The Effects of Supported Professional Development on the Use of Technology in Elementary Classrooms

1. The Effects of Supported Professional Development on the Use of Technology in Elementary Classrooms By Elizabeth Nash-Leavitt

2. Prior Research Technology allows for student ownership, individualization, and higher level thinking. (Brooks) Research is needed for to support technology education. (Cajas) Indicators for technology education is needed for all states. North Carolina and Maryland have these standards developed. (Clark & Wenig)

3. Prior Research Balance is the key to education. Visual thinking through technology is lacking in North American schools. (MacDonald & Gustafson) “Don’t put the horse before the cart.” Training needs to put into place. Technology being put into classrooms is just not enough. (McKenzie) Technology should not be an entity on its own. It should be taught as a part of everyday education. Technology was made from human problem solving. (Pannaker)

4. Prior Research Teachers need to be life-long learners along with their students through professional development and action research. (Richardson) Student achievement is directly connected to the professional development of the teachers. (Richardson)

5. Purpose Provide professional development in order to add to the existing knowledge about the use of technology in the elementary classroom Increase the comfort level of teachers with their use of technology Increase their use of technology with their classroom of students

6. Instrumentation Instrumentation will include 2 surveys to be used to find a baseline of current technology usage by the teachers and their comfort level at the beginning and the end of the study.

7. Procedure Planned and implemented multiple trainings Integrade Pro Accelerated Math Math Facts in a Flash Classroom Performance System with the LCD Projector Microsoft PowerPoint games Consulted on other software that individual teachers have shown interest Microsoft PowerPoint Sent 5th grade students to help teachers with the integration of the technology in their classrooms

9. Level of Comfort: January 2005 8 teachers felt very uncomfortable or uncomfortable with technology.

10. Only 3 teachers felt very uncomfortable and uncomfortable with technology. Level of Comfort: April 2005

11. Level of Comfort: A Comparison 11 teachers felt more comfortable in April than they did in January.

12. Willingness to Work Overall the staff at Maple Grove was very willing to work with new technology.

13. Willingness to Work 82% of the staff said that would be willing to do more technology if they were supported.

14. Attendance at 2nd Semester Trainings 74% of the classroom teachers voluntarily attended one of the trainings offered.

15. Attendance at Summer Trainings Teachers at Maple Grove have signed up for 40 technology classes for this summer.

16. Use of Technology: January 2005 Teachers are using a wide range of technology, but there is definitely room for improvement.

17. Use of Technology: April 2005 7 more teachers used technology more 2nd Semester than 1st Semester

18. Use of Technology: April 2005 The LCD Projector was used by classrooms 2 more times when compared to 1st Semester.

19. Usage Plan for Next Year Teachers plan to use Microsoft PowerPoint, Math Facts in a Flash, Classroom Performance System more next year.

20. Indications Slight gain after the trainings and many consultations Comfort level of the teachers was the greatest gain With the continued support and professional development, I believe teachers and students will grow in their knowledge of technology