Several obstacles for online courses were discussed, including: apprehension of online course work, motivation to work independently without a face-to-face contact, limited time for the teachers to complete the course due to their other obligations, and technology issues. Bush met the obstacles by assigning one of her Instructional Technology resource teachers to take the course with the classroom teachers. This ensured that a person within the district could address all problems directly, facilitating immediate help with hardware and software issues. Also �the live interaction between the classroom teachers and the technology resource personnel follow a best-practice model called the blended approach because it combines online learning with an interpersonal component.� Although Bush feels that this on-going program is a success, in her conclusion she states that online learning is not for all teachers due to different learning styles. Her district also offers hardware and software incentives for attending summer camps and other workshops and they offer on-site consultations as well. In her final section, Bush relates Bates and Epper�s (2001) Four Steps to Fostering Faculty Use of Technology that include: access to basic tools, awareness of the existence of these resources and how they can be applied, acquisition of technology skills, and application of technology as appropriate. Her district�s technology plan continues to evolve to meet these goals.
As Coordinator of Instructional Technology for the Mobile County Public School System, a district that serves over 65,000 students and their teachers, Bush�s experience and writing on Professional Development are highly relevant for other Technology Facilitators. This article is timely because it reflects her district�s efforts to align professional development with state mandates from 2003 to the present. Bush�s use of numbered lists in both the goals section and the conclusion of her article along with straightforward language make it easy to read.
Using technology in the classroom can be a daunting exercise for educators if they are not fully versed in the operation of the equipment and the programs they wants to use. Diverse learners also present a challenge, because one type of technology may not fit the needs of all students. Technology Facilitators must be aware of all the available technology resources, present appropriate professional development experiences for teachers in order to maximize their potential, and improve their own expertise as a model of those in their district. The Hopatcong School District offers a wide variety of Professional Development opportunities including: whole day workshops which all staff members must attend, on-going training for those who will be using specific programs, and after school seminars that are available to any who wish to participate. This researcher has participated in each type of training and gained valuable skills for use with her students, as well as an understanding of how professional development workshops are run and structured. Bush�s experience with on-line learning presents a different approach for educating teachers that Technology Facilitators can utilize in their own districts.
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