Reflection: Types and Variety of Professional Learning about Technology
Posted by Andrew Yale on November 4, 2008
After reading “Critical Issue: Providing Professional Development for Effective Technology Use” sections “Hands-On Technology Use” and “Variety of Learning Experiences”, reflect on what you/we as technology staff developers and as a team are doing well and how we might improve.
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Ryan said
I agree that “one shot deals” with no follow-up are of very limited usefulness. I needs to be an ongoing thing. Of course, this can be a challenge in our time crunched days. For my part, I have tried to provide people what they need when they need it. Instead of simply throwing up workshops that I think people want or need, I go with what they tell me they want or need. At the same time, I am trying this year to “spark some interest” with a quick blurb at a staff meeting or by mentioning something that I find cool to a colleague. It is certainly a challenge trying to convince busy teachers to try something new and unproven.
Karen Wiggins said
As a former classroom teacher I know how frustrating it can be to go to a workshop, learn a new technology, but not have enough time to practice it to put it in practice. As a new tech mentor, I see the need to disseminate techniquest to teachers. They are so crunched for time they are in the same boat I was in. I agree that one-shot workshops, therefore, are not as productive as had been hoped for. Continuing assistance on a more daily, or even weekly, basis would dramatically increase technology use. Unfortunately, there is a lack of personnel to aid teachers in this endeavor.
apiaseck said
The language about teachers feeling comfortable using technology and having hands on experiences is very relevant. Technology is very important to student learning and can influence learning outcomes when the teachers are comfortable with the technology and have immediate support when needed. Children “crave” the use of computers and playing around with websites and we need to take advantage of this and engage them but we can only do this when teachers know more about it. The only reason I feel more comfortable using various areas of technology is because I have time set aside to learn them due to my tech. mentor positions. All teachers need this time as well.
Andrew Yale said
How about, if a TM does a workshop and a teacher wants support during the day, a staff developer gets called in?
Pat & Alison said
We agree that adult education needs to be “relevant, concrete experiences with adequate support, appropriate feedback, and long-term follow-up” but it can be overwhelming to solve all the problems people approach tech mentors with on top of our regular teaching responsibilities/aspirations. As technology teachers it would be nice to feel like we’ve mastered a tool before moving on to learn a new one, and likewise to have lots of information to offer in workshops in depth. For example there are so many parts of Reading A-Z we could spend a full year exploring them and integrating them into our classroom. So if tech mentors were experts in specific tools (developing a WIAB) and then shared that knowledge with the rest of the district it would lighten the load for other tech mentors.
Adam B said
It’s hard for tech mentors to do “ongoing” professional development. It would be nice to have time to spend with teachers in classrooms, planning units & implementing lesson sequences. Especially when many people think we are computer fixers, not staff developers. I also like the thoughts about hands-on computer use. But how do you get hands-on at staff meetings with 40 people. So I agree with what I read, but it will take more thought to see how it applies to tech mentors. Again, I question whether tech mentors are the best means to do tech staff development. M