dc.contributor.author	Barnes, Jhondra	en_US
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2009-10-05T19:41:30Z	en_US
dc.date.accessioned	2011-03-02T17:29:09Z
dc.date.available	2009-10-05T19:41:30Z	en_US
dc.date.available	2011-03-02T17:29:09Z
dc.date.issued	2005-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/397	en_US
dc.description.abstract	The purpose of this action research study was to determine if providing ongoing technology support to teachers after initial technology training increased the use of instructional technology in the classroom. Teachers, who participated in the study, worked in learning teams and with peer coaches to develop technology lessons to use in the classrooms. Eight participants completed all activities.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Ongoing Technology Support	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.title	Assessing the Implementation of Technology Professional Development	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Hinkle, Verilette	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US