| Summary: | The purpose of this study was to understand what veteran elementary educators need
to be successful with integrating technology into their current practices. While previous
research has examined educator needs and successful professional development strategies, the
voice of the veteran elementary educator is missing. Using the case study methodology, the
researcher's aim was to explore the needs of veteran elementary educators, teaching
more than 10 years, as technology evolves. The theoretical framework TPACK was used as the
foundation of this research, examining the intersection of content knowledge, pedagogical
knowledge, and technological knowledge to support educator professional learning to meet the
needs of veteran elementary educators. The study found that considering the barriers to
integrating technology and encouraging educators in metacognitive practices will help design
successful professional development that supports the educational technology growth of
educators. Elements of successful for professional development found in the research was to
include hands on, relevant, and mandatory options for educators. Educators also benefited
from learning occurring over time in smaller chunks and follow through to support their
learning and suggested the need for a technology coach in every building. Lastly, it was
found technology is generational and this needs to be considered as the foundation for
planning learning experiences for educators.--Author's abstract
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