nssa professional development 10 05-2015kada
TRANSCRIPT
Professional Development:
An Investigation of an 1:1 iPad Initiative
on a High School Campus in Southeast Texas
Paul E. Goebel, M. Ed.
L. Kay Abernathy, Ed.D.
Donna Azodi, Ed.D.
Cynthia D. Cummings, Ed.D.
L. Kay Abernathy, Ed.D.
Donna Azodi, Ed.D.
Cynthi a D. Cummings, Ed.D.
Lamar Universi ty
Action Research Project
This action research study used qualitative and quantitative data to assess the effectiveness of the professional development activities throughout a 1:1 iPad initiative. The action research project began in the second course and was completed in the final course in the Masters in Educational Administration program at Lamar University (an 18 month program).
Action Research
“I think of action research as a process of deep inquiry into one's practices in service of moving towards an envisioned future, aligned with values.”
Margaret Riel, 2010
Background
The purpose of this paper was to study methods and practices that lead to effective professional development during a 1:1 iPad initiative.
Rationale
Many schools are integrating technology into student learning and making the transformation from a traditional classroom to one that can equip students for today’s technologically rich society. The key is to improve the level of professional development that is presented to teachers in the 1:1 environment.
Research Question
How will teachers embrace iPad specific professional development in partnership with the technology integration specialists in order to broaden the professional knowledge base ?
Review of the Literature
“High-quality professional learning is the foundation on which any improvement effort in education must build.”
T. R. Guskey, 2014
Review of the Literature
“To obtain desired results, teachers need to harness supportive attitudes toward, feel comfortable using, and actually incorporate the technology; further, an institutional culture of technology use must be established.”
Ertmer & Ottenbreit-Leftwich, 2010
Review of the Literature
“Recognizing the scope of the challenge associated with transforming classrooms is essential to this endeavor if technology is truly to be integrated into curriculum in ways that meaningfully impact student learning and achievement.”
Sun Associates, 2010
Review of the Literature
“…Teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1:! environment effective and relevant.”
Bebell & Kay, 2010
Data Collection
Quantitative Survey Method
Google Docs
Google Forms
Google Analytics
Participants
One Technology Director
Two Part-Time Technology Instructional Specialists
40 Teachers on Campus (20 respondents)
75% felt that training was adequate but there were obstacles that prevented having a higher satisfaction quotient.
Other factors were addressed, and these impacted the findings.
Findings
Outline of Professional Development Sessions
Adequate Professional Development?
Once again, 75% felt professional development was adequate and all participants felt like the TIS was available when needed.
Perceived Obstacles to Professional Development
Perceived Obstacles to Professional Development
•Time Constraints.
•Sessions at inopportune times.
•Sessions too generalized.
Perceived Obstacles to Integrating Technology
Perceived Obstacles to Technology Integration
• Bandwidth
• Device Troubleshooting
• Video Applications
• Blocked Applications
Responsibility of Teachers and Specialists
Responsibilities
At this stage of training, the majority of teachers perceived that it was the teacher’s responsibility to seek out resources for technology integration.
There were also participants who felt that it was the TIS’s responsibility to guide the integration for the classroom.
Recommendations
• Sessions specific to learning outcomes in nature.
• Time where people are able to attend.
• Differentiated instruction for teachers offered at beginning, intermediate and advanced levels of competency
Recommendations
• Developing personalized learning plans with departmental collaboration.
• Implementing a local online support group to share resources and ideas.
• Providing a full time technology integration specialist position on campuses.
Then vs. Now
2013 2015
Grades 6-9 Grades 6-12
Server-based Cloud-based
Network constraints Robust network
Teachers reliant on TIS Teachers seeking their own resources/solutions
Generalized training Focused training
References
Bebell, D. & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire Wireless Learning Initiative. Journal of Learning and Assessment, 9(2), 48. Ertmer, P. & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284.
ReferencesGuskey, T. (2014). Planning professional learning, Professional Learning: Reimagined, 71 (8), 10-16.
Riel, M. (2010). Understanding Action Research, Center For Collaborative Action Research, Pepperdine University (Last revision Sep, 2013). Accessed Online on [October 2, 2015] from http://cadres.pepperdine.edu/ccar/define.htm
Sun Associates (2010). What the research says – Best practices in technology integration. Retrieved from http://ww.sunassociates.com/tiresources.html
Contact Information
Goebel, Paul, M. [email protected], L. Kay, Ed.D.– [email protected], Donna—Ed.D.—[email protected], Cynthia D., [email protected]
Presentation: http://tinyurl.com/nksvwq9