This document analyzes the effects of staff development trainings on teachers' use of technology in the classroom. It reviews literature on barriers to implementing technology after trainings. The author conducted surveys, focus groups, and observations of teachers involved in an education technology grant. The findings showed that most teachers attended trainings and implemented some new skills, but did not use technology to its fullest potential. The implications are that districts should provide better follow up support to help teachers fully utilize technology after trainings.
1. Effects of Staff
Development Trainings
Roshana Safi
EDUU 564
Brandman University
DR: Van Ourkerk
Picture obtained from Electronic School
2. Table of Contents
Abstract
Introduction
Review of Literature
Theoretical Framework
Methodology
Teacher Technology Survey
Teacher Survey
Focus Group
Observations
Summary of Findings
Implications
Further Research
References
3. Abstract
Look at the effects of staff development trainings
Focus on teachers who are involved in EETT
Data collected
Surveys
Focus groups
Observations
Staff development trainings
Teachers attend
Take information back and implement in their classroom
Need more opportunities
4. Introduction
“A variety of studies indicate that technology will have little
effect unless teachers are adequately and appropriately
trained” (Kelley & Ringstaff, 2002, p.12).
Education is technology driven
Accountability
Professional development
Competency
Research Questions
How much of what is learned at staff development trainings in
technology is implemented in the classroom?
Are teachers utilizing staff development opportunities in
technology?
5. Review of Literature
It is said that fewer than five hours of professional
development is for technology (McKenzie, 2000)
Barriers
Time
Administrative support
No follow up
Money
Trained in wrong areas
Outcomes
More successful
Use of technology will rise
Higher order thinking skills
6. Review of Literature
Cons
Geared towards basic software
Lack of training on how to incorporate into the curriculum
Teacher Competency
Accountability
Bausell and Klemick (2007), reported that only 45 states
had standards to measure competency, 9 states had
requirements tied to licensure and recertification, 39 states
offered online courses for professional development and
only 9 require teachers to demonstrate competency.
Barriers
Copyright laws
Test scores
Lack of professional development
7. Review of Literature
Solutions
Incentives
All are temporary
Technology Can Work
Co-Nect Schools
Whole school technology reform
Technology changes the way you teach
Conclusion
Lack of professional development
Teachers need to be motivated
8. Theoretical Framework
Dewey
Active participants to learn
Progression of learning
Learn better by doing
Piaget
Assimilate information
Accommodate information
Picture obtained from dewey.pragmatism.org/ and www.marxists.org/glossary/people/p/i.htm
9. Methodology
Setting
Southern California School district
Participants
EETT teachers
Enhancing Education through Technology Grant
Data Collected
Teacher Technology Surveys
Given twice a year through the district
Teacher Survey
Designed after reviewing information from technology survey
Focus Group Discussion
Made up of EETT teachers
Observations
Four observations of EETT teachers
10. Teacher Technology Survey
Competency
Word – 60% of teachers can teach someone how to use this
while only 2% say they do not know how to use it.
Excel – 33% say they need help while 28% do not know how
to use it.
Presentation software – 66% do not know how to do this
while 9% can do this by themselves.
Implementation
Majority do not use technology to its fullest
11. Teacher Survey
Trainings
Of the teachers surveyed, all teachers attend staff development
trainings
Of the 17 teachers, only 1 had attended a technology training
recently
Implementation
16 teachers said they learned something from the training and
immediately implemented something while 1 said they did not
implement anything.
Technology Trainings
Only 2 teachers had been to technology training during this
school year.
Offered by the district
Would like to go
Have already been
Would not be beneficial to me
No time
Need more information
12. Focus Group
Equipment Used
Projector, laptop, document camera, promethean board, activotes,
slate
Implementation in the Classroom
Make lesson more interactive
Only 1 was not using the technology to its fullest
Last training attended
All had attended a training recently
EETT institute, activote, weblockers, cluster meeting, iTree,
Google Earth
Learning
All teachers learned some new piece of information
Implementation
11 teachers implemented something write away
Activotes
Google earth
2 did not implement anything “just yet”
13. Observations
4 EETT Teachers
Attended an Activ Studio Training on how to make flipcharts
After training, observations took place
3 out of 4 teachers were using new information learned.
Flipcharts were used and student engagement was high.
1 teacher went above and beyond
Flipcharts
Activates
3 out of 4 showed competency with the equipment
Difficulties
First year
Incorporating new technology
14. This is an example of
a flipchart that a
teacher created.
15. Summary of Findings
Teachers are required to go to staff development
trainings.
Teachers are learning and implementing new
information.
District
Ensure teachers get appropriate training
Implement better staff development opportunities
Follow up
Make teachers aware of trainings
Implementation of technology is successful when
the information learned is relevant to the learner.
Trainings need to be offered at different levels.
16. Implications
Teachers do not use technology to its fullest
potential.
Staff development center
Share data
Personal mission
Share with my colleagues
Share knowledge about technology
Share dates and times of technology trainings
Teachers can use technology in different ways.
eChalk
Weblockers
17. Further Research
More focused
One staff development training
Survey before
Survey after
Observe or hold discussion group
Follow up from district
Student perspective
Does using technology affect student learning?
Why do you think teachers do or do not use technology?
Survey students
19. References
Bausell, C. Vinograd, Klemick, E. (2007) Tracking U.S. Trends. Education Week, 26
(30), 42-44. Retrieved June 24, 2007 from
http://www.edweek.org/ew/articles/2007/03/29/30trackingtrends.h26.html?qs=digital+equity
Becker, H., Ravitz, J., and Wang, Y. (1999). Computer Use and Pedagogy in Co-NECT
Schools, A Comparative Study. Teaching, Learning, and Computing, 1999. Retrieved on June 24,
2007 from http://www.crito.uci.edu/tlc/findings/co-nect/startpage.html
CDW Government, Inc., (2006). Technology as a teaching tool. CDW-G teachers talk
technology 2005, Retrieved July 8, 2007, from
http://newsroom.cdwg.com/features/feature-08-29-05.htm#contact
McKenzie, J. (2000). Head of the Class. Electronic school, January, 2001. Retrieved June
24, 2007 from http://www.electronic-school.com/2001/01/0101f2.html
Noyce, P. (2006). Professional Development: How Do We Know If It Works?.
Electronic School. September, 2006. Retrieved October 20, 2007 from
http://www.noycefdn.org/documents/ProfDev_HowDoWeKnowIfItWorks-EdWeek091306.pdf
Office of Technology Assessment. Teachers and Technology: Making the Connection.
OTA Publications, April, 1995. Retrieved on June 24, 2007 from
http://www.wws.princeton.edu/ota/ns20/year_f.html
Ringstaff, C, & Kelley, L (2002). The Learning Return on Our Educational Technology
Investment. Retrieved July 8, 2007, from
http://www.netdaycompass.org/outside_frame.cfm?thispath=instance_id=1700^category_id=5&this
Smerdon, AuthorB., & Cronen, S. (2000). Teachers' Tools for the 21st Century: A Report
on Teachers' Use of Technology. National Center for Education Statistics.
Retrieved on July 14, 2007 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000102
Tenbusch, J. (1998). Teaching the Teachers: Technology Staff Development that
Works. Electronic School. March, 1998. Retrieved on October 20, 2007 from
http://www.electronic-school.com/0398f1.html.