Training Teachers in Technology

Our school is filled with solid, knowledgeable teachers; however, we could all use a bit of training in the area of technology. Technology changes and improves so quickly that staff development in technology will probably remain a major focus in the coming years.

Types of training
There are several methods for delivering staff development, specifically technology training, to faculty and staff. Three basic models come to mind. There is the formal training that is provided to the faculty by trained professionals. This can be an expensive method. There is the more casual in-house training or redelivery model, where one or a few are trained and then these go back to the school and train or redeliver the information that they learned to the others. Then, there is the very cost effective method of sharing tech tips. This is quite informal, quite inexpensive, and quite effective. Tech tips can be simple printed directions for using a specific piece of equipment or posted on an e-mail discussion board. They are often short cuts or helpful hints that almost anyone can share.

Formal training
Our school provides an integration of all three of these basic models for keeping teachers up to date on the latest technologies. The last real "technology" training that was provided to me as a language arts teacher by my school was two years ago. It was provided by a local ETTC. This was a one-day session to share podcasting with teachers so that they could utilize the new podcasting cart that had been purchased for the school. The training was rich, rigorous, hands-on, and fun.

In-house training
Recently, the math department received some training from our in-house math coach on the use of the new Student Response System (clickers). I would say that even after this training, the teachers felt a bit confused and fuzzy in the actual use of the system. I think the reason for this was that the training was not long enough or in-depth enough to share the real potential of this new technology.

Tech tips
Occasionally, our technology director at the system level will send out a general e-mail detailing how to complete some simple task like recording an outgoing message on the phone system that we purchased 18 months ago, or how to update the forms that are available on our e-mail system. These are usually detailed screen shots or numbered steps which I think have been hugely successful. They are quick and almost "dummy" proof. They are there when a teacher needs them. Teachers can capitalize on them or not. Tech tips are practically free and can be offered by anyone, but they can not train teachers how to use large systems such as Student Response Systems.

Barriers
The ultimate barrier to training is time rather than a lack of motivation or interest. Teachers just barely have enough time to accomplish the goals that their schools and school systems set for them. Teachers want to provide solid instruction, good feedback and formative assessment to students, and plan interesting, interactive lessons. Then there is paperwork and reports to complete, and communication with parents and community members to engage in. Although these responsibilities ring in their ears, teachers do want to learn and grow.

The use of technology can help teachers do their jobs efficiently, but it does take a small investment of their time to learn new interfaces and software. Showing teachers that their investment of time in learning new technologies can and will eventually make their tasks simpler.

A plan
In my perfect school, I would restructure my school's current Professional Learning Communities (PLCs). Currently, every teacher is assigned to a PLC based on his or her subject area. These PLCs meet one day per week for an entire planning period. The teachers have no say in what they wish to learn in PLCs; they are taught in formal classes by their assigned coach. We have three coaches: a literacy coach who meets with the language arts department and ESOL teachers, a math coach who meets with the math teachers, and a lead teacher who meets with all social studies, science, and explo/elective teachers. The focus of these classes is driven by the coaches without input from the teachers.

I dream of a school that offers several types of PLCs- content, technology, theory and practice, or whatever the teachers note that they NEED. Then I would have teachers sign up for their choice of PLC in 9 week segments. This would allow a teacher to engage in several units of professional learning over the course of a school year.

The benefits would be huge because teachers would be more engaged in these PLCs, and this structure acknowledges that teachers often know what they need to learn. It would also even out the class sizes in the PLCs. Some PLCs have only 3 participants and some have 15 participants.

Dos and Don'ts for technology training
As I read the two chapters and recalled some of the most and least beneficial training that I have attended, I kept a list of things to remember when creating training for teachers. Access to this document is provided here.

Do's and Don'ts