Blog 3

        At Northfield Elementary we are achieving with Educational Technology Professional Development in the areas of technology use and collaboration. I feel technology is being used effectively in all classrooms by teachers consistently and proactively using classroom Smart boards, Smart Slates, computers, and Student Response Systems.  I am basing this belief on the content of lessons being shared amongst staff and the data that is being collected on student learning. In addition to sharing technology-based lessons, teachers mentor each other with professional development they have obtained or though knowledge they discover on their own.  For example, Teacher A will attend a professional development course regarding Turning Point Software.  The teacher will attend the course, and then disseminate the knowledge amongst teachers that are interested in learning about the software but did not have time to attend themselves.  Although I consider Northfield to be achieving in technology professional development, I believe we can be exceeding by adjusting the following areas.  Currently, professional development is being made available; however, teachers are not required to participate.  I understand teachers will be more motivated to implement technology if they make the individual decision to participate in the development, however, a system could be established in order that each teacher can learn and present the development instead of the same teachers going to development courses.  I believe a system of professional development is only going to exceed when all teachers are actively participating in meeting their growth needs.

                “…the focus [of professional development] has been primarily on helping teachers learn how to use specific software packages rather than enabling them to reconsider their way of thinking about technology.  Programs that focus exclusively on using specific software lead the accumulation of “inert facts,” as opposed to knowledge integration or application of technology into classroom practice.”  This quote taken from the “Research-Based Professional Development” article written by Chrystalla Mouza accurately describes how I view professional development today.  Criteria should be defined and established to ensure this shift of professional development occurs.  I believe the criteria should be: “…exploring, trying, failing, changing, and adapting.”  If development can focus on these criteria it should enhance teachers’ ability to identify context to implement technology.  The basis of these criteria is that teachers will not only be shown technology, they will be able to find relevance in their own classroom.  Professional development should allow ample time for teachers to development a comfort level with the new technology.

                Administrators should have an active role in professional development for their teachers.  This could be in the form of an individual growth plan that administrators can monitor and provide resources and support as needed.  For example, Teacher A has a component of their growth plan to identify programs or software that are effective in establishing communication outside of the classroom.  During the year, the teacher can explore professional development courses aimed at these goals such as Smartboard, internet wikis, blogs, Facebook, etc.  Also during the year, the administrator can monitor the plan by seeing which technologies have been implemented and discussing with the teacher which technologies have been deemed effective.  To promote this new technology, it should be encouraged by the administrator to share the newfound knowledge with colleagues in order to promote the further effectiveness of the development.