Peter Grostic

Date of Award


Degree Name

Specialist in Education


Educational Leadership, Research and Technology

First Advisor

Dr. Nancy Mansberger

Second Advisor

Dr. Dennis McCrumb

Third Advisor

Dr. Brett A. Geier


Educational technology, professional development, student attendance, student behavior, K-6 Elementary

Access Setting

Masters Thesis-Open Access


When schools choose to secure devices for their students to integrate into class, they are engaging in a student device technology integration initiative. Results of such initiatives so far have been inconsistent (Bebell & Kay, 2010, Gulek & Demirtas, 2005). These inconsistencies may be, in part, due to poor professional development and/or incomplete data collection. The purpose of this study is to examine the impact of a professional development program for teachers on the effectiveness of a student device technology integration initiative. “Effectiveness” will be defined by standardized test data as well as student attendance data and student behavior referral data. In this study, three K-6 schools in the same urban school district in Michigan are examined. All three schools have similar student demographics, enrollment numbers, and access to technology. One school receives a student device technology integration professional development program that includes two days of initial training and follow up coaching throughout the school year. Standardized test score data, student attendance, and student behavior referrals from all three buildings are examined. Results show a decrease in the number of chronically absent students and a decrease in total behavior referrals in the school that piloted the professional development program, and no noticeable difference in standardized test score data between the three schools in the study.