Title

The Relationship Between Professional Development and Computer Integration Into the Gifted Education Classroom

Date of Award

2006

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

Frances A. Karnes

Advisor Department

Educational Leadership and School Counseling

Abstract

This present study was designed to analyze the influence that Instructional Technology (IT) focused professional development training sessions had on the frequency that Mississippi teachers of the intellectually gifted integrate computers into the gifted education classroom. Two-hundred fifty-five teachers of the intellectually gifted in grades two through six responded to the Perceptions of Computers and Technology (PCT) survey (Hogarty, Lang & Kromrey, 2003). This survey is designed to measure teachers' perceptions of the use of computers in the classroom and their experiences with computers. A Pearson correlation, multiple regression analysis, and a hierarchical regression analysis were used to test the theory that technical/administrative support, infrastructure, and professional development equally influence the frequency that teachers integrate computers into the classroom. Results indicate that there is a significant relationship between the number of computers available for instruction and the frequency of integration. There was also a significant relationship between teachers' attitudes and the frequency of teachers of the intellectually gifted integrate computers into their classrooms. However, when controlling for technical/administrative support and infrastructure, professional development did not significantly influence frequency. Conclusions and recommendations for practice and for further research are also discussed.