dc.contributor.author	Marshall Marsh, Patricia L.	en_US
dc.coverage.spatial	Dalton, GA	en_US
dc.coverage.temporal	2004-2006	en_US
dc.date.accessioned	2009-09-11T16:40:36Z	en_US
dc.date.accessioned	2009-09-30T15:58:10Z	en_US
dc.date.accessioned	2011-03-02T17:29:11Z
dc.date.available	2009-09-11T16:40:36Z	en_US
dc.date.available	2009-09-30T15:58:10Z	en_US
dc.date.available	2011-03-02T17:29:11Z
dc.date.issued	2006-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/72	en_US
dc.description.abstract	Nine teachers participated in a professional development workshop designed to provide a resource and support which would enable them to integrate technology into their content areas. Three sessions were planned and teachers were asked to teach a lesson which they would normally not use technology to present. The relevance of professional development on teachers was studied along with the effect of technology-infused lessons on student learning and engagement. The study found that teachers benefit from a supportive environment when implementing technology in the content area. The three-session format allowed teachers to become familiar with the resource, practice using the resource, and report back with the results of the implementation. Students were also queried and the overall opinion is that they want more technology in the classroom for learning, practice, and fun.	en_US
dc.language.iso	en_US	en_US
dc.subject	Technology	en_US
dc.subject	Content areas	en_US
dc.subject	Technology-infused lessons	en_US
dc.title	Professional Development and a Website of Technology Resources for Teachers: An Effort to Increase Technology-infused Instruction	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Webb, Jessica B.	en_US
dc.description.committee	Schmertzing, Lorraine	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US