Date

9-9-2022

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Kevin D. Struble

Keywords

professional development, readiness, online learning, technology readiness, COVID-19, correlation

Disciplines

Education | Educational Administration and Supervision | Online and Distance Education

Abstract

The purpose of this quantitative, correlational study is to determine if there is a relationship between technology readiness and grades, the number of attempts taken, or the time it took to complete an online professional development. Because of the pandemic, much educator professional development has shifted online. When this occurred, many teachers were unprepared to make this shift. To study the relationship, the researcher surveyed 73 staff members of an LEA in central Pennsylvania using the Technology Readiness Index 2.0 instrument. Then, the researcher computed a correlation coefficient between each participant’s Technology Readiness Index score and their grades, number of attempts, and how long it took them to complete the online professional development. The results indicate no significant relationship between technology readiness and grades or the number of attempts. However, the correlation between technology readiness and days to completion yielded a small to moderate negative correlation. These findings support the use of online professional development and indicate that people will perform the same regardless of their technology readiness level. The only difference is that those with lower technology readiness might take longer to complete the online professional development. Expanding this study to include more variables regarding technology readiness and online professional development in the future would be beneficial.

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