Curriculum and Technology for Educators

Professional Development for teachers is essential in improving the education that our students deserve. Technology is the one area of development that brings beads of sweat to many educators. Established teachers are resistant to change, especially change that involves equipment that most of their students have mastered. The first step of any sound professional development program is to develop a belief that curriculum drives technology and not the reverse. Technology intervention cannot be mastered unless there is continued support and direction.
In 1992, Mandinach (Mandinach, 1992) described four stages of technology use: survival, mastery, impact, and innovation.
A teacher is in the survival stage when he/she:
· Struggles against technology
· Is assailed by problems(everything that can go wrong will go wrong)
· Does not change the status quo of the classroom
· Use technology only for directed instruction
· Has unrealistic expectations, believing that use of technology only will improve higher achievement
A teacher in the mastery stage when he/she:
· Has increased tolerance to hardware and software
· Begins to use new forms of interaction with students and classroom practices
· Has increased technical competence and can troubleshoot simple problems
A teacher in the impact stage when he/she:
· Regularly incorporates new working relationships and classroom structures
· Balances instruction and construction
· Is rarely threatened by technology
· Regularly creates technology enhanced instructional units
A teacher in the innovation stage when he/she:
· Modifies his/her classroom environment to take full advantage of technology enhanced curriculum and learning activities
These stages will aid you in determining the level of ability of your teaching staff. Being comfortable with these areas allows you to evaluate the ways in which you are going to improve the levels of your staff. At this point you are ready to begin providing professional development for the various levels of the staff at your school.
Here are implementations for professional development systems that research has shown helps to reach teachers in the improvement of their skills.
1. After-school = least effective - teachers are tired at the end of their day and concentration is limited
2. Technology rover/prep shops = a trainer is brought into the school and teachers are coached on their prep time or a roving substitute is made available for the time needed. This is cost effective and valuable for specific needs
3. Mini grants = small grant money is supplied to the teacher to learn a specific piece of hardware with the condition that the teacher comes back from the training and trains other members of the staff.
4. Summer or Off Track Institutes = multi-day institutes are one of the most valuable forms of professional development. Teachers are less tired and willing to explore the values of new technology
5. Distance Learning = has the advantage of allowing teachers to access professional development at a time and location that is convenient for them.
6. Research based Professional Development Programs = EIRC is an example of an institution that provides PD to school districts. These programs are research based and are very successful.
Regardless of the skill level or the professional development vehicle that a teacher uses to improve their technological skills, it is essential that the staff be encouraged to gain and improve their stages of growth.