PROFESSIONAL DEVELOPMENT (identifying)
Successful professional development for educators requires technological skill development beginning with pre-service teacher training programs, consistent upgrading and exploration of technological advancements, and opportunities to collaborate with colleagues in professional communities of practice. However, in order for such development to occur, leaders, from the school level all the way to the district level, need opportunities to become familiar with these technological affordances. According to Bleakley and Mangin (2013), leaders need to provide adequate opportunities for educators to learn and integrate technology as this is “one of the most prominent challenges facing contemporary school leaders” (p. 20). Moreover, there is some evidence suggests that technology adoption by teachers is driven by external factors, such as administrators, before it becomes personalized by teachers (Levin & Wadmany, 2008). Thus, when administrators effect and enforce useful professional development opportunities focusing on technology, teachers, and consequently schools, will benefit.
Successful professional development begins with teacher training programs. "To achieve the kinds of technology uses required for 21st century teaching and learning, we need to help teachers understand how to use technology to facilitate meaningful learning" (Ertmer & Ottenbreit-Leftwich, 2010, p. 257). Ertmer & Ottenbreit-Leftwich (2010) define meaningful learning as learning that enables students to construct deep and connected knowledge, which can be applied to real situations. This goal is best achieved by helping preservice teachers. Ertmer and Ottenbreit-Leftwich (2010) recommend the following strategies for teacher education programs: “... presenting models of teaching with technology to support new definitions, providing opportunities to implement new practices and receive feedback, and providing opportunities to reflect on those practices” (p. 272). By engaging and equipping preservice teachers, there is greater hope for long-term successful technology integration within education. Furthermore, if preservice teachers see themselves as intellectuals and scholars when they enter the profession, they may be in a better position to positively change, or not be negatively affected by, the school cultures they enter (2010). When teacher training programs exhibit and equip new teachers to effectively utilize emerging technologies, focus can be shifted towards current teachers.
Given that many teachers still prefer using a variation of a teacher-centred model despite using some new technologies (Scrimshaw, 2004), it becomes all the more important for administrators to provide adequate professional development opportunities for teachers to learn to effectively utilize new technologies. Some teachers believe that emerging technologies are not useful for ensuring student success (2004). Thus, effective professional development is needed to challenge those teachers to move to a more student-centred model which showcases the usefulness and necessity of technology.
Hew and Brush (2007), as cited by Ertmer and-Leftwich (2010), posit that “effective professional development for technology-integration requires a focus on content that includes (a) technology knowledge and skills, (b) technology-supported pedagogical knowledge and skills (the ability to see a clear connection between the technology being used and the subject content being taught), and (c) technology-related classroom knowledge and skills” (p. 272). It is necessary to start, for some teachers, with technological literacy. Once fundamental technological skills are in place, then teachers will be feel more comfortable connecting technology to curriculum. To that end, it is important that professional development is linked to specific classroom contexts. Putnam and Borko (2000) posit four essential features of effective ongoing teacher training: Firstly, teachers must be treated as active learners; secondly, teachers must be treated as professionals; thirdly, teacher learning must be situated in classroom practice; fourthly, teachers must be treated as they are expected to treat their students, emphasizing social-constructivist learning principles. These features, too, will push teachers to become more adept at using new technologies and pedagogies in their classrooms. By covering these essential areas, teachers’ fears and concerns will slowly be alleviated and school-wide technology can be realised.
Finally, professional development needs to be fostered within a supportive learning community. Studies suggest that peer support and collaboration is an important factor in encouraging teachers to take risks and to develop new teaching and learning strategies (Phelps & Graham, 2003). Strategies such as coaching and mentoring by other teachers and administrative support positively affected teacher’s attitudes towards technology use in the classroom (Ertmer & Ottenbreit-Leftwich, 2013; Phelps & Graham, 2003). Moreover, teachers ought to be exposed to learning opportunities, both group and individual, , which incorporate technology-supported practices which are related to the teachers’ routine classroom activities (Levin & Wadmany, 2008). This on-site, ongoing, regular professional development will provide a consistent, positive feedback loop for teachers to engender positive technological and pedagogical shifts. Thus, the data suggests that new strategies for technology integration within a collaborative climate and collegial support can engender positive change within educational institutions.
Click here to read a discussion of of ongoing issues in professional development.
Successful professional development begins with teacher training programs. "To achieve the kinds of technology uses required for 21st century teaching and learning, we need to help teachers understand how to use technology to facilitate meaningful learning" (Ertmer & Ottenbreit-Leftwich, 2010, p. 257). Ertmer & Ottenbreit-Leftwich (2010) define meaningful learning as learning that enables students to construct deep and connected knowledge, which can be applied to real situations. This goal is best achieved by helping preservice teachers. Ertmer and Ottenbreit-Leftwich (2010) recommend the following strategies for teacher education programs: “... presenting models of teaching with technology to support new definitions, providing opportunities to implement new practices and receive feedback, and providing opportunities to reflect on those practices” (p. 272). By engaging and equipping preservice teachers, there is greater hope for long-term successful technology integration within education. Furthermore, if preservice teachers see themselves as intellectuals and scholars when they enter the profession, they may be in a better position to positively change, or not be negatively affected by, the school cultures they enter (2010). When teacher training programs exhibit and equip new teachers to effectively utilize emerging technologies, focus can be shifted towards current teachers.
Given that many teachers still prefer using a variation of a teacher-centred model despite using some new technologies (Scrimshaw, 2004), it becomes all the more important for administrators to provide adequate professional development opportunities for teachers to learn to effectively utilize new technologies. Some teachers believe that emerging technologies are not useful for ensuring student success (2004). Thus, effective professional development is needed to challenge those teachers to move to a more student-centred model which showcases the usefulness and necessity of technology.
Hew and Brush (2007), as cited by Ertmer and-Leftwich (2010), posit that “effective professional development for technology-integration requires a focus on content that includes (a) technology knowledge and skills, (b) technology-supported pedagogical knowledge and skills (the ability to see a clear connection between the technology being used and the subject content being taught), and (c) technology-related classroom knowledge and skills” (p. 272). It is necessary to start, for some teachers, with technological literacy. Once fundamental technological skills are in place, then teachers will be feel more comfortable connecting technology to curriculum. To that end, it is important that professional development is linked to specific classroom contexts. Putnam and Borko (2000) posit four essential features of effective ongoing teacher training: Firstly, teachers must be treated as active learners; secondly, teachers must be treated as professionals; thirdly, teacher learning must be situated in classroom practice; fourthly, teachers must be treated as they are expected to treat their students, emphasizing social-constructivist learning principles. These features, too, will push teachers to become more adept at using new technologies and pedagogies in their classrooms. By covering these essential areas, teachers’ fears and concerns will slowly be alleviated and school-wide technology can be realised.
Finally, professional development needs to be fostered within a supportive learning community. Studies suggest that peer support and collaboration is an important factor in encouraging teachers to take risks and to develop new teaching and learning strategies (Phelps & Graham, 2003). Strategies such as coaching and mentoring by other teachers and administrative support positively affected teacher’s attitudes towards technology use in the classroom (Ertmer & Ottenbreit-Leftwich, 2013; Phelps & Graham, 2003). Moreover, teachers ought to be exposed to learning opportunities, both group and individual, , which incorporate technology-supported practices which are related to the teachers’ routine classroom activities (Levin & Wadmany, 2008). This on-site, ongoing, regular professional development will provide a consistent, positive feedback loop for teachers to engender positive technological and pedagogical shifts. Thus, the data suggests that new strategies for technology integration within a collaborative climate and collegial support can engender positive change within educational institutions.
Click here to read a discussion of of ongoing issues in professional development.