A Professional Development Model for the Use and Integration of Technology

Abstract

This paper outlines the preliminary results of a study that involved creating aprofessional development model for the use and integration of technology in anelementary school in Nanaimo, British Columbia, Canada. The 13 teachers and onesupport staff voluntarily attended professional development workshops on topicschosen based on pre-chosen professional growth outlines and specific action plans. Thesalient finding were threefold: (1) it is imperative that the participants feel in control oftheir own development; (2) there are specific motivators and inhibitors for theimplementation of the action plan; (3) the respondents need to have a community oflearners.