Design and Evaluation of a Staff Development Program for Technology in Small Schools Page: 4
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of hardware and software, as well as answering the typical
staff development questions such as:
1. What workshops have already been delivered?
2. What are district needs as perceived by teachers
and administrators? (Beattie & Preston, 1990; Main &
Roberts, 1990; OTA, 1988; Watson, 1990).
A few large school districts throughout the country
have been studying and testing this comprehensive type of
technology staff development program. These large
districts (including Washington D.C., New York City, Los
Angeles Unified, Philadelphia, and Broward County in
Florida) have been fortunate to have both the budget and
the appropriate staff to meet program requirements. In
Texas, only the Houston Independent School District has
been reported as having a comprehensive technology program
(Buchsbaum, 1992). Small-to-medium sized school districts
in Texas, as well as in other states have not been reported
as having comprehensive technology staff development
programs.
In order to receive technology allotment monies from
the State for the 1992-93 school year, Texas school
districts have submitted five-year technology plans. A
section of the Executive Summary which must be attached to
the technology plan has required an outline of
technology-oriented staff development for the entire school
year. Therefore, district administrators have now begun to
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Halderman, Cheri Floyd. Design and Evaluation of a Staff Development Program for Technology in Small Schools, dissertation, December 1992; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc278548/m1/13/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .