Professional development for effective technology use

Resnick thinks the “digital divide” will perform as a “fluency gap” rather than an “access gap” when the costs of computing decline. There is a real risk that only a small handful will be able to use the technology fluently (Resnick, 2001). As The CEO of Forum on Education and Technology says, the transformation of classroom technology from hardware, software, and connections into tools for teaching and learning depends on knowledgeable and enthusiastic teachers who are motivated and prepared to put technology to work on behalf of their students (North Central Regional Educational Laboratory, 2000). It seems absurd that we require students use computers to make things from music video to scientific simulations to robotic creatures and yet expect the teacher may or may not be experienced in the components of these technologies. How can we image a teacher who can just look up information on the Web, use a word processor and send e-mail could find the best ways to transmit information to students?

To prepare teachers for effective technology use, the traditional forms of individual workshops or one-time training sessions are not enough; instead, it must be viewed as an ongoing and integral part of teachers' professional lives (North Central Regional Educational Laboratory, 2000). McKenzie (2001) identifies two principles of adult learning: 1. the learner may make choices from a rich and varied menu of learning experiences and possibilities; 2. Learners must take responsibility for planning, acting and growing.

Both principles are supported by the belief that professional development is experienced as a personal journey of growth and discovery that engages the learner on a daily and perhaps hourly basis (McKenzie, 2001). Due to limited timing and vision, the principles mirror traditional teaching methods and are relatively easy to facilitate. Birman, Desimone, Porter and Garet (2000) build up a formal causal model including six features to identify effective characteristics of professional development:

1. Form: considering “reform” activities that differ from traditional approaches. Reform activities such as study groups and mentoring are thought to be more responsive to how teachers learn and have more influence on changing teaching practice.
2. Duration: If there is more time, it is possible to make teachers sharing their progress, difficulties, ideas, issues, and needs.
3. Collective participation: Offering teachers the opportunity to work with teachers from similar grade or subject areas is essential in building learning communities.
4. Content: It is effective to focus professional development on content knowledge directly related to curriculum which teachers’ need.
5. Active Learning: Learners, weather teachers or students, should have the opportunity to discuss, plan and practice.
6. Coherence: The coherence of professional development with policies and other professional experiences helps teachers understand how everything fits together.

[References]:

Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S.(2000). Designing professional development that works. Educational Leadership, 57(8), 28-33.

McKenzie, J.(2001). How teachers learn technology best. The Educational Technology Journal, 10(6): FNO Press. Available URL: http://www.fno.org/mar01/howlearn.html

North Central Regional Educational Laboratory(2000). Providing professional development for effective technology use Available URL:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

Resnick, M.(2001). Revolutionizing learning in the digital age. Publications from the forum for the future of higher education. Boulder, CO: Educause.
Available URL http://www.educause.com/reources