Teacher Experiences and Technology-Based Professional Development

  • Mirjana Joksimović Elementary school “Diša Durđević”, Belgrade, Serbia
  • Ashlee Robertson Keiser University, Education Faculty, USA
  • Borivoje Đokić Keiser University, Business Faculty, USA
  • Lazar Radivoje Dražeta Singidunum University


Effectiveness of professional development to integrate technology into classroom practice often relies on the attitudes, experiences, and engagement of teachers. This paper aims to explore a correlation between perceptions of strategies that impact technology-based professional development and obstacles to its successful implementation. Research sought to determine elements that make professional development effective in the eyes of teachers, so that they may be more apt to use what they learn in their actual classroom practice. It draws upon TPACK and UTAUT frameworks, that describe professional development practices that allow teachers to implement learned skills into the classroom and to predict technology usage. With these frameworks, a more specified system of professional development to support acceptance of technology into daily practice can be recommended. This study looks at the variables of a) time spent teaching, b) level of education, c) knowledge/use of computers, d) class preparation, and e) technology seminars of survey participants, to determine what demographical characteristics may have an impact on certain belief patterns surrounding professional development and technology use. Data collected from a survey completed by 61 elementary school teachers in the Republic of Serbia analyzed years teaching, education level, technology use, knowledge, and training experiences, and related those to experiences with professional development and implementation of technology into the classroom. To explore possible correlations and to measure strength of the relationship between variables, a non-parametric Spearman coefficient was used. This study found that educational and practice experiences using technology, do correlate with self-efficacy, willingness to use technology, and active resistance of professional development experiences. The results call for more technology support and communities of collaboration to implement professional development and may help educational leaders develop effective technology-based professional development programs.

Author Biographies

Mirjana Joksimović, Elementary school “Diša Durđević”, Belgrade, Serbia

Mirjana Joksimović, MSc, is the principal of elementary school “Diša Đurđević“. She graduated from the Faculty of Pedagogy for Teacher Education, University of Belgrade, and completed her Master’s degree in Engineering Management program at the Singidunum University. Under the auspices of the Ministry of Education, Science and Technological Development of the Republic of Serbia, she has been engaged in the training programme and obtained a license to work as the principal of the school. She is currently engaged in mentoring and human development program in the school, as a part of Tempus program on Leadership in Education.

Ashlee Robertson, Keiser University, Education Faculty, USA

Ashlee Robertson, PhD, is a graduate school professor at Keiser University in Florida, USA, for the PhD education departments of Educational Leadership, Curriculum and Instruction and Instructional Design. Her PhD is in curriculum and instruction, and her professional expertise and experience is in K-12 teaching, school administration and instructional design.

Borivoje Đokić, Keiser University, Business Faculty, USA

Borivoje Đokić, PhD, is a graduate school professor at Keiser University in Florida, USA, for the MBA and DBA programmes of business department, areas of quantitative analysis and business research methods. His professional expertise includes performing applied research at the University of Miami, School of Medicine and computer and biostatistics support for the department of Pediatrics of University of Miami, School of Medicine.

Lazar Radivoje Dražeta, Singidunum University

Lazar Dražeta, PhD, works as Assistant Professor and Coordinator of the Singidunum University Institute. He is involved in teaching at bachelor and master programmes as well as business consulting in the area of human resource management. His previous work experience includes a number of corporate sales and human resource functions, both in Serbia and overseas.

How to Cite
Joksimović, M., Robertson, A., Đokić, B., & Dražeta, L. (2018). Teacher Experiences and Technology-Based Professional Development. Management:Journal Of Sustainable Business And Management Solutions In Emerging Economies, . doi:10.7595/management.fon.2018.0029