Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms
In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore te...
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| Format: | Others |
| Language: | en |
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ScholarWorks
2017
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| Online Access: | https://scholarworks.waldenu.edu/dissertations/4047 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=5150&context=dissertations |