Walking the gangplank of professional learning : a case study of elementary educators' digital professional learning needs.

• Online Access: http://hdl.handle.net/2047/D20412685

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