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Presentation to CKATC Susan A. Lancaster, Ed.D April 21, 2004. The relationship between the Technology Resource Teachers and the delivery of job embedded professional development. The study considered factors related to: the role of technology in education

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Presentation to ckatc susan a lancaster ed d april 21 2004

Presentation to CKATC

Susan A. Lancaster, Ed.D

April 21, 2004

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

The relationship between the Technology Resource Teachers and the delivery of job embedded professional development

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

The study considered factors related to:

  • the role of technology in education

  • helping teachers learn how to integrate technology

  • the concept, strengths and weaknesses of job embedded professional development

  • the adults who work with adults to advance the use of technology by students

  • the impact of time and leadership with regard to the overall integration of technology

  • the importance of support for the resource teachers and technology integration

  • ways that the resource teachers feel that they can improve their role.

CKATC 2004


Participants

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

All of the participants agreed to the importance of getting technology into the hands of students.

  • 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

CKATC 2004


The interview data revealed these results

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Educators can be fairly certain that students who do nothave access to the advantages of technology will nothave the same experiences, preparation or perspectives as those students who do have access to technology.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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).

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

The ultimate goal of infusing technology into the schools must be to get students to learn more. (Solomon, 1998).

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Professional development for educators must be tied to the curriculum and sustained by adequate funding.

West (2002) and Bybbe (2002

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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)

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Teachers are the key in determining if technology will be used effectively.Trotter, 1999

CKATC 2004


Questionnaire

Questionnaire

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

How long have you been a teacher?

_______ Less than one year

_______ 1-2 years

_______ More than 2 years _______ Not a certified teacher

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

How long have you been a teacher?

_______ Less than one year

_______ 1-2 years

_______ More than 2 years 90% _______ Not a certified teacher 10%

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

What is your gender?

________Female __________Male

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

What is your gender?

________Female __________Male

75%25%

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

What is your age?

________21-29

________30-39

________40-49

________50-59

________60—over

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

What is your age?

________21-29

________30-3935%

________40-4945%

________50-5920%

________ 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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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)

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

What is your subject area?

(check all that apply)

55%Elementary

45%Middle

30%High

15%Math

20% Social Studies

10%Business

20%Other

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

How long have you been a Technology Resource Teacher?

1-2 years

More than 2 years

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

How long have you been a Technology Resource Teacher?

15% 1-2 years

85%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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

What portion of your employment do you spend as a Technology Resource Teacher?

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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):

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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 meetings

40-80%Providing training for teachers (17)

1-10%Providing training for students (12)

Attending training to increase your knowledge

Fixing computer problems

Planning for technology events (Please explain)

Other (please list):

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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 training

Internet Training

Software Training

Hardware Training

Integrated Content Training

Project Based Technology Activities

Interdisciplinary Technology Activities

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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 training

100%Internet Training

100%Software Training

80%Hardware Training

85%Integrated Content Training

95%Project Based Technology Activities

90%Interdisciplinary Technology Activities

CKATC 2004


Likert scale questions

Likert Scale Questions

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

The computer is an important educational tool

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

The computer is an important educational tool

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

100% Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology plays a role in strengthening student skills?

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology plays a role in strengthening student skills?

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

100% Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology helps to promote student engagement in the classroom and project based learning?

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology contributes to strengthening educational objectives such as engaging students in the classroom activities

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology helps to developing critical thinking

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology helps to developing critical thinking

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

80% Agree

20%Somewhat Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology helps in preparing students for future jobs

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology helps in preparing students for future jobs

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

100% Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Teachers learn differently than students

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Teachers learn differently than students

15%D Disagree

5%SD Somewhat Disagree

30%SA Somewhat Agree

50%A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Teachers need to make the connection between technology and the content they teach

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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% Agree

10% Somewhat Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I receive adequate support from my staff

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I receive adequate support from my staff

D Disagree

SD Somewhat Disagree 5%

SA Somewhat Agree 15%

A Agree80%

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I could do more technology training if I had more support from my staff

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I could do more technology training if I had more support from my staff

D Disagree20%

SD Somewhat Disagree10%

SA Somewhat Agree20%

A Agree45%

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I receive adequate support from my school administration

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I receive adequate support from my school administration

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

80% Agree

20%Somewhat Agree

CKATC 2004


I receive adequate support from my school administration

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I could do more technology training if I had more support from my administration

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I receive adequate technical support

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I receive adequate technical support

D Disagree

5%SD Somewhat Disagree

30%SA Somewhat Agree

65%A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


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.

What kind of additional training would you like?

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I make a significant contribution to the learning of technology by other teachers

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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)

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I make a significant contribution to student learning

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I make a significant contribution to student learning

D Disagree

5%SD Somewhat Disagree

50%SA Somewhat Agree

45%A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.”

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I receive adequate training to develop my technology skills

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

I receive adequate training to develop my technology skills

5%D Disagree

10%SD Somewhat Disagree

10%SA Somewhat Agree

75%A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology professional development is most successful when it is offered to teachers after school.

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology professional development is most successful when teachers integrate technology with their content activities.

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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 time

15%less than 80 % of my time

5% less than 50% of my time

15%rarely

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

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:

  • 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.

CKATC 2004


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

List other persons/resources that provide support to you as a Technology Resource Teachers

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Based on your experiences, rate the effectiveness of the Technology Resource Teacher program as you know it.

(1 needs work ------5- excellent)

12345

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Based on your experiences, rate the effectiveness of the Technology Resource Teacher program as you know it.

(1 needs work ------5- excellent)

12345

20% 40% 40%

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Additional comments

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

If schools do not prepare students, then students will not be prepared to be productive members of the twenty-first century work force.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology makes the content come alive for the students and technology makes it easier to access information.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

The computer is a tool for research both with the Internet and with reference software cds.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


How to integrate technology

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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 isfor teachers to use technology to support instruction.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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”.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Technology was vital to the classroom as

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology is helping meet the goal of education which is to prepare students as life-long learners.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Technology and the tools related to education are only as effective as the person using them.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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?

CKATC 2004


Job embedded pd

Job Embedded PD

Defined as:

  • 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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

(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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

(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,

  • training with the teacher so that quality outweighs the quantity.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

*****Most importantly,

job embedded professional development was defined as the bestway to provide training for teachers.

CKATC 2004


Features of job embedded

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).

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Principals

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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.

CKATC 2004


Strengths and weaknesses of job embedded pd

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Time

Whether the professional development occurs during the school day, after school, or in the summer, time remains a paramount concern.

CKATC 2004


Follow up

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.

CKATC 2004


Overview of one district s progress in integrating technology from the perspective of one trt

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

CKATC 2004


Support

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

CKATC 2004


Support1

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

CKATC 2004


Training

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 arethe PD most of the time

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

However, most TRTs agree that

The TRT needs to constantly seek training and additional support.

CKATC 2004


Wish list

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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 technologyuse.

CKATC 2004


Additional thoughts

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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

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

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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.

CKATC 2004


Conclusions

Conclusions

The interviewed group of TRTs unanimously agreed that technology:

  • plays a role in strengthening student skills

  • helps promote student engagement in the classroom

  • contributes to strengthening educational objectives

  • helps to prepare students for future jobs.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

  • 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.

CKATC 2004


Presentation to ckatc susan a lancaster ed d april 21 2004

Teachers are the key in determining if technology will be used effectively. Trotter, 1999

CKATC 2004


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