. Design/methodology/approach Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules. Findings Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership. Originality/value This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.