Creating a Structure for Professional Development: Technology-based Professional Development in a School with Infrastructure Needs.
Needs Assessment
After a lengthy discussion with both my school principal and my site mentor, we feel that technology-based professional development is a key concern because our teachers struggle to use available technology in their classrooms now, and we received new technology during the course of my research. Furthermore, review of the Texas STaR Chart data shows that Plainview High School is merely rated as developing technology in Key Area II: Preparation and Development for the 2010-2011 school year. (TEA, 2011) This is no change from previous years.
During the course of my research and a large reason I am completing my graduate degree, Plainview High School received the Target Tech in Texas (T3) Grant. Because the grant requires a set amount of money used towards professional development in technology and the purchase of the technology itself, professional development seemed a proper area to review due to the results of our campus STaR Chart.
Shortly after receiving our first shipment of new technology equipment we came to find in our school that we lacked the appropriate building infrastructure to connect the new tools in our classrooms. This spurred a review of our building and a needs assessment for infrastructure. In my action research I will review my original plan, and discuss the changes that were necessary due to unforeseen problems with infrastructure.
Objectives and Vision
Three questions shape the foundation of my objective. How can increased technology-based professional development improve the use of technology in the classroom at PHS? How can follow-up sessions improve teacher willingness to use technology? How can follow-up sessions improve classroom use of technology for students? I foresee a faculty and staff on our campus that utilizes all technology correctly and as best suited for their courses. I also see a faculty that has ample support to ask questions and continue learning new ways to utilize all tools in their classroom.
Tools that can be used to measure the objectives can be addressed in several ways. Simple surveys of faculty will be utilized to gain an understanding of teachers technology use in the classroom, their curiosities, and the follow-up of training. PDAS evaluations can also serve as an indicator of increased use of technology, and if paired with the amount of training provided in technology could be used to so a correlation to increased use. Finally, a rating of Advanced or Target Tech in Key Area II of the STaR Chart would also measure the success of the research.
Review of Literature and Strategy
“Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010) In beginning my research, I chose to start by looking at the National Staff Development Council. In doing so I discovered that not only to they seek to encourage teachers, schools, and districts to be involved in meaningful staff development, but they view the best way to do this as the use of professional learning communities. Both our texts refer to PLCs in education. Specifically the text’s supports engaging in PLCs for not only professional development, but also for the use of research and research sharing.
“Professional development for technology use should be an integral part of the school technology plan or an overall school-improvement plan, not just an add-on. Initial inclusion in the technology plan ensures that professional development is considered an essential factor in using technology to improve teaching and learning” (Rodriguez & Knuth, 2000). Plainview ISD does not place technology professional development into its planning. When reviewing this Critical Issue article I found many suggestions on appropriately planning technology professional development into the school-improvement plan. Many of these strategies are what we often connect with core subjects or discipline.
Often teachers fall back on the skills they are familiar with when teaching. New tools in the classroom can stifle innovation. “When teachers are provided with technology professional development focusing primarily on technical skills, they may fall back on technology uses consistent with their existing instructional practices simply because they have not been provided with an alternative vision for the use of technology” (Matzen & Edmunds, 2007). This article looks at professional development for technology that encourages technology use in the classroom by building on a teacher’s prior knowledge, and guiding them to use technology to build on what they teach.
Several people were involved in decision-making during the process of my action research. I worked closely with several campus technology teachers to review common concerns that may not be recognized by the average classroom teacher. I also worked with my campus principal, campus curriculum coordinator, our counselor (acting as grant guarantor), and regional service center staff.
Articulate the Vision
Prior to the beginning of the 2010-2011 school year, I was able to meet with my campus principal to discuss my action research project as a part of my graduate study. I was intrigued by her excitement in my graduate school work. In fact, she suggested the topic of professional development. The only place I truly struggle is in regards to confronting my fellow faculty members. Because of a limited ability to meet with the staff at Plainview High School as a whole, I chose to introduce my research project through a school wide email. While my action research should in fact have a positive impact on students in the classroom and ultimately our community, I have not at this time chosen to articulate my vision to these stakeholders.
Manage the Organization
When working to plan my action research it was important to decide what areas of professional development in technology needed addressed first. I also had to determine where the professional development would be held, as well as who would present on necessary topics. Many aspects of planning were left to our principal and curriculum coordinator, but I was able to discuss ideas for technology professional development. Money was not a consideration in my action research plan. However there was a need to determine time to be given for various workshop or professional development topics. Introductory type items that most individuals are already familiar with require less training time. While workshops devoted to new items such as digital storytelling required several hours and more follow-up. Materials were limited to that which we are familiar with or have access to at Plainview High School, so there was little concern of actual materials outside the few copies. My principal and I also determined various presenters on topics including my presentation on digital storytelling.
Manage Operations
Originally my plan looked at technology-based professional development in forms of the greatest need on campus. I wanted to look at technology in a one computer classroom, use of student response systems, and even Microsoft Office basics. However, after adding a new computer lab our school faced several electrical problems. When this event occurred, teachers were asked for a period of time to limit the number of items plugged in. Finding infrastructure problems led to a pause in my original plan. Because of the found problems, much of my time and research as well as my principal and counselor’s went to further identification of the infrastructure issue as well as ways to fix the issue.
In addressing the secondary issue, we worked closely together with district maintenance and the district technology coordinator. The unique blend of staff members and the equally unique knowledge we brought before the school board not only showed teamwork, but allowed us to convince the district school board that change was necessary for Plainview High School to succeed into the 21st century.
My greatest area of concern is still addressing the lack of interest in or use of technology in the classroom. On our campus there are several teachers who have received new technology, but set it aside because they do not want to use it. Then there are other teachers who desperately seek to have more technology in their classroom. This small war is a tough battle to fight depending on the funds used to purchase the technology.
Community Interest and Needs
Overall, addressing technology through professional development can train teachers to differentiate more successfully in the classroom. The tools also provide teachers with a means of efficacy in the classroom.
My favorite way to differentiate as well as address the needs of the community is currently training and teaching digital storytelling. This Celebrate Texas Storytellers tool allows students to read and write in a whole new way. This is all while leaving a legacy for their friends and family by telling the stories of their families history.
Matzen, N. J. & Edmunds, J. A. (2007). Technology as a catalyst for change: The role of professional development. International Society for Technology in Education. Journal of Research on Technology in Education, 39(4), 417-430.
National Staff Development Council. (2010). Learning communities. Retrieved on July 29, 2010 from http://www.nsdc.org/standards/learningcommunities.cfm
Rodriguez, G., & Knuth, R. (2000). Critical issue: providing professional development for effective technology use. North Central Regional Educational Laboratory. Retrieved from www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm
Texas Education Agency. (2011). Texas campus STaR chart summary. http://starchart2.esc12.net/campusSearchlist.aspx?foryear=20102011&district=plainview&campus=
