One of our assistant principals at Sandy Creek High School
is in charge of technology. She
delegated two teachers to handle technology training. Every other Friday during our professional
learning community (PLC) period, one of these teachers provides training on
some type of technology. They have held training
meetings on a variety of topics: Edcanvas, Edmodo, Evernote, Google Docs, Jing,
etc. The PLC period is only long enough
for an introductory presentation and a bit of practice time. The technology training works pretty well for
teachers who are comfortable with technology, but teachers who are struggling
with Infinite Campus (our online gradebook) have trouble keeping up and staying
motivated to give other applications a try.
Another problem I see with this schedule is that there is little time to
put a new type of technology to the test before we meet again to learn about a
new one. Finally, we have met so often
this school year that we have just about run out of topics. There is not enough diversity of technology
or of websites or apps to keep us busy.
We are running into apps that overlap.
I think a more constructive use of our time would be to stick to one
topic until we have explored all of its features before we move on. For instance, in our first meeting, we could
discuss setting up an Edmodo account, creating classes, instructing students on
creating their accounts, and simple communication on the wall. In the next meeting, we could learn how to
update the calendar and how to upload links and files to the library, organize
our libraries into folders, and instruct parents on creating accounts. Our next meetings would focus on other
features that Edmodo offers before moving to another topic. If we had met in this fashion at the
beginning of the year, most teachers would have felt comfortable trying Edmodo,
and we would not have used so much of our personal time trying to figure it
out.
I liked Jurkowski’s (2010) suggestion that media specialists
“coordinate the sharing of skills and information among everyone already in the
school...[and] easily and inexpensively teach each other other” (pg. 162). That would really take the pressure off of
the two teachers at my school who carry the bulk of the BYOT teaching responsibilities.
DO's and DON'Ts list for tech staff development:
DO assess your audiences needs and interests.
DO provide some kind of take-away (in the form of ideas,
resources, or skills).
DO make the technology relevant to your audience.
DO provide a copy of the presentation for teachers to review
later.
DO assess your audience’s prior knowledge.
DO allow practice time during the training session.
DON’T cover too many topics in one session.
DON’T be too lengthy.
Sabrina, while I think your school has the right idea of the technology training sessions, I would agree that there should probably be more in-depth coverage of each topic or application. Where I work, they don’t offer these options to teachers, and many teachers won’t seek out further applications or technologies on their own (unfortunately). During a professional development day, my media specialists held informational sessions on a variety of on-line, web-based applications, but very few teachers actually showed up (and those that showed up mainly wanted to play around with the iPads). However, even if many people had shown up, the sessions probably would have probably been similar to your school. By first introducing the application and allowing users to have time to explore, they can then come back with questions or ask for further resources to help them. Also, another important element includes what can teachers physically take away from the session? While I prefer to have a hard copy or handout of the information covered, having the option to access the information online at a later time is helpful to. Does your school provide any physical elements to take away or allow teachers to have access to the professional sessions if they need to refer back to them? I know I leave sessions and then once I start exploring I come up with even more questions.
ReplyDeleteNo, usually there is no handout, but I think it would be very helpful to have one. I often don't have time to immediately explore a new website or application, and then when I have the time, I have forgotten what to do!
DeleteNo, usually there is no handout, but I think it would be very helpful to have one. I often don't have time to immediately explore a new website or application, and then when I have the time, I have forgotten what to do!
DeleteResponse 1-Sabrinda Davidson
ReplyDeleteThis year we have professional development every Thursday given by the two instructional coaches. Our media specialist hasn’t ever given a PD since I have been at my school which is going on 7 years now. Since I have been at my school, the media specialist has always worked alone with no assistant, so she doesn’t have time to plan with teachers. Usually the only time I have seen the media specialist deliver a PD is during the first faculty meeting when she covers the media center handbook, schedule, and website. She also cover copyright extensively. This is a sad situation, because Jurkowski (2010) states that librarians can teach teachers about what the library has to offer, as well as teach about technologies around the school (p.162). Unfortunately, this is not happening at my school. So even though I can’t react to how my media specialist plans PD’s, I can respond to yours and how your experience is similar in nature to mine. I agree 100% that topics should be explored in depth, before jumping ship to explore another topic. For example, I wouldn’t teach a Geometry unit for just one week and then jump to Data Analysis. For something to be mastered effectively, time and practice should be prevalent. Also, when you cover too many topics at once, it is overwhelming to teachers. I know I become overwhelm when too many tasks are given for me to do. Usually they end up on the back burner. Thanks for also listing your do’s and don’ts. I will make sure to remember them when it is my turn to give a workshop.
I agree, if you are not a tech person even a short introduction to new software can be overwhelming. During our school PD we covered a book about literacy. Although very important, I would have loved the tech PD's. I feel the more interactive the session are the better. If teachers are able to follow along with the PD, teachers may retain the information. My media specialist would like more time to conduct technology professional development. I agree that the PD should be planned to deliver more than a overview of the software. When things are brushed over you tend to get frustrated when you are using the software on your own.
ReplyDeleteAs a Media Specialist (whose Ed.S. will be in Instructional Technology), my idea for technology training would consist of presenting four new things a year, divided into four six-week sessions. Training in weeks one and two and then an optional week three session for those needing more assistance. The month following training would be application time and sharing presentations with students, teachers, and administration. The Media Specialist and/or Instructional Technnology Coordinator could be in charge, per se, but then they would find other "experts" to help with the optional training sessions.
ReplyDeleteDuring weeks three through six, anyone who wishes to sign up to "share" could do so by posting their creations onto the innerschool blog or by sharing at the beginning of the next six-week session. All teachers would be enouraged to share in one of these two ways, at least once throughout the school year and/or become a technology assistant during the review weeks. That way, those less inclined to use technology might have their motivation sparked and those more comfortable could sign up to help.
I like your ideas!
Delete