Effects of Staff Development Trainings

Longina BurroughsChapman University

Picture obtained from Electronic School

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

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

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?

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

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

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

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

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

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

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

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”

Observations 4 EETT Teachers Attended an ActivStudio 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 Activotes

3 out of 4 showed competency with the equipment Difficulties

First year Incorporating new technology

This is an example of a flipchart that a teacher created.

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.

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

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

“Knowledgeable, skillful teachers form the bedrock of good schools” (Noyce, 2006, p.1).

ReferencesBausell, 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&thislink=http://www.wested.org/online_pubs/learning_return.pdf&instance_id=3830

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.