week 6 effectsoftechnology-roshana
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TRANSCRIPT
Effects of Staff Development Trainings
Roshana SafiEDUU 564Brandman UniversityDR: Van Ourkerk
Picture obtained from Electronic School
Table of Contents Abstract Introduction Review of Literature Theoretical Framework Methodology
Teacher Technology Survey Teacher Survey Focus Group Observations
Summary of Findings Implications Further Research References
Abstract
Look at the effects of staff development trainings Focus on teachers who are involved in EETT Data collected
Surveys Focus groups Observations
Staff development trainings Teachers attend Take information back and implement in their classroom Need more opportunities
Introduction
“A variety of studies indicate that technology will have little effect unless teachers are adequately and appropriately trained” (Kelley & Ringstaff, 2002, p.12).
Education is technology driven Accountability
Professional development Competency
Research Questions How much of what is learned at staff development trainings in
technology is implemented in the classroom? Are teachers utilizing staff development opportunities in
technology?
Review of Literature
It is said that fewer than five hours of professional development is for technology (McKenzie, 2000)
Barriers Time Administrative support No follow up Money Trained in wrong areas
Outcomes More successful Use of technology will rise Higher order thinking skills
Review of Literature
Cons Geared towards basic software Lack of training on how to incorporate into the curriculum
Teacher Competency Accountability Bausell and Klemick (2007), reported that only 45 states
had standards to measure competency, 9 states had requirements tied to licensure and recertification, 39 states offered online courses for professional development and only 9 require teachers to demonstrate competency.
Barriers Copyright laws Test scores Lack of professional development
Review of Literature
Solutions Incentives All are temporary
Technology Can Work Co-Nect Schools
Whole school technology reform Technology changes the way you teach
Conclusion Lack of professional development Teachers need to be motivated
Theoretical Framework
Dewey Active participants to learn Progression of learning Learn better by doing
Piaget Assimilate information Accommodate information
Picture obtained from dewey.pragmatism.org/ and www.marxists.org/glossary/people/p/i.htm
Methodology Setting
Southern California School district
Participants EETT teachers
Enhancing Education through Technology Grant
Data Collected Teacher Technology Surveys
Given twice a year through the district Teacher Survey
Designed after reviewing information from technology survey Focus Group Discussion
Made up of EETT teachers Observations
Four observations of EETT teachers
Teacher Technology Survey Competency
Word – 60% of teachers can teach someone how to use this while only 2% say they do not know how to use it.
Excel – 33% say they need help while 28% do not know how to use it.
Presentation software – 66% do not know how to do this while 9% can do this by themselves.
Implementation Majority do not use technology to its fullest
Teacher Survey Trainings
Of the teachers surveyed, all teachers attend staff development trainings
Of the 17 teachers, only 1 had attended a technology training recently
Implementation 16 teachers said they learned something from the training and
immediately implemented something while 1 said they did not implement anything.
Technology Trainings Only 2 teachers had been to technology training during this
school year. Offered by the district
Would like to go Have already been Would not be beneficial to me No time Need more information
Focus Group Equipment Used
Projector, laptop, document camera, promethean board, activotes, slate
Implementation in the Classroom Make lesson more interactive Only 1 was not using the technology to its fullest
Last training attended All had attended a training recently EETT institute, activote, weblockers, cluster meeting, iTree,
Google Earth Learning
All teachers learned some new piece of information Implementation
11 teachers implemented something write away Activotes Google earth
2 did not implement anything “just yet”
Observations 4 EETT Teachers Attended an Activ Studio Training on how to make flipcharts After training, observations took place 3 out of 4 teachers were using new information learned. Flipcharts were used and student engagement was high. 1 teacher went above and beyond
Flipcharts Activates
3 out of 4 showed competency with the equipment Difficulties
First year Incorporating new technology
This is an example of a flipchart that a teacher created.
Summary of Findings Teachers are required to go to staff development
trainings. Teachers are learning and implementing new
information. District
Ensure teachers get appropriate training Implement better staff development opportunities Follow up Make teachers aware of trainings
Implementation of technology is successful when the information learned is relevant to the learner.
Trainings need to be offered at different levels.
Implications
Teachers do not use technology to its fullest potential.
Staff development center Share data
Personal mission Share with my colleagues Share knowledge about technology Share dates and times of technology trainings
Teachers can use technology in different ways. eChalk Weblockers
Further Research
More focused One staff development training Survey before Survey after Observe or hold discussion group Follow up from district
Student perspective Does using technology affect student learning? Why do you think teachers do or do not use technology? Survey students
“Knowledgeable, skillful teachers form the bedrock of good schools” (Noyce, 2006, p.1).
ReferencesBausell, C. Vinograd, Klemick, E. (2007) Tracking U.S. Trends. Education Week, 26 (30), 42-44. Retrieved June 24, 2007 from http://www.edweek.org/ew/articles/2007/03/29/30trackingtrends.h26.html?qs=digital+equity
Becker, H., Ravitz, J., and Wang, Y. (1999). Computer Use and Pedagogy in Co-NECT Schools, A Comparative Study. Teaching, Learning, and Computing, 1999. Retrieved on June 24, 2007 from http://www.crito.uci.edu/tlc/findings/co-nect/startpage.html
CDW Government, Inc., (2006). Technology as a teaching tool. CDW-G teachers talk technology 2005, Retrieved July 8, 2007, from http://newsroom.cdwg.com/features/feature-08-29-05.htm#contact
McKenzie, J. (2000). Head of the Class. Electronic school, January, 2001. Retrieved June 24, 2007 from http://www.electronic-school.com/2001/01/0101f2.html
Noyce, P. (2006). Professional Development: How Do We Know If It Works?. Electronic School. September, 2006. Retrieved October 20, 2007 from http://www.noycefdn.org/documents/ProfDev_HowDoWeKnowIfItWorks-EdWeek091306.pdf
Office of Technology Assessment. Teachers and Technology: Making the Connection. OTA Publications, April, 1995. Retrieved on June 24, 2007 from http://www.wws.princeton.edu/ota/ns20/year_f.html
Ringstaff, C, & Kelley, L (2002). The Learning Return on Our Educational Technology Investment. Retrieved July 8, 2007, from http://www.netdaycompass.org/outside_frame.cfm?thispath=instance_id=1700^category_id=5&thislink=http://www.wested.org/online_pubs/learning_return.pdf&instance_id=3830
Smerdon, AuthorB., & Cronen, S. (2000). Teachers' Tools for the 21st Century: A Report on Teachers' Use of Technology. National Center for Education Statistics. Retrieved on July 14, 2007 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000102
Tenbusch, J. (1998). Teaching the Teachers: Technology Staff Development that Works. Electronic School. March, 1998. Retrieved on October 20, 2007 from http://www.electronic-school.com/0398f1.html.