Hinojos, M. (2025). From traditional to transformed: Designing a personalized professional learning experience for technology ambassadors. [Doctoral dissertation, Texas Tech University]. TTU Electronic Theses and Dissertations.  https://hdl.handle.net/2346/102235

Abstract:

“This qualitative case study explores the transformation of traditional professional development (PD) practices into personalized learning experiences for teachers in a mid-to-large school district’s technology ambassador program, #TechyTribe Ambassadors (#TTA). The study examines how personalized PD impacts teacher agency, professional growth, and classroom practices. The research is grounded in the theoretical framework of andragogy, emphasizing adult learning principles such as self-direction, relevancy, and motivation. The #TTA program provides a tailored PD approach that aligns with individual teachers’ needs and aspirations using tools like learner profiles, coaching cycles, and goal setting. Data collection involved open-ended response questionnaires, interviews, and artifact analysis from 17 participating teachers. The findings demonstrate that personalized PD positively influences teachers’ perceptions of learning, enhancing their engagement and ownership of professional growth. Moreover, the study reveals a significant relationship between teacher agency in PD and retention in the district, emphasizing the importance of autonomy and relevance in sustaining professional motivation. The impact of personalized PD on classroom practices is also explored, highlighting improvements in instructional strategies and student engagement. This study contributes to the growing body of research advocating for personalized, adaptive professional learning models, offering insights into how school districts can foster teacher development and retention through targeted, meaningful professional learning experiences.”