TECHNOLOGY LITERACY PROFESSIONAL DEVELOPMENT IMPACT ON THE 2018 NAEP EIGHTH GRADE INFORMATION AND COMMUNICATION TECHNOLOGY ASSESSMENT SCORES – International Journal of Social Sciences and Management Review

TECHNOLOGY LITERACY PROFESSIONAL DEVELOPMENT IMPACT ON THE 2018 NAEP EIGHTH GRADE INFORMATION AND COMMUNICATION TECHNOLOGY ASSESSMENT SCORES

Authors: Jenyl Keeton & Mingyuan Zhang*

ABSTRACT

This study explored the impact of teacher technology literacy professional development participation on the 2018 NAEP eighth-grade information and communication technology literacy scale scores. This quantitative study analyzed data from the National Assessment of Educational Process (NAEP) Data Explorer to examine the impact of teacher technology literacy professional development participation on the 2018 NAEP eighth-grade information and communication technology literacy scale scores. The findings of this study indicate that (1) there is no impact of teacher professional development on student achievement based on the NAEP data, (2) there is no significant impact on the frequency of team teaching on student achievement scores, and (3) teacher observation has no significant impact on the average scale scores. These findings may indicate that while teacher professional development participation does not have a direct impact on student achievement, it is beneficial to teachers, teacher candidates, and students in other ways.

Keywords: Professional development; teacher effectiveness; student achievement; NAEP; technology literacy; middle level

REFERENCES

Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. Journal of Educational Research, 109(1), 99–110.
Becker, L. (2000, March 21). Effect size calculators. https://lbecker.uccs.edu/effect-size. https://doi-org.cmich.idm.oclc.org/10.1080/00220671.2014.924470
Carpenter, D. M., Crawford, L., & Walden, R. (2007). Testing the efficacy of team teaching. Learning Environments Research, 10, 53-65.
Dos Santos, L. M. (2020). Pre-service teachers’ pedagogical development through the peer observation professional development programme. South African Journal of Education, 40(3), 1. https://doi-org.cmich.idm.oclc.org/10.15700/saje.v40n3a1794
Garrett, R., & Steinberg, M. P. (2015). Examining teacher effectiveness using classroom observation scores: Evidence from the randomization of teachers to students. Educational Evaluation and Policy Analysis, 37(2), 224-242.
Hurd, E., & Weilbacher, G. (2017). ” You want me to do what?” The benefits of co-teaching in the middle level. Middle Grades Review, 3(1), n1.
MacDonald, R. J. (2008). Professional development for information communication technology integration: Identifying and supporting a community of practice through design-based research. Journal of Research on Technology in Education, 40(4), 429-445.
Martinez, F., Taut, S., & Schaaf, K. (2016). Classroom observation for evaluating and improving teaching: An international perspective. Studies in Educational Evaluation, 49, 15-29.
Mcleod, S. (2023, February 8). What does effect size tell you? https://simplypsychology.org/effect-size.html.
NCES. (2022a, February 10). Select the participants – assessment process: NAEP. https://nces.ed.gov/nationsreportcard/assessment_process/selection.aspx
NCES. (2022b, December 6). NAEP assessment sample design. https://nces.ed.gov/nationsreportcard/tdw/sample_design/
NCES. (2022c, August 5). Technology and engineering literacy. https://nces.ed.gov/nationsreportcard/tel/
NCES. (2022d, n. d.). NAEP data explorer quick reference guide. https://nces.ed.gov/nationsreportcard/pdf/NDEQuickReferenceGuideWebVersion05.18.09.pdf
NCES. (2018). Select the participants. Retrieved from https://nces.ed.gov/nationsreportcard/assessment_process/selection.aspx.
Patton, K., Parker, M., & Tannehill, D. (2015). Helping teachers help themselves: Professional development that makes a difference. NASSP bulletin, 99(1), 26-42.
Shaha, S. H., & Ellsworth, H. (2013). Predictors of success for professional development: Linking student achievement to school and educator successes through on-demand, online professional learning. Journal of Instructional Psychology, 40(1–4), 19–26.
Smith, R., Ralston, N. C., Naegele, Z., & Waggoner, J. (2020). Team teaching and learning: A model of effective professional development for teachers. Professional Educator, 43(1), 80-90.
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Journal of educational technology & society, 19(3), 110-120.
U.S. Bureau of Labor Statistics. (2023, January 11). Middle School Teachers: Occupational Outlook Handbook. U.S. Bureau of Labor Statistics. https://www.bls.gov/ooh/education-training-and-library/middle-school-teachers.htm#tab-4
Uwameiye, R., & Ojikutu, R. A. (2008). Effect of team teaching on the academic achievement of students in introductory technology. INSTRUCTIONAL TECHNOLOGY, 47.
Vesikivi, P., Lakkala, M., Holvikivi, J., & Muukkonen, H. (2019). Team teaching implementation in engineering education: teacher perceptions and experiences. European Journal of Engineering Education, 44(4), 519–534. https://doi.org/10.1080/03043797.2018.1446910
Weilbacher, G., & Tilford, K. (2015). Co-teaching in a year-long professional development school. School-University Partnerships, 8(1), 37-48.
Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84.