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Lancaster CKATC 2004 2
The relationship between the
Technology Resource Teachers
and the delivery of job embedded
professional development
Lancaster CKATC 2004 3
The study considered factors related to:
(a) the role of technology in education(b) helping teachers learn how to integrate
technology(c) the concept, strengths and weaknesses of
job embedded professional development(d) the adults who work with adults to
advance the use of technology by students(e) the impact of time and leadership with regard
to the overall integration of technology(f) the importance of support for the resource
teachers and technology integration(g) ways that the resource teachers feel that
they can improve their role.
Lancaster CKATC 2004 4
Participants• The study was conducted with twenty district level TRTs
who were providing technology training to school personnel
• These men and women had many years of classroom experience, and worked to provide technology training to students and teachers because they believed that technology integration was:
(a) a vital element for students to obtain in order to successfully enter the workplace in the 21st century
(b) capable of developing critical thinking skills
(c) responsible for changing the way a teacher teaches and interacts with students
(d) a factor for exciting, motivating, and involving students (e)
an integral component for life long learning.
Lancaster CKATC 2004 5
All of the participants agreed to the
importance of getting technology into the
hands of students.
(a) teachers should not be barriers to allowing the students to integrate technology into their work
(b) technology is a tool which can change instruction
(c) the purpose of technology integration is to prepare students for careers of future
Lancaster CKATC 2004 6
The interview data revealed these results:
(a) The teacher’s role is to ensure that students have technology rich curriculum experiences.
(b) Technology integration changes the way that teaching occurs
(c) The principal sets the tone in a school as the instructional leader.
Lancaster CKATC 2004 7
• Time is an issue when offering technology-related professional development.
• Technology Resource Teachers can provide training opportunities to teachers during the school day by offering job embedded professional development opportunities.
• Follow-up is perceived to be a key component in moving teachers toward technology integration. Successful integration of technology resources occurs best when paired with content and curriculum activities.
Lancaster CKATC 2004 8
Educators can be fairly certain that students who do not have access to the advantages of technology will not have the same experiences, preparation or perspectives as those students who do have access to technology.
Lancaster CKATC 2004 9
Educators in Kentucky have already provided the hardware and the infrastructure for students and teachers to have Internet and e-mail access from every public school in the state.
Lancaster CKATC 2004 10
Educators are now obligated to train teachers to adapt and revise their teaching strategies to allow children the opportunity to expand their horizons through the effective use of technology integration.
Lancaster CKATC 2004 11
Technology training for teachers has
been identified as an important
component of making technology use
by students successful. In order to
successfully prepare teachers the
training should be “of a high quality
and intensive” (NAEP, 1996, p. 34).
Lancaster CKATC 2004 12
The ultimate goal of infusing
technology into the schools
must be to get students to
learn more. (Solomon, 1998).
Lancaster CKATC 2004 13
Professional development for
educators must be tied to the
curriculum and sustained by
adequate funding.West (2002) and Bybbe (2002
Lancaster CKATC 2004 14
The current literature indicates
an awareness for the shortage
of time allocated to providing
effective technology
professional development. (Sandaham, 2001, Beavers, 2001, Glennan & Melmed, 2000, Smerdon, et al,
2000)
Lancaster CKATC 2004 15
Effective use of technology depends on
adequate training of teachers which is
supported by ongoing sessions that
provide the time, support and opportunity
for teachers to reflect on technology
integration in to their content area classes.
Brand, 1997, Byrom, 2001.
Lancaster CKATC 2004 16
Teachers are the key in
determining if technology will
be used effectively. Trotter, 1999
Lancaster CKATC 2004 18
How long have you been a teacher?
_______ Less than one year
_______ 1-2 years
_______ More than 2 years _______ Not a certified teacher
Lancaster CKATC 2004 19
How long have you been a teacher?
_______ Less than one year
_______ 1-2 years
_______ More than 2 years 90% _______ Not a certified teacher 10%
Lancaster CKATC 2004 22
What is your age?
________ 21-29
________ 30-39
________ 40-49
________ 50-59
________60—over
Lancaster CKATC 2004 23
What is your age?
________ 21-29 ________ 30-39 35%________ 40-49 45%________ 50-59 20%________ 60—over
The National Education Association study (2003) lists the median age for all teachers as 46. According to the data collected in 2001, the median age for females in education is 45 and for male the median age is 47.
Lancaster CKATC 2004 24
What is your subject area? (check all that apply)
________ Elementary
________ Middle
________High
________ English
________ Math ________ Math
________ Science ________ Art
________ Social Studies ________ Business
________ Related Arts Other (please list)
Lancaster CKATC 2004 25
What is your subject area? (check all that apply)
55% Elementary 45% Middle 30% High15% Math20% Social Studies10% Business20% Other
Lancaster CKATC 2004 26
The TRTs participating in interviews had been teaching for between three and thirty years and collectively had amassed a total of 305 years in education.
Lancaster CKATC 2004 27
How long have you been a Technology Resource Teacher?
1-2 years
More than 2 years
Lancaster CKATC 2004 28
How long have you been a Technology Resource Teacher?
15% 1-2 years85% More than 2 years
A condition for participation in the study was for the TRT to have been in that position for at least one year.
Lancaster CKATC 2004 29
What portion of your employment do you spend as a Technology Resource Teacher?
Lancaster CKATC 2004 30
What portion of your employment do you spend as a Technology Resource Teacher?
100%
One hundred percent of the technology resource teachers who were interviewed work at the district level and worked as a TRT one hundred percent of their time
Lancaster CKATC 2004 31
Indicate the % of time spent on each of your tasks as a Technology Resource Teacher (the total should add to 100%).
• Attending technology meetings• Providing training for teachers • Providing training for students • Attending training to increase your
knowledge• Fixing computer problems• Planning for technology events (Please
explain)• Other (please list):
Lancaster CKATC 2004 32
Indicate the % of time spent on each of your tasks as a Technology Resource Teacher (the total should add to 100%).
1-10% Attending technology meetings40-80% Providing training for teachers (17)1-10% Providing training for students (12)Attending training to increase your knowledgeFixing computer problemsPlanning for technology events (Please explain)Other (please list):
Lancaster CKATC 2004 33
Balance of their time was spent:(a) planning for student showcases(b) planning for and attending conferences (c) planning for and preparing handouts and
training materials(d) planning for and preparing workshops, community interactions and partnerships(e) planning for and preparing school technology showcases(f) grant writing(g) training school coordinators (h) writing collaborative lessons and other activities
related to integrating technology in to curriculum classes
Lancaster CKATC 2004 34
Please indicate the technology training you have provided to staff as the Technology Resource Teacher. (check all that apply)
Awareness of Technology Activities
E-mail trainingInternet TrainingSoftware TrainingHardware TrainingIntegrated Content TrainingProject Based Technology ActivitiesInterdisciplinary Technology Activities
Lancaster CKATC 2004 35
Please indicate the technology training you have provided to staff as the Technology Resource Teacher. (check all that apply)
Awareness of Technology Activities
100% E-mail training100% Internet Training100% Software Training 80% Hardware Training 85% Integrated Content Training 95% Project Based Technology Activities 90% Interdisciplinary Technology Activities
Lancaster CKATC 2004 36
Likert Scale Questions
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 37
The computer is an important educational tool
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 38
The computer is an important educational tool
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
100% Agree
Lancaster CKATC 2004 39
Technology plays a role in strengthening student skills?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 40
Technology plays a role in strengthening student skills?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100% Agree
Lancaster CKATC 2004 41
Technology helps to promote student engagement in the classroom and project based learning?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 42
Technology helps to promote student engagement in the classroom and project based learning?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100% Agree
Lancaster CKATC 2004 43
Technology contributes to strengthening educational objectives such as engaging students in the classroom activities
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 44
Technology contributes to strengthening educational objectives such as engaging students in the classroom activities
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100% Agree
Lancaster CKATC 2004 45
Technology helps to developing critical thinking
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 46
Technology helps to developing critical thinking
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
80% Agree20% Somewhat Agree
Lancaster CKATC 2004 47
Technology helps in preparing students for future jobs
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 48
Technology helps in preparing students for future jobs
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100% Agree
Lancaster CKATC 2004 49
Teachers learn differently than students
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 50
Teachers learn differently than students
15% D Disagree
5% SD Somewhat Disagree
30% SA Somewhat Agree
50% A Agree
Lancaster CKATC 2004 51
Teachers need to make the connection between technology and the content they teach
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 52
Teachers need to make the connection between technology and the content they teach
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
85% Agree 5% Somewhat Agree
Lancaster CKATC 2004 53
The support of the administration contributes to the willingness of teachers to utilize technology in their content area classes
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 54
The support of the administration contributes to the willingness of teachers to utilize technology in their content area classes
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
90% Agree10% Somewhat Agree
Lancaster CKATC 2004 55
I receive adequate support from my staff
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 56
I receive adequate support from my staff
D Disagree SD Somewhat Disagree 5%SA Somewhat Agree 15%A Agree 80%
TRTs indicated in their written comments that they received adequate support from their district level administrators, but would like more support from principals and teachers.
One respondent indicated that the district administrators strongly support the job that the TRT does. The issue of support from principals was discussed more thoroughly in the interview portion of the conference.
Lancaster CKATC 2004 57
I could do more technology training if I had more support from my staff
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
Lancaster CKATC 2004 58
I could do more technology training if I had more support from my staff
D Disagree 20%
SD Somewhat Disagree 10%
SA Somewhat Agree 20%
A Agree 45%
Lancaster CKATC 2004 59
I receive adequate support from my school administration
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 60
I receive adequate support from my school administration
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
80% Agree20% Somewhat Agree
Lancaster CKATC 2004 61
I receive adequate support from my school administration
Some of the comments from the TRTs reflected the various levels of support that they received.
• One TRT indicated that the statement regarding adequate support was not applicable.
• Another indicated that the support “could always be better”.
• One TRT indicated that some principals are very supportive and others are not at all supportive.
• Finally, another TRT indicated that the central office offered more support than the individual school principals.
Lancaster CKATC 2004 62
I could do more technology training if I had more support from my administration
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 63
I could do more technology training if I had more support from my administration
20% D Disagree
10% SD Somewhat Disagree
40% SA Somewhat Agree
25% A Agree
Lancaster CKATC 2004 64
The TRTs seemed to interpret this question in a variety of ways.
Some respondents indicated that they received as much support as they could possibly want and that great support was in place already.
Other TRTs replied that they could not possibly do any more than they were currently doing.
Still others indicated in their written comments that they would certainly be able to do more technology training if they had greater support from building level administrators.
Lancaster CKATC 2004 65
I receive adequate technical support
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 66
I receive adequate technical support
D Disagree
5% SD Somewhat Disagree
30% SA Somewhat Agree
65% A Agree
Lancaster CKATC 2004 67
I receive adequate training to develop my technology skills.
What kind of additional training would you like?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 68
I receive adequate training to develop my technology skills.
What kind of additional training would you like?
D Disagree
15% SD Somewhat Disagree
35% SA Somewhat Agree
50% A Agree
Lancaster CKATC 2004 69
What kind of additional training would you like?
• FrontPage software
• more math related classes
• more integration ideas
• specific applications of software usage and training for strategies,
• more tools and teaching strategies
• attending national conferences
• media skills
• digital editing
• distance learning.
Lancaster CKATC 2004 70
I make a significant contribution to the learning of technology by other teachers
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 71
I make a significant contribution to the learning of technology by other teachers
D Disagree SD Somewhat Disagree
10% SA Somewhat Agree 90% A Agree
One TRT wrote that she makes a difference to those teachers who are willing to participate in her workshops.
(She can’t help the folks who do not attend training sessions)
Lancaster CKATC 2004 72
I make a significant contribution to student learning
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 73
I make a significant contribution to student learning
D Disagree
5% SD Somewhat Disagree
50% SA Somewhat Agree
45% A Agree
Lancaster CKATC 2004 74
I make a significant contribution to student learning
• In the written comments, one TRT indicated that she made a difference through “trickle down”.
• Several other TRTs indicated that they indirectly made a difference by working with the teachers of the students.
• Another TRT wrote that she would like to affect more students by making a contribution to the learning of more students and teachers.
• Another TRT wrote, “I make a significant contribution to student learning to the classes whose teachers utilize me.”
Lancaster CKATC 2004 75
I receive adequate training to develop my technology skills
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 76
I receive adequate training to develop my technology skills
5%D Disagree
10% SD Somewhat Disagree
10% SA Somewhat Agree
75% A Agree
Lancaster CKATC 2004 77
Technology professional development is most successful when it is offered to teachers after school.
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 78
Technology professional development is most successful when it is offered to teachers after school.
30% D Disagree
35% SD Somewhat Disagree
30% SA Somewhat Agree
5% A Agree
Lancaster CKATC 2004 79
Technology professional development is most successful when it is offered to teachers during the summer.
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
Lancaster CKATC 2004 80
Technology professional development is most successful when it is offered to teachers during the summer.
10% D Disagree
15% SD Somewhat Disagree
55% SA Somewhat Agree
20% A Agree
Lancaster CKATC 2004 81
Technology professional development is most successful when it is offered to teachers during the school day.
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
Lancaster CKATC 2004 82
Technology professional development is most successful when it is offered to teachers during the school day.
D Disagree 15% SD Somewhat Disagree 35% SA Somewhat Agree 20% A Agree
Lancaster CKATC 2004 83
Technology professional development is most successful when teachers integrate technology with their content activities.
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
Lancaster CKATC 2004 84
Technology professional development is most successful when teachers integrate technology with their content activities.
D Disagree SD Somewhat Disagree
10% SA Somewhat Agree 90% A Agree
Lancaster CKATC 2004 85
Technology professional development is most successful when I can work during the school day with teachers and the students on curriculum based projects.
D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree
Lancaster CKATC 2004 86
Technology professional development is most successful when I can work during the school day with teachers and the students on curriculum based projects.
D Disagree SD Somewhat
Disagree 15% SA Somewhat Agree 85% A Agree
Lancaster CKATC 2004 87
As a Technology Resource Teacher, I am able to work during the school day with teachers and students:
________ 100% of my time
________ 90% of my time
________ less than 80 % of my time
________ less than 50% of my time
________ rarely
________ not at all
Lancaster CKATC 2004 88
As a Technology Resource Teacher, I am able to work during the school day with teachers and students:
20% 100% of my time 45% 90% of my time15% less than 80 % of my time 5% less than 50% of my time15% rarely
Lancaster CKATC 2004 89
What technology plans do you have for next year?
The answers to this question were varied as TRTs planned
to continue successful programs such as: • Technology Tuesdays for
Teachers
• Better Education Through Standards and Technology Academy
• One-on-one sessions with teachers
• Developing a technology plan for each school
• Assisting all teachers with updating web pages
• Developing a Lesson Plan Template
• Using Accelerated Reader data into a PowerPoint presentation
• Using technology to assist teachers with professional duties and instructional delivery
•Developing district wide-units of study using technology
• Working on personal digital assistants, video conferencing, and technology cadres.
Lancaster CKATC 2004 90
List other persons/resources that provide support to you as a Technology Resource Teachers
• District Technology Coordinator
• Principals
• Library Media Specialists
• Kentucky Department of Education
• especially from other TRTs
Lancaster CKATC 2004 91
What is your most important need as a Technology Resource Teacher?
• TIME • a willing attitude from the teachers they
were training• more professional development to help
advance their own technology knowledge, • patience• a willingness to avoid being spread too
thin.
Lancaster CKATC 2004 92
Based on your experiences, rate the effectiveness of the Technology Resource Teacher program as you know it.
(1 needs work ------5- excellent)
1 2 3 4 5
Lancaster CKATC 2004 93
Based on your experiences, rate the effectiveness of the Technology Resource Teacher program as you know it.
(1 needs work ------5- excellent)
1 2 3 4 5
20% 40% 40%
Lancaster CKATC 2004 95
Technology is a part of everyday life, the work force and everyday living, although the place where technology is used the least is in schools.
Lancaster CKATC 2004 96
Technology must be a part of education in order for the students to succeed in the global world.
The whole goal of technology is to make it a seamless part of education.
Lancaster CKATC 2004 97
If schools do not prepare students, then students will not be prepared to be productive members of the twenty-first century work force.
Lancaster CKATC 2004 98
Technology makes the content come alive for the students and technology makes it easier to access information.
Lancaster CKATC 2004 99
The computer is a tool for research both with the Internet and with reference software cds.
Lancaster CKATC 2004 100
Technology in education is a way to get students excited about learning.
Students can access information and communicate globally with others.
Technology is a tool and not a separate subject, technology is a piece of education today.
Lancaster CKATC 2004 101
The challenge is to get past tool training (learning how to use the software) and for technology to be used as a tool to enhance all of the content areas in the curriculum on a daily basis.
Lancaster CKATC 2004 102
How to integrate technology?
TRTs are teachers first.
TRTs have the content knowledge and expertise in curriculum to help teachers learn not just the software applications, but how technology can be used to enhance content area classes.
Teachers have come to rely on technology every day as a part of their teaching tool kit and technology is a necessity in education.
Lancaster CKATC 2004 103
Technology is a part of our students’ environment and as such technology is a part of everyday life for this generation. Technology is not an extra or an add-on. It is what kids are using at home and everywhere. Students are using technology everywhere, except, too often, at school.
Lancaster CKATC 2004 104
When teachers prevent students from using technology for school projects and explorations (due to the teacher’s lack of competency or comfort with technology), the students unfortunately are restricted from engaging activities that utilize technology for learning.
Lancaster CKATC 2004 105
Education can not separate technology and school because in the great vision of education, technology is no longer the future; technology is reality now and the charge is for teachers to use technology to support instruction.
Lancaster CKATC 2004 106
Technology is a part of every vocation and job and “even the UPS guy carries a computer”.
There are hardly any jobs these days that do not require some knowledge or experience with technology.
Schools today are responsible for preparing students for their future and to help prepare the student to live and work and be successful in their life. There is no way around the impact of technology on students when they enter the work force.
Lancaster CKATC 2004 107
Technology changes teaching and has changed the way kids learn.
Students will require a new frame of mind and attitude to meet their future.
Students need to be taught to embrace technology and consider every challenge as “doable” versus considering that challenge to be “impossible”.
Lancaster CKATC 2004 108
The mission of schools is to prepare students to become productive members of society; thus students must have experiences with technology in any field, because all fields will require the use of technology, and technology will be used in all aspects of the work force.
Lancaster CKATC 2004 109
Technology was vital to the classroom as:
• a tool to create
• a vehicle to disseminate information
• a product to communicate, feel, inform, persuade, entertain
• a way to educate
Lancaster CKATC 2004 110
Technology is used in the classroom:
• to bring history in to classes -- to allow a visual learner to see history through movie clips and photos from the internet
• to put journalism classes online• to develop house plans with auto cad• to study integrated systems and graphics• to engage in Global Planning Systems (GPS) for
city planning, • to create video productions for local access
cable channel
Lancaster CKATC 2004 111
Technology is helping meet the goal of education which is to prepare students as life-long learners.
Lancaster CKATC 2004 112
Technology and the tools related to education are only as effective as the person using them.
Lancaster CKATC 2004 113
How would you describe job embedded professional development?
– In what ways do you provide job embedded professional development to teachers and staff members?
– How do you describe your role in helping teachers learn technology integration?
Lancaster CKATC 2004 114
Job Embedded PDDefined as:
(a) offering training any time, any place (on demand), when anyone calls and asks for assistance
(b) providing support and resources by modeling and offering one-on-one coaching during the day
(c) building on what the teacher needs when ever and where ever the training was requested
Lancaster CKATC 2004 115
(d) providing training which occurs during the school day and requires the flexibility to work with the teachers based on their schedule
(e) offering training to teachers during the day when the teachers are ready for it mentally or physically. The training may occur before school, during a teacher’s planning period, online, after school, wherever the teacher needs technology assistance and support
Lancaster CKATC 2004 116
(f) assisting so that teachers can learn as they do
(g) helping teachers understand where they can use technology in the curriculum and how to use it in the curriculum
h) offering technology training where teachers need it, when teachers need it, also known as PD Direct, and how teachers need it,
(i) training with the teacher so that quality outweighs the quantity.
Lancaster CKATC 2004 117
*****Most importantly,
job embedded professional development was defined as the best way to provide training for teachers.
Lancaster CKATC 2004 118
Features of job embedded
(a) follow-up
(b) peer interaction
(c) mentoring
(d) coaching
(e) modeling
(f) demonstration
(g) collaborative problem solving(h) self directed learning (Hauser,
2002).
Lancaster CKATC 2004 119
TRTs have experienced the greatest success with job embedded professional development when they focus on
Embedding technology into the content
Work to reach the teacher’s technology weakness by maximizing the teacher’s content strength.
Lancaster CKATC 2004 120
Technology has the capacity to change the way teachers teach.
One TRT indicated that job embedded professional development has been the most effective type of training that has ever been done.
Job embedded training stays with teachers.
Lancaster CKATC 2004 121
Time is an issue for teachers whose days are full because they have a great deal on their plate.
With job embedded professional development, instead of technology being viewed as one more thing for teachers to do, technology can become a tool to help teachers in their job.
Lancaster CKATC 2004 122
Principals
The principal serves as the instructional leader of a school and teachers follow the leadership model.
A principal can encourage teachers who are not technology users.
However, without the motivation from the principal, there will be little incentive for the teachers to integrate technology into content area classes.
Lancaster CKATC 2004 123
TRTs reported that as the administrators feel more comfortable with technology, they see the need and they understand what is asked of teachers to do with technology.
The TRT often represents a safe person for the administrator to ask for technology assistance and becomes the administrator’s own personal resource.
Lancaster CKATC 2004 124
Strengths and Weaknesses of Job Embedded PD
• TRTs identified job embedded professional development as the opportunity to offer training that a teacher wants and can use right away.
• A weakness of job embedded professional development results from the limitation of having only one TRT in the district. It is impossible for that one person to be everywhere and to meet everyone’s needs.
Lancaster CKATC 2004 125
Time
Whether the professional development occurs during the school day, after school, or in the summer, time remains a paramount concern.
Lancaster CKATC 2004 126
Follow-up• Follow-up is critical. • The TRT becomes the follow-up tool. • Some teachers will contact the TRT at home,
in the evening, on the weekends, at the ball field, in the grocery store or anywhere a TRT spends time.
• The TRTs realize that they benefit by offering communication as a part of the service.
• Communication includes e-mailing, phone calls, or answering questions.
Lancaster CKATC 2004 127
Overview of one District’s Progress in Integrating Technology
(from the perspective of one TRT)
• 10% of the teachers have “got it”.
• Next group includes 30 to 40% of the teachers who are making strides toward integration
• 30 to 40% of the teachers who know they should try but they struggle
• The final 10 % would rather die before using a computer
Lancaster CKATC 2004 128
Support• DTC
• LMS
• Superintendent
• Content Resource Teachers
• With the current budget crisis facing most every school system, if the Superintendent or DTC did not value the work of the TRT, then funding for that job would have been eliminated
Lancaster CKATC 2004 129
Support• ListServes, • Networking with peers• E-mail contacts provided information, suggestions and ideas
for the direction of their professional development training• Journals, manuals, and current research. • Support received from the elementary curriculum coordinator
who realizes the wealth of technology. • Instructional resource teachers because the focus is on the
curriculum and the partnership with curriculum coordinators can provide great support.
• Some building principals are supportive, depending on where they are in their journey.
• Regional meetings• Contact with the Kentucky Department of Education• Access to university programs
Lancaster CKATC 2004 130
Training
Training opportunities for TRTs are pretty limited and represent one of the hardest challenges for TRTs
One TRT indicated that in the district, they are the PD most of the time
Lancaster CKATC 2004 131
However, most TRTs agree that
The TRT needs to constantly seek training and additional support.
Lancaster CKATC 2004 132
Wish List
• I would ask for a TRT in every building
• Technology to be more reliable
• I would place Smart Boards in every class, have ceiling mounted projection devices, and facilitate learning with Internet and wireless networking. I would create a library media center with electricity and wireless connections
Lancaster CKATC 2004 133
• Enlist the support of all principals to become a strong technology leader
• I wish that I could help the teachers alleviate a lot of the stresses they have with the feeling of survival day by day. If I could do that as a TRT I would relieve the level of stress that all teachers experience
• I would create more hours in the day, provide more training, employ additional TRTs and find time to prepare materials and plan
Lancaster CKATC 2004 134
• I would wish for more time.• I would wish for more time, time is valuable. I
would also offer more money for teachers’ time, to offer stipends to teachers.
• I would wish for more time, 26 hour days. I always want to learn more
• My wish list would be topped with more patience for everyone!
• I would wish for more professional development training for me, personally.
• I would clone myself to have a technology resource teacher in each school.
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• Technology integration is more hit or miss. Wouldn’t it be great if we could get together to discuss where we are planning to go?
• I would wish for continued support from administrators at the district and school level. We need administrators who know what good integration looks like, we need to open administrator’s eyes, and we need administrators who know how to evaluate teachers with regard to good technology use.
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Additional thoughts
• The role is changing. The focus was originally on technology. Now the focus is on the curriculum. The change which has occurred reflects the integration of technology as a tool for change and the belief that technology should be a part of all lessons. Technology integration is designed to support and enhance instruction.
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• New teachers who have just completed college expect technology to be present in their instruction and in their classrooms. Teachers who have had technology included as a part of their pre-service experiences appear to be more likely to embrace technology and to use technology as a part of their everyday instructional plan.
• These teachers eagerly call upon the TRT to assist them in acquiring more technology and to upgrade older computer systems
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• Students have “grown up” expecting technology to be a part of their world at home and at school.
• One TRT voiced the belief that educators who do not utilize technology, cheat their students.
• Technology integration helps students learn to become more critical thinkers and problem solvers.
• The question of equity in a student’s educational experience is affected by a teacher who does not use technology versus a teacher who does use technology in the classroom.
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• One TRT indicated that test scores in the district had been disaggregated and analyzed.
• Students who had gone through technology training received higher scores on state assessments.
• Their test scores were higher than the district average, the state average and the students who had not been exposed to technology classes.
• The technology classes had helped students learn problem solving skills which they were able to apply to other areas of their lives.
• The scores on the state assessments reflected those problem solving skills.
• Technology experiences had educated the students about the value of looking for alternative solutions.
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ConclusionsThe interviewed group of TRTs unanimously
agreed that technology: (a) plays a role in strengthening student
skills(b) helps promote student engagement in
the classroom(c) contributes to strengthening educational
objectives(d) helps to prepare students for future jobs.
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• Effective technology-related professional development training sessions coupled mastery of technology concepts with content related activities.
• Successful partnerships were being forged between the technology specialists and the curriculum consultants resulting in training which blended technology skills in collaboration with the appropriate curriculum applications.
• Previous models of solely offering tool training were no longer considered an appropriate use of technology training time.
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• Job embedded professional development, which provides technology training to teachers during the school day, was considered an effective use of time and training for already overworked, stressed teachers.
• By offering on-demand training, the technology resource teachers were able to assist teachers where, when, and how they needed to learn new skills.
• Job embedded professional development allowed TRTs to:
(a) offer one-on-one training for teachers (b) model lessons for students(c) coach teachers(d) collaborate with administrators.
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• Follow-up to training was consistently mentioned as a key component to successful technology integration.
• Trainers indicated that post training follow-up provided teachers the opportunity to check for understanding and ask additional questions.
• Training without follow-up was deemed to be less effective.
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• Newer teachers, especially teachers who have grown up with technology, have come to the classroom with the expectation that they will integrate technology in to their content lessons.
• The attitude of the teacher was perceived to be a key factor in both technology integration and successful technology use.