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I. Create a Vision

Ten Conditions for Successful Technology Implementation and Staff Development ( based upon the work of Meltzer & Sherman, 1997). I. Create a Vision. A principal can create a vision by answering these questions addressed by effective programs:

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I. Create a Vision

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  1. Ten Conditions for SuccessfulTechnology Implementation andStaff Development ( based upon the work of Meltzer & Sherman, 1997)

  2. I. Create a Vision A principal can create a vision by answering these questions addressed by effective programs: • What do you want teaching and learning in your schools to be like? • Are you hoping that technology will mostly support administrative functions? • Do you want teaching and learning to be more student centered? • Do you envision computer labs for specific purposes? • Will there be computers in every room? • How and for what do you want computers to be used?

  3. II: Provide Administrative Support Hardware and software must be available. Principals must ensure that sufficient supplies of both are in place or will be when needed. If teachers believe the development they do will be impossible due to Lack of hardware or software, the incentive to change will be lost. Adequate time and training must be available for teachers to build heir skills. Davidson and Maurer (1995), OTA (1995), and others have shown that when development resources are readily available, the Probability of successful implementation rises.

  4. III: Involve Teachers Technology implementation must target the needs and respect the expertise and professionalism of participants, especially teachers who have a variety of teaching and technology experience and attitude (OTA, 1995). Principals should ask teachers what training and support they need to implement the technology plan. Different learning styles as well as progress through stages of implementation should be considered to maximize the potential for transferring and implementing techniques and strategies in the classroom(Tally & Grimaldi, 1995) .

  5. IV: Provide Time Short-term training does not produce change. Principals must schedule follow-up sessions and provide time for teachers to talk about their classrooms, get feedback, ask questions, and be introduced to new ideas. Teachers must also be given time to keep current, figure out how to implement new approaches, and learn new skills (OTA, 1995).

  6. V: Model Teaching Behaviors Successful staff development provides examples, identifies potential, and gives teachers opportunities to Use and explore possibilities. Hands on training is a necessity. As with most professional development, the training must be tuned to the needs of the teachers, their levels of familiarity, school goals, and the demands of the technology. The more focused and situational the training, the more effective it will be in generating change in classrooms.

  7. VI: Promote Learning Transfer The key is how the technology is used. Teachers need support in learning the technology but the main thrust of the help should be in Integrating technology with effective pedagogy. If teachers do not have time to explore the uses of various technologies, and if the help they need in terms of training and support is not available, progress will be slow indeed.

  8. VII: Focus on Real Classroom Applications Full-time teachers who double as trainers are likely to have in-depth experience only with their grade level or subject area and may not be Able to relate to others’ needs. On the other hand, staff development representatives from software companies often offer only generic packages and are not available for follow-up and support.

  9. VIII: Provide On site Technology Support Low technology self-efficacy creates a reluctance to adopt innovation (Dalton, 1989; Moersch, 1995). The support and research role played by principals and on-site specialists who know both educational technology and classroom applications can change a failure into a positive learning experience (OTA, 1995; Ringstaff and Yocam, 1995). The technology specialist’s primary work is not supervising students or selecting and maintaining software and equipment, but ongoing teacher training and support.

  10. IX: Provide Equipment and Access Insufficient access is a primary reason why educational technology initiatives fail. Three access issues appear essential: amount and placement of technology, capacity, and maintenance. Problems in any of these areas can derail otherwise effective technology implementation ideas. Equipment must be available for teachers. Because equipment is new and expensive, some principals are inclined to keep it locked up. Technology is a tool that must be practiced to be used well. A good computer that is never used is less valuable than one that is broken from overuse.

  11. X: Let Teachers Use Technology Several successful technology innovations have attributed a significant part of their success to giving teachers equipment to borrow during the summer or to use at home. Findings agree that the real learning is believed to come from giving teachers unlimited access to the technology (and potentially more time on the equipment), new motivation for learning to use it, and a community of peers who are trying to master the same tools.

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