The role of state education agencies in in-service teacher professional development in technology

The purpose of this study was to examine the role of state education agencies in promoting and supporting in-service teacher professional development in technology within the context of state systemic reforms. Exploratory, qualitative research was conducted using open ended and semi-structured interviewing techniques. Interviews were guided by protocols based on a review of the literature in the following topical areas: teacher professional development, technology, and systemic reform. Studied states were Kentucky and Vermont, and in particular, state directors of technology, directors of in-service teacher education, and local teachers were used as subjects in this study. Interview data were analyzed against a theoretical framework based on the literature review. The biggest finding in Kentucky and Vermont is that technology is increasingly embedded in overall state making for reform. At the state level, policy rhetoric and actions are largely about constructing strategies to convey to districts and schools the importance of technology as a tool to support state reform goals for student learning. Professional development to support teacher and administrator knowledge and skills are beginning to embed technology as a pedagogical tool within standards based curriculum units. While teacher professional development in basic skills is still required in many schools and districts, there are growing dialogues and actions at the top of the two state policy systems to fully integrate technology into standards-based professional development offerings. Technology is beginning to transform from a separate strand of reform, or reform component, to a seamless tool that supports the overall reform goal in both states of high academic performance for all students. Future research should focus on the appropriate role of teacher performance standards in technology among the array of policy instruments used by states to promote and support in-service teacher professional development in technology.