Date of Award


Degree Type


Degree Name

Doctor of Philosophy in Education



First Advisor

Renee Hobbs


Public schools are implementing 1:1 computing programs in the hopes of transforming education to provide students with the digital literacy competencies that will enable them to be successful in our technology driven world. Continuous professional learning is critical in helping teachers develop the knowledge and skills for effective educational technology integration. Research has found however, that formal professional development, commonly implemented as one-time workshops with outside facilitators, are ineffective due to the multi-dimensional nature of technology integration. Teacher continuous professional learning outside of the formal context needs be considered. This survey study will explore the self-directed informal online and offline learning behaviors for technology integration of public high school teachers in 1:1 device schools. The findings from this study indicate that teachers are frequently engaged in informal learning activities for technology integration. Teachers regularly engage in traditional socio-constructivist activities through independent exploration, practice, and routinely asking their colleagues for help. Although searching the Internet to learn is the most commonly reported online activity, more sophisticated uses of technology to learn were limited. Teacher learning goals were also found to predict certain learner behaviors. The findings from this study inform both teachers and professional developers of the possibilities of informal learning as a legitimate form of professional lifelong learning.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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