The teachers involved initially expressed several viewpoints about technology. They saw technology and curriculum as being separate, proficiency is mastery, and curriculum time would be lost for student technology training. The professional development targeted comfort instead of proficiency with technology within the curriculum activity. Teachers were given just enough skills to allow students to use technology. Eventually teachers developed a comfort level and students taught each other and the teacher to use software. The resulting comfort removed the anxiety of using computers (Burns).
Another technology fear was related to classroom management with limited hardware. The underlying fear was three-fold: the natural classroom would be disrupted, students would have power shifted to them, and teachers would have less control. The professional development conducted activities with one to four computers to replicate the teachers� resources. Teachers were grouped and used the available technology as the students would. The tasks given were to be completed with one computer per group.
The most common classroom models that were used in the training were explained. A learning stations model was used for students to rotate and gather information and data. To give an overview of a program�s basic function a navigator model was employed. The navigator could only give instructions to use the software. The facilitator model was for more complex projects. The experienced facilitator only gave a demonstration for students to follow. A collaborative group model engaged smaller groups in the creation of a portion of a larger project. The use of these models illustrated students� reliance on each other and technology. The teacher became the facilitator and students had more freedom with their work because they showed creativity and technology proficiency (Burns).
The professional development by SEDL was an excellent example of use of technology resources as identified in Standard V. Teachers learned the skills to make informed decisions that support student learning with technology. The classroom models increased productivity with a variety of activities using software, conducting research, and solving problems. Curriculum was successfully restructured for increased student interaction with technology.
An interesting conclusion to the use of available computer resources is that less is more. The strategies presented enabled more creative solutions and better management of the technology. I became aware that when there is a one-to-one student-computer ratio there is less interaction among students. Burns points out that student collaboration with technology integration make learning more enjoyable. This is a wonderful idea that I plan to put into practice.
Burns, M. (June 2002). From black and white to color: Technology professional development and changing practice. THE Journal 29, 11.
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