Assessing a Technology Professional Development Program at a Community College Using the PICRAT Framework

ABSTRACT Faculty often need support in integrating technology for teaching and learning. This study assesses an in‐house professional development program at a rural Mississippi community college. The program aims to equip faculty with the skills necessary to use digital tools effectively while addressing barriers such as technical difficulties, time constraints, and varying levels of digital proficiency. Data were collected from self‐assessments and project evaluations, focusing on how faculty applied new technology‐based activities in their teaching and the impact on student engagement. The study employed Kimmons et al.’s PICRAT model to assess the level of technology integration in faculty projects. Results indicate that the majority of faculty applied new technology‐based strategies. Additionally, the PICRAT matrix revealed that most projects fell within the “creative amplification” level, suggesting that technology was used to enhance but not radically transform pedagogy. While this form of professional development provides a structured framework for technology integration, the study highlights the need for continued training, discipline‐specific strategies, and support to sustain momentum and foster deeper, transformative uses of technology in teaching. It also underscores the importance of reflective and ongoing faculty development in adapting to digital advancements in education.