Chapter 5

Professional Development

 

Solomon and Schrum (2007) start this chapter by quoting Collier, Weinburgh, and Rivera (2004) : "In the past few decades, a transformation has occurred in American public education; now, teachers are expected and required to use educational technology in one form or another in their classrooms." This is a influential statement because it reflects the current state of the American classrooms. Our educators are introduced to many useful tools, ideas, and concepts, but have very little professional development or little time to properly familiarize themselves with the tool(s) prior to recommended implementation. This results in exhausted teachers who are overwhelmed with tools that have little to no impact in the classroom. The key to getting over this hurdle is proper ongoing professional development by the faculty and staff of the school to ensure the "big picture" is reached.

"Most frequently, when working with adults, you will want to 'meet them where they are' rather than assuming a 'one size fits all' model" (Solomon & Schrum, 2007). We often fall short of the implementation goal by assuming that every training technique and opportunity will fit needs or demands of everyone involved. This is not so; just like our unique students, our teachers, too, are unique and individual. University of Kentucky professor, Thomas Guskey, outlines a comprehensive five-step evaluation program in his 2000 book Evaluating Professional Development. The components are:

• Participants' reactions.
• Participants' learning.
• Organizational support and change.
• Participants' use of new knowledge.
• Student learning.

When faced with the decision of how to get an idea to take of in a school and maintain momentum throughout the change, Solomon and Schrum (2007) recommend, "One way might be to incorporate communities of practice into educators' daily routine and lives." Learning communities provide teachers with ongoing support during the implementation or change process. Solomon and Schrum (2007) note Chris Dede's (2003) suggestions "for how students might create a learning community provide insight into how educators might use the tools to learn more about the tools but, more important, to promote a learning community that fosters interaction, collaboration, and improved practice."

(Lewis, 2011)

"Members of a community are engaged in common activities that often take the form of a group collaboration to pursue their professional goals and interests" (Solomon & Schrum, 2007). Together, the learning community can work through the implementation to identify the strengths, as well as areas of change, to ensure longevity of the program. "If a learning community is presented with a problem, then the learning community can bring its collective knowledge to bear on the problem" (Solomon & Schrum, 2007). This a better strategy than relying on one person to fix a "kink" for the entire education team. By allowing group trouble shooting and strategics, the school is preparing itself for a successful transition.

"Continued energy to maintain participation and enthusiasm from members is required" (Solomon & Schrum, 2007). In addition to establishing learning communities during the transition process, the momentum must be maintained to ensure the technology continues to be used. By revisiting the tools after implementation, teachers may develop new ideas or strategies for use of the tool in their own classroom. Also, this helps to maintain accountability of all those involved in incorporating Web 2.0 tools in their repertoire.

Technology Literacy Training

"To chart a new course, administrators must agree that the use of technology is a fundamental goal, and faculty members must participate in identifying it as a shared goal" (Solomon & Schrum, 2007). The idea must be shared by all members of the education community to ensure that total support is maintained during and after implementation. A successful way to encourage technology implementation is "to use the technology to learn how to use the technology" (Solomon & Schrum, 2007). When teachers are introduced to the technology first hand by those encouraging it's use, they are going to be more likely to also use the technology. It is unfortunate to have administration that practices a "do as I say, not as I do" philosophy in their school. The fact is, they are out there. However, the learning community can overcome this tragedy and encourage a shift by using the technology when the faculty is gathered together (setting their own example). This can help to main support for tool and strengthen the relationship of members.

Professional Development and Web 2.0 Tools

"Using these new tools as models and methods to teach about them accomplishes two goals. It first provides practice and comfort with the tools, and second, offers the opportunity to experience firsthand the use of the technology for meaningful and authentic activities."

~Web 2.0, New Tools, New Schools by G. Solomon and L. Schrum (2007)

Blogging
"Blogs can be used to promote teachers' comfort with and understanding of Web 2.0 tools, and some teachers already use them to create their own professional and personal networks" (Solomon & Schrum, 2007). Blogs would be very useful for learning communities. The ease of being able to post a problem and get an almost immediate response from the other members would assist the members through the process. Furthermore, blogs allow educators online opportunities to stay abreast of events occurring simultaneously to their school day. With the lack of funding available for many professional developments, blogs allow educators to follow others with shared ideas from the comfort of their classrooms or homes. "Visiting a blog gives educators access to conference sessions or meeting that they may not be able to attend" (Solomon & Schrum, 2007).

Podcasting
"Schools are starting to make professional development training sessions, lectures, and ideas available through podcasts, which leads to individualized professional development on demand" (Solomon & Schrum, 2007).

Wikis
"An opportunity fo professional development is to allow all members of a community to participate in the creation of a goal, plan, or direction or to simply discuss the way a new activity is working" (Solomon & Schrum, 2007).

National Educational Technology Standards (NETS) for Teachers

All classroom teachers should be prepared to meet the following standards and performance indicators.

1. Technology Operations and Concepts
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
   2. demonstrate continual growth in technology knowledge and skills to stay abreast of current emerging technologies.


5. Productivity and Professional Practice
Teachers use technology to enhance their productivity and professional practice. Teachers:
   1. use technology resources to engage in ongoing professional development and lifelong learning.
   3. apply technology to increase productivity.
   4. use technology to communicate with peers, parents, and the larger community in order to nurture sent learning.

Citations:

Lewis, F. (Photographer). (2011). Dcps-school-news-professional-development-1. [Web Photo]. Retrieved from http://dc.gov/DCPS/Learn About Schools/School News/Professional Development Improves Teacher Effectiveness, Student Achievement 

Solomon, G., & Schrum, L. (2007). Web 2.0, new tools, new schools. Eugene, OR: Intl Society for Technology in educ.