Components of Staff Development for Technology
When planning
a staff development program for technology use, the distinctive characteristics
of adult learners must be taken into consideration. According to research in adult learning theory, important
components to include in a program are connectivity to student learning,
applicability to curriculum, hands-on opportunities, variety in learning
experiences, collaboration with colleagues, active participation of teachers,
continuous training with an adequate allowance of time, and an adequate
allowance of technical support. These
components address the specific needs adult learners have.
It has been
found that the majority of teachers believe the most important reason to be
involved in staff development is improved student achievement. For this reason, it is essential that
teachers see a direct relationship between staff development experiences and an
increase in student learning. Likewise,
teachers are responsible to deliver a specific curriculum. There ought to be a direct link between the
curriculum and the learning experience for the teacher. Helping teachers to become comfortable users
of technology for planning, for problem-solving, for analyzing student
achievement equips them to help students develop these same skills. Demonstrating projects that involve
technology and that are specific to content areas during staff development
helps teachers to see relevance to their classrooms. In this way, staff development is providing them with a means of
integrating the technology they can personally relate to.
Teachers as
adult learners need opportunities for practice. Hands-on learning experiences with technology provide
practice. They allow teachers to build
confidence in their skills and teachers are much more likely to introduce the
technology into their classroom.
Gaining experience and confidence with technology helps teachers develop
their own ideas on how to successfully integrate the technology into the
curriculum. Hands-on experiences also provide teachers with a safe environment
for feedback on how they are doing.
Adult
learners are diverse because of the broad range of their experiences,
interests, knowledge, and skills. Taking
their diversity into account, staff development should also be diverse. There is a real need for variety in the type
of learning experiences provided.
Variety should also be present in the times and the ways in which staff
development is delivered. Conferences,
workshops, in-services, or classes taken at colleges and universities are a
variety of ways to provide formal learning experiences. Informal learning experiences can include
mentoring, visiting others schools, observing other teachers, team meetings,
planning sessions, or sharing what works over lunch.
Collaboration with colleagues provides teachers with the important support they need. Collaboration encourages analysis, synthesis, and evaluation of learning experiences. It also allows for reflection and generalization. Working in teams, either content-based or cross-disciplinary, provides opportunities to share and learn about technology integration, student progress, ideas for assessment, as well as other valuable topics. Shared planning is another way to allow for collaboration between teachers. However it is accomplished, opportunities for collaboration should be built into teacher schedules and considered an important component of staff development.
Teachers ought to be active participants in the staff development process. Since learning is self-directed in adults, teachers should be given responsibility and choice in selecting learning options. No aspect of staff development should be viewed as a one-time deal. It is important to provide continuous training that will facilitate transfer of learning that is sustained.
Adequate time must be provided for teachers to master technology and its integration into their daily practices. Time is necessary for planning, for practice, for collaboration, for reflection and analysis. In addition, adequate technical support should be available. Providing teachers with immediate assistance and trouble-shooting will encourage them to continue to use new technologies.
Consideration of the characteristics of adult learners
leads to the design of meaningful staff development programs. Programs that are meaningful allow teachers
to become comfortable and competent in the use and integration of technology in
the classrooms. Ultimately, students
benefit as they too develop technology skills that increase their thinking and
problem-solving skills.
Bibliography
Adult Learning Theory. Retrieved June 12, 2000 from the North Central Regional Educational Laboratory database on the World Wide Web: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te10lk12.htm
Providing Professional Development for Effective Technology Use. “Components of Effective Professional Development for Technology Use”. Retrieved June 12, 2000 from the North Central Regional Educational Laboratory database on the World Wide Web: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm
Killion, Joellen. (1999, October). Islands of Hope in a Sea of Dreams. How Teachers Learn. Retrieved June 13, 2000 from the WestEd database on the World Wide Web: http://www.wested.org/wested/pubs/online/PDawards/06how.shtml