Correlation Study Regarding Professional Development and Technology Integration in K-12 Twenty-First Century Classrooms
School of Education
Doctor of Education (EdD)
Pearson r, Professional Development, Technology, Technology Integration
Stapp, Loree, "Correlation Study Regarding Professional Development and Technology Integration in K-12 Twenty-First Century Classrooms" (2015). Doctoral Dissertations and Projects. 4145.
The purpose of this correlation study is to test the relationship between the amount and type of technology used in the classroom, and the educators receiving local professional development on how to integrate technology in the classroom. The research design for this study is a relationship correlation study. Bivariate correlational statistics were used to determine if there was a positive correlation between the co-variable; the school district's data from the administrator's observation of technology integration, and the predictor variable; the local professional development on technology. The Pearson's r design was chosen as the technique used for measuring this correlation study since the variables are continuous, and the software program statistical package for the social sciences (SPSS) was used to analyze the data (Gall, Gall, & Borg, 2010; Gay, Mills, & Airasian, 2006). The participants for this study are both the educators and students who make up a suburban school district in the state of Georgia. The sample size for this study is the 9,147 classroom observations reported over the course of two years from the 32 schools in the district. The results of this correlation study showed that there was no significant correlation between the integration of technology in the classroom and the local school district's professional development given through the technology summit.