Professional Development


Overview

On-going professional development is the key to successful and cost-effective implementation of technology. Unless faculty and staff have a sound understanding of ethical and copyright issues, how to use the technology, and how to incorporate it for daily use, it will not be used to its fullest capacity. At the same time, training will help establish an expectation that technology is to be a tool that is integrated into everyday use. Training must be addressed both at the District level and the building level.

In order to enable teachers to make effective use of technology, the District needs to support on-site, just-in-time learning by tailoring programs to meet teacher needs. According to the International Society for Technology in Education (ISTE), “Effective staff development strategies provide for long-term learning, on-site guidance, peer collaboration, and involvement of teachers in planning their own learning of technology integration. In a review of research on staff development for technology insertion, researchers (Cradler & Cradler, 1995) found significant factors in effective staff development to be:

  • Development of school and classroom level technology plans by and for teachers.
  • Understanding of ways to integrate technology into education reform.
  • Teacher-awareness of effective technology applications.
  • A social network of other “technology-using” teachers.
  • Availability of teacher-mentors or other peer support.
  • Adequate time and increased opportunity for staff development and technical assistance.
  • Awareness of and access to educationally relevant technology-based programs.
  • Opportunities for educators to communicate with peers in other schools and at conferences.
Effective staff development is individualized and relevant to a particular program or project in which teachers have a special interest. In a review of studies on technology insertion, researchers (Cradler & Cradler, 1995) found that the experience of states and local districts with technology integration demonstrates that:
  • Staff development must be individualized to the needs of the teacher.
  • Teachers must decide on what the topic should be and when the staff development or training should occur.
  • Time for teachers to plan, learn about, and implement technology applications is essential.
  • Educators need an understanding of ways to integrate technology into education reform initiatives.
  • Involvement of teachers in planning statewide, school, and classroom uses of technology is critical.
Guidance is essential for successful innovation of technology. Researchers (Zhao et al., 2001) (Type 2, Level A) studied 118 teachers and teacher teams who were awarded technology grants in Michigan. The findings demonstrate that human infrastructure is an essential component of the context that can greatly affect the likelihood of success for a technology innovation. According to the authors,

…one aspect of the human infrastructure did stand out even in innovations that didn't experience problems. This aspect is the presence of what we call a "translator," a person who can help the teacher understand and use technologies for his or her own classroom needs (p.27).

There is a continuing need for the school site presence of a technology coordinator who can serve as a mentor or "translator" of technology applications and instructional integration for teachers. Appropriate technology personnel are not only for the early stages of a technology initiative or technology plan. Strudler's research (Strudler, 1995) revealed the continuing need for technology coordinators to be based on:

  • Rapid pace of technological change.
  • Teachers' concerns that affect their adoption of technology.
  • Continuing challenge of "coordinating the 'nuts and bolts' of educational computing." (Strudler, 1995, p.18 in OTA, 1995 p. 147)
Strudler also found that the support provided by an effective coordinator serves to 'tip the scales' for teachers weighing the costs and benefits of technology use (Strudler, 1995, p. 19 in OTA, 1995, p.147).

In a study of 118 recipients of technology innovation grants researchers (Zhao et al., 2001) found that the conditions for successful implementation of innovations with technology suggest that teachers need:

  • to know how to use and have access to the additional resources as well as to the application they have selected
  • awareness of and access to timely technical guidance
  • colleagues who will support and mentor them through the implementation of their innovative efforts.

Benefits

  1. Good staff development will help teachers make better use of technology.
  2. Site-based training and technical support will ensure greater use of existing technology.
  3. Greater integration of technology into the classroom will occur.
  4. Increase in effectiveness of technology in meeting academic outcomes.
  5. Teachers and administrators will be more at ease with the increasing numbers of students who are already literate in technology.
Before making any recommendations all district staff were asked for input. The survey showed that staff learn the most from peers, friends and/or by exploring on their own. The best ways for training to be delivered to meet staff needs were an on-site person on a regular basis, training at the building level, and someone to contact when needed. Based on research and staff input and in order to meet current and future needs, there is a need to have a Technology Support Person available at each building. This person will help provide ongoing technology support. They will assist staff in integrating technology into the curriculum. The Technology Support program could be phased in over the coming years, as funding allows. As positions are filled, these individuals will be assigned to buildings by the Director of Information Technology Services (ITS). Depending on size and need, some buildings will share a person while others will need a full-time person.