Influences of a Professional Development Program on Teachers' Attitudes Towards Educational Technology and Digital Learning Resources for Inclusion

Abstract

The goal of this study was to examine the impact of a professional development program on teachers' attitudes towards educational technology and the perceived benefits of digital learning resources for inclusion. The content of the program focused on how technology can be used to create more inclusive learning environments. Findings indicate a decline in attitudes from the beginning to the end of the program. The authors explore several possible explanations for this decline, including the pressures of the Corona pandemic and a simultaneous national curriculum reform, a possible discrepancy between initial expectations and later experiences with the technology, and a possible reactance effect or “backlash” against the ambitious goals of the program. In addition, variables related to previous experience and teacher efficacy predicted attitudes to some degree, offering indications of factors to consider when preparing future professional development efforts in this area.