Nssa Professional Development 10 05-2015kada
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This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. Recommendations focused on differentiating training and developing personalized learning plans with departmental collaboration.
![References
Guskey, T. (2014). Planning professional learning,
Professional Learning: Reimagined, 71 (8), 10-16.
Riel, M. (2010). Understanding Action Research,
Center For Collaborative Action Research,
Pepperdine University (Last revision Sep,
2013). Accessed Online on [October 2, 2015]
from http://cadres.pepperdine.edu/ccar/define.htm
Sun Associates (2010). What the research says –
Best practices in technology integration.
Retrieved from http://ww.sunassociates.com/tiresources.html](https://image.slidesharecdn.com/nssa-professionaldevelopment10052015kada-151005135546-lva1-app6891/85/Nssa-Professional-Development-10-05-2015kada-26-320.jpg)
Nssa Professional Development 10 05-2015kada
- 1. Professional Development: An Investigation of an 1:1 iPad Initiative on a High School Campus in Southeast Texas Paul E. Goebel, M. Ed. L. Kay Abernathy, Ed.D. Donna Azodi, Ed.D . Cynthia D. Cummings, Ed.D.
- 2. Action Research Project This action research study used qualitative and quantitative data to assess the effectiveness of the professional development activities throughout a 1:1 iPad initiative. The action research project began in the second course and was completed in the final course in the Masters in Educational Administration program at Lamar University (an 18 month program).
- 3. Action Research “I think of action research as a process of deep inquiry into one's practices in service of moving towards an envisioned future, aligned with values.” Margaret Riel, 2010
- 4. Background The purpose of this paper was to study methods and practices that lead to effective professional development during a 1:1 iPad initiative.
- 5. Rationale Many schools are integrating technology into student learning and making the transformation from a traditional classroom to one that can equip students for today’s technologically rich society. The key is to improve the level of professional development that is presented to teachers in the 1:1 environment.
- 6. Research Question How will teachers embrace iPad specific professional development in partnership with the technology integration specialists in order to broaden the professional knowledge base ?
- 7. Review of the Literature “High-quality professional learning is the foundation on which any improvement effort in education must build.” T. R. Guskey, 2014
- 8. Review of the Literature “To obtain desired results, teachers need to harness supportive attitudes toward, feel comfortable using, and actually incorporate the technology; further, an institutional culture of technology use must be established.” Ertmer & Ottenbreit-Leftwich, 2010
- 9. Review of the Literature “Recognizing the scope of the challenge associated with transforming classrooms is essential to this endeavor if technology is truly to be integrated into curriculum in ways that meaningfully impact student learning and achievement.” Sun Associates, 2010
- 10. Review of the Literature “…Teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1:! environment effective and relevant.” Bebell & Kay, 2010
- 11. Data Collection Quantitative Survey Method Google Docs Google Forms Google Analytics
- 12. Participants One Technology Director Two Part-Time Technology Instructional Specialists 40 Teachers on Campus (20 respondents)
- 13. 75% felt that training was adequate but there were obstacles that prevented having a higher satisfaction quotient. Other factors were addressed, and these impacted the findings. Findings
- 14. Outline of Professional Development Sessions
- 15. Adequate Professional Development? Once again, 75% felt professional development was adequate and all participants felt like the TIS was available when needed.
- 16. Perceived Obstacles to Professional Development
- 17. Perceived Obstacles to Professional Development •Time Constraints. •Sessions at inopportune times. •Sessions too generalized.
- 18. Perceived Obstacles to Integrating Technology
- 19. Perceived Obstacles to Technology Integration • Bandwidth • Device Troubleshooting • Video Applications • Blocked Applications
- 20. Responsibility of Teachers and Specialists
- 21. Responsibilities At this stage of training, the majority of teachers perceived that it was the teacher’s responsibility to seek out resources for technology integration. There were also participants who felt that it was the TIS’s responsibility to guide the integration for the classroom.
- 22. Recommendations • Sessions specific to learning outcomes in nature. • Time where people are able to attend. • Differentiated instruction for teachers offered at beginning, intermediate and advanced levels of competency
- 23. Recommendations • Developing personalized learning plans with departmental collaboration. • Implementing a local online support group to share resources and ideas. • Providing a full time technology integration specialist position on campuses.
- 24. Then vs. Now 2013 2015 Grades 6-9 Grades 6-12 Server-based Cloud-based Network constraints Robust network Teachers reliant on TIS Teachers seeking their own resources/solutions Generalized training Focused training
- 25. References Bebell, D. & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire Wireless Learning Initiative. Journal of Learning and Assessment, 9(2), 48. Ertmer, P. & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284.
- 26. References Guskey, T. (2014). Planning professional learning, Professional Learning: Reimagined, 71 (8), 10-16. Riel, M. (2010). Understanding Action Research, Center For Collaborative Action Research, Pepperdine University (Last revision Sep, 2013). Accessed Online on [October 2, 2015] from http://cadres.pepperdine.edu/ccar/define.htm Sun Associates (2010). What the research says – Best practices in technology integration. Retrieved from http://ww.sunassociates.com/tiresources.html
- 27. Contact Information Goebel, Paul, M. Ed. paulgoebel@hjisd.net Abernathy, L. Kay, Ed.D.– lkabernathy@lamar.edu Azodi, Donna—Ed.D.— donna.azodi@lamar.edu Cummings, Cynthia D., Ed.D. cynthia.cummings@lamar.edu Presentation: http://tinyurl.com/nksvwq9