Effective Professional Development for Successful Technology Integration
- 1. Effective Professional Development for Successful Technology Integration By: Stephanie Hughes
- 2. Abstract While all teachers have access to some type of technology, very few of them integrate it appropriately within the curriculum. This presentation will demonstrate that effective integration of technology into the teaching and learning environment requires quality professional development. It will reveal the importance of teaching educators the significance of integrating technology.
- 3. An Effective Professional Development: Demonstrates “why” teachers need professional training Offers diversity in trainings Teaches educators the importance of integrating technology Demonstrates “how” to integrate technology
- 4. How to have an Effective Professional Development : Discover what background knowledge and experiences the teachers have. (ex. Give a survey or pretest) Set long-term and short-term goals. Should this training be continuous? If so, how often? Identify what type of training you want to have. (ex. On-site professional trainer, web-based course, show videos, or use computers) Decide how the professional development will be funded. (federal and state government offer numerous grants for these type of projects)
- 5. Why do teachers need Professional Development? According to the No Child Left Behind Act (NCLB) of 2001 , every state must provide teachers with “high-quality” training. Educational policymakers are insisting that all teachers have professional development opportunities in order to enhance their skills and knowledge.
- 6. Why do teachers need professional Development? Cont’d It allows teachers to develop and incorporate new instructional practices It enhances our teacher’s technology fluency and knowledge of concepts Professional Development strengthens teacher’s knowledge through experiences that they can take back to their classroom Research has shown that there is a close relationship between student success and their interaction with effective teachers Statistics show that teachers who are trained regularly are more comfortable with integrating new tools and ideas in their classroom. Also, they demonstrate more student-teacher interaction and have a better outlook on making changes in the classroom.
- 7. Diversity in Professional Developments: Just like students, teachers also need diversity when being taught something new. Technology training can occur through on-line courses, face-to-face speakers, and computer simulations. The traditional professional development training requires teachers to attend a conference off campus at a college or another public place for face-to-face type training. This experience hinders the teacher’s ability to take what he/she learns and implement it into their class.
- 8. Teach Educators the Importance of Integrating Technology: It has been proven that computer technology is an effective way of providing diversity in educational opportunities. Through a particular study, it was discovered that teachers who were knowledgeable and skilled on computer technology more easily adapted to overcoming challenges in the classroom. Teachers should understand that technology is not to replace the current curriculum; it is to be used with the curriculum to enhance the student’s learning experience. By using computers in the classroom students can be fully engaged in hands-on, real-world applications.
- 9. Teach Educators the Importance of Integrating Technology: Cont’d Integrating technology opens up a whole new world of learning. Students are able to work individually on small projects, have more opportunities for research projects, have small group discussions, and use computers for in-class presentations and/or debates. By incorporating technology into the classroom curriculum, the teacher promotes communication, planning, management, and social skills. Technology integration emphasizes creativity in students. It offers more opportunities for them to be self-taught Also, it offers more variety in instructional methods for drill and practice activities, tutorials, cooperative learning, gaming, simulation, discovery and problem solving. Most Importantly, integrating technological tools not only aids the curriculum but motivates the students.
- 10. How to Integrate Technology in the Classroom: Teachers can provide active learning environments by incorporating different hardware, software, and networks. Using these tools allows students to not only discover the “right” answer but discuss how they got the answer. Instead of having students listen to a lecture, take notes, and regurgitate answers; use the internet and have them gather data from a variety of resources and compile a final project. This type of activity changes the traditional classroom setting from being subject focused to a more “student-centered” environment. Teachers can use the internet to find lesson plans, problems, or for drill and practice activities.
- 11. How to Integrate Technology in the Classroom: Cont’d With computers in the classroom students can access the internet, play games associated with any subject, work on tutorials, or even complete a WebQuest. Students can take quizzes and/or test on-line There are several software programs that will provide students with points as they complete assignments. With computer tutorials, each student can work at his/her own pace and not feel put “on-the-spot” by being the last one to finish. There is always something more challenging to do for those early finishers.
- 12. Results of Poor Professional Development: Despite the increased presence of technology in schools, it has been found that technology is underused in most schools. Research shows that teacher’s attitudes towards technology are often affected by their experience and expertise. When teachers do not feel comfortable with technology, their attitude towards integrating technology changes. Conflicting ideas about the value of technology, the fact that it is constantly changing, and the unreliability of technology makes it less appealing to teachers. All of these factors can be prevented by providing teachers with the proper professional development.
- 13. Results of Poor Professional Development: Cont’d As a result of being poorly trained, the teachers felt threatened by the use of computers in the classrooms feeling they may take the place of their jobs.
- 14. Conclusion: Many researches have shown that with the proper training, teacher’s attitudes towards technology in the classroom remain positive!
- 15. Resources: Mistretta, Regina (2005). Integrating technology into the mathematics classroom: Role of the teacher preparation programs. Mathematics Educator, (15)1, 18-24. Retrieved June 22, 2008 from http://math.coe.uga.edu/tme/Issues/v15n1/v15n1_Mistretta.pdf . Eaton, Carole (2005). Sparking a revolution in teaching and learning. T.H.E. Journal, (33)1, 20-22, 24. Patterson, Patricia (2007). Mission possible: Teaching through technology. Principal, (86) 3, 22-25. Watson, G. (2006). Technology professional development: Long-term effects on teacher’s self-efficacy. Journal of Technology and Teacher Education, (14)1,151-165. Franklin, C. (2007). Factors that influence elementary teacher’s use of computers. Journal of Technology and Teacher Education , (15)2, 267-93. Ajwa, Iyad. (2007). Preparing future secondary computer science educators. American Secondary Education, (35)16, 54-62. Honawar, V. (2008). Learning to teach with technology. Education Weekly , (27)30, 28-31.
- 16. Resources: Willis, J.,Cifuentes, L. (2005). Training teachers to integrate technology into the classroom curriculum: Online versus face-to-face course delivery. Journal of Technology and Teacher Education, (13)1, 43-63. Clapp, Denita. (2005).Teacher professional development: Computer tech training. Media and Methods, (41)3, 28. Mitchem, K., Wells, Debora, Wells, John. (2003). Effective integration of instructional technology. Journal of Technology and Teacher Education, (11)3, 397-414. Bauer, J., Kenton, J. (2005).Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, (13)4, 519-546. Goddard, M. (2002).What do we do with these computers? Reflections on technology in the classroom. Journal of Research on Technology in Education, (35)1, 19-26. Pasko, Becky, Adcock, P. (2007).New rules, new roles; Technology standards and teacher education. Educational Considerations, (34)2, 29-31. Guha, S., Leonard, J. (2002).Motivation in elementary mathematics: how students and teachers benefit from computers. TechTrends, (46)1, 40-43. Niederhauser, D., Lindstrom, D., Strobel, J. (2007). Evidence of the NETS*S in k-12 classrooms: Implications for teacher education. Journal of Technology and Teacher Education, ( 15)4,483-512. Henrich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (1999). Instructional media and technologies for learning (6th edition). Upper Saddle Rivera, N.J. Merrill