Chromebooks, Smart Panels, iPads- OH MY!
Every year school systems across the country spends insane amounts of money on new technology. Sometimes this technology is for students, sometimes it is for adults, and sometimes (insert cringe) we have NO idea who or what is for and why it was even purchased! GASP!!
As an instructional coach, I am in and out of schools and I see SO much wasted technology and money. This drives me crazy and also forces me to think of ways to possibly prevent this travesty. The first step is to understand why the technology is being purchased and determine the funds that are being used to purchased it. Schools should have met with their budgeting committee prior to the end of the previous school year to determine budgets for the upcoming school year. If they met, what process was used to decide the technology needs and the manner in which funds were allocated? Decisions that can potentially cost thousands of dollars should be thought out and use best practices in the decision-making process. According to Frazier and Hearrington (2017), a committee with knowledgeable end users of the technology should be created and the committee should create an evaluation rubric such as this example from
World Education, Inc. (2020) to evaluate any options presented.
We bought it... now what?
Once the committee has made their recommendations and the purchasing procedures have been set forth, the same committee should begin thinking about a professional development training session or even begin creating a plan to form a PLC group based on those who will receive the new technology. This is perhaps, in my opinion, the biggest and most important step when purchasing new technology. Teachers have to know HOW to use it in order to effectively USE it! If they receive a beautiful new Smart Panel without any training, then more than likely the Smart Panel will just collect dust. Not only do teachers lose out in this scenario, but the biggest losers when this occurs, are the students. Technology is meant to be an extension of learning and a way to enhance and drive home instruction. I know teachers don't want another PLC or PD, but what if the new technology was only made available to those who agreed to participate in a training or PLC? My gut tells me I wouldn't walk into a classroom and see iPads or Chromebooks or any other technology still in their boxes! Planning can result in cost savings which is a WIN for everyone (Frazier & Hearrington, 2017). Professional Development can be such a valuable tool when implemented properly.
"A successful professional development program allows a school district to prepare teachers (and, in turn, students) to use technology as a natural part of the curriculum" (Frazier & Hearrington, 2017, p.38).
To make the most out of a PD and to make it intentional, meaningful, and relevant, the Standards for Professional Learning (Learning Forward, 2011) lists seven standards that increase educator effectiveness and results for all students:
- Learning Communities
- Leadership
- Resources
- Data
- Learning Designs
- Implementation
- Outcomes
In order to assess the effectiveness of professional development, facilitators of the PD should use an evaluation tool. These are two examples of Training Evaluation Models that could be useful resources when developing a PD:
(Kirkpatrick & Kirkpatrick, 2016)
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| (Insight Education Group, 2022) |
Ultimately, the goal in a committee, a budget, and a professional development session are to ensure that technology is being used and that is being used to benefit everyone involved, especially our students!
References:
Frazier, M., & Hearrington, D. (2017). Technology coordinator’s handbook, 3rd edition (3rd ed.). International Society for Technology in Education.
Insight Education Group. (2022). Professional learning community model: Supporting teacher effectiveness project (STEP). Retrieved March 2, 2022, from https://www.insighteducationgroup.com/plc-supporting-teacher-effectiveness-project
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation (1st ed.). Alexandria, VA: Association for Talent Development Press.
World Education, Inc. (2020, March 31). Online/tech tool evaluation rubric. EdTech Center @ World Education. https://edtech.worlded.org/mlearning-resource/online-tech-tool-evaluation-rubric/
2 comments
Schools want to empower teachers in implementing technology within the classroom. However, the downside to that is the lack of professional development offered to teachers on the technology tools given to them. Teachers see technology as integral to education and want to use it (Roland, 2015).
ReplyDeleteThe need for professional development extends beyond simply helping teachers become familiar with the basics of the technology. It requires an ongoing program to support, encourage and inspire teachers to explore the possibilities of technology while providing the necessary resources to transition to digital curriculum (Roland, 2015).
Administrators, technology coordinators, and other school or board personnel need to development a plan for professional development and carry it out. If technology tools are excepted to be use effectively the teachers have to have appropriate training.
References/Resources
Roland, J. (2015, October 7). Empowering teachers to implement technology-driven educational programs. Retrieved March 17, 2022, from https://www.iste.org/explore/Innovator-solutions/Empowering-teachers-to-implement-technology-driven-educational-programs
https://www.slideshare.net/SamsungBusinessUSA/survey-shows-need-for-professional-development-to-power-classroom-success
April,
ReplyDeleteAt this point, I may as well put myself and the hundreds of other teachers out there in a time loop. It feels like we have the same issue over and over again. We are given new technology and then no training comes with it. We are left begging for the training that we should have been given only to get small doses of information about how to use the technology.
Districts and schools make plans and spend lots of money on the purchase of technology but seem to always forget to make plans for teachers to learn how to use it. As the technology coordinator, it is their responsibility to budget for professional development every time new technology is introduced. Frazier and Hearrington (2017, p. 176) suggest beginning early, using data to determine needs, drafting a budget with realistic expectations, considering others’ needs, and being willing to compromise, a successful budget can be developed.
It can feel like we are a broken record because we must continue to ask for professional development for new technologies, but we can’t let those opportunities be forgotten.
Frazier, M., & Hearrington, D. (2017). The Technology Coordinator's handbook. International Society for Technology in Education.