Technology Training in Schools

The faculty at my school seems to be somewhat comfortable with using technology in the form of PowerPoint presentations, websites such as Brain Pop, brain breaks in the form of Go Noodle, and other activities like Kahoot /etc. In the article from the journal entitled Technology, Coaching, and Community a problem was stated. The document states the problem is, “Many teachers do not know how to design and support technology-rich learning environments.”  I agree with the contributing authors. We are very good at doing the basics, but we have a difficult time implementing the more difficult technology involved tasks.

Just recently we have been asked to use the sharing device that is connected to our Microsoft accounts. What began as a seemingly daunting task, with the help of the media specialist and Instructional Technology Specialist, the fourth and fifth grade teachers were able to get a true feel of the tool. As teachers we sometimes act a lot like our students. We complain about what we feel is busy work or takes extra time. We have so much to accomplish through the day, so we need to get over ourselves and accept the fact that at times we will have to stay at work a little longer in the afternoons to ensure that we are truly catering to the needs (physical, academic, and yes, technical) of our students throughout the school day.

This is my second year at my current school and its focus has primarily been on improving school morale and community relations, therefore there has been very little staff development concerning technology. Fortunately, we have a very flexible Instructional Technology Specialist and he is always willing to help. The downside is he is the only IT specialist in our district, so although he is willing to come out to the school, lots of times he has to screen shot directions to correct any issues we may have. This poses another problem for teachers that are kinesthetic and visual learners.

One common strategy that I read repeatedly in the ISTE Standards for Coaches is modeling is extremely important when implementing approached that support productive technology staff development. According to the document, standards suggest that teachers should be coached in implementation of technology-enhanced learning experiences, and model technology tools and resources to methodically collect and examine student achievement data, understand results, and communicate findings to improve instructional practice and maximize student learning. This is vital because our TKES evaluation calls for the same exact thing. We are expected to use technology in our classroom in an effective manner and improve test scores in the process.

As aforementioned, my district is at a huge disadvantage because we only have one Instruction Technology Specialist that serves the district. There is one teacher in our building that serves as our “go to” guy when a technical problems, which is truly unfair to him. Unfortunately, I am guilty of infringing on his time as well because it’s so much easier to call down to his room and have him talk me through getting my Promethean board and desktop computer to connect (we’ve all had those moments).  Although I am sure technology holds some importance at our school, it is not a focus right now and that is the ultimate barrier to productive technology staff development.

Technology, Coaching, and Community states, “Coaching support for teachers is a powerful means of both modeling and harnessing the potential of technology to improve teaching and learning. Teachers who receive coaching in the use of technology tools to improve student learning, and who learn from and collaborate with peers via professional learning communities, will develop confidence and effectiveness in designing and supporting technology-rich environments that maximize student learning.” The bottom line is, until we (teachers) are more comfortable with technology, we cannot adequately use it in our classrooms. We can’t continue to host BYOT days and hope nothing goes wrong, because most likely it will! We can’t keep our students from researching content based topics at school because they may go onto a site that is not approved, because they will! We have to take charge of the technology in our classrooms instead of running away from it.

The school library media specialist can fulfill the duties of technology coach by conducting information sessions about technology.  These sessions need to be meaningful, not just an overview. Teachers need to leave with at least a basic understanding of the topic and ideas of how to implement within his or her classroom. I also read that teachers need to be offered an environment in which to practice new skills where they can learn. Media specialists can provide those opportunities within the media center.

                As a library media specialist I would like to provide the teachers would opportunities to practice or hone technology skills. I recently learned while reading the GADOE website that teachers are not to leave their students with media specialists so they can have additional individualized planning time. Media center time is supposed to be used to conduct lessons and collaborate with other teachers and the media specialist. I think this time could be served as the perfect opportunity to allow teachers a way to teach a content based lesson that is integrated with technology. As media specialist I would be there for additional support and could even act as a co-teacher.

I would also ask my principal for a portion of each faculty meeting to highlight a website or some technology tool that may be beneficial to classroom teachers. It would be even better if I could have one meeting per month dedicated to a true technology based professional development.  I could possibly feature a teacher that has implemented a specific tool in his or her classroom and that teacher could talk about the highs and lows of the tool/website and how it has increased engagement in his or her classroom.

My media specialist is a delightful person. She has a very inviting and warm demeanor that sets faculty, staff, and students alike at ease. She recently held last week’s staff development. However, the staff development was not about technology, but lesson planning. Even so, before her presentation began, she used a few minutes to discuss the sharing option we have associated with our Microsoft accounts. She emphasized the importance of collaboration and how this tool would be very helpful. After she answered our questions she went on to the true purpose of the afternoon’s professional development.  She was very patient with all questions and provided time for teachers to collaborate with one another. Her information was exact and to the point. We did not feel overwhelmed because the information was divulged in a very concise and meaningful way.

When speaking with her about staff developments she is admittedly nervous from time to time, but tries to keep in my mind that just a few years ago she was sitting in the same seats we sit in as teachers during staff developments. She uses her experience as a classroom teacher to ease us into what we look at as “one more thing on our plate” and always offers suggestions and a welcome hand. In regards to technology, my LMS is able to perform the basic skills necessary to keep certain technological tools up and running. When dealing with huge projects, she follows the proper protocol to ensure we continue to feel successful using technology in our building.