Preparing Teachers To Use and Apply Technology:
New Models For A New Era
Richard A. Diem
(The University of Texas at San Antonio, San Antonio, Texas, U.S.A.
diem@lonestar.utsa.edu)
Abstract: The paper presented here discusses the need to develop a
technologically oriented trauning model for K-12 teachers. This model
would have, as its core, a context, process, and content emphasis. To
implement the type of design discussed, a series of training modules
that incorporate context, process, and content are developed. Each is
patterned for specific school needs and rescources. Implementation
strategies are also included. Key Words: Professional Development, Inservice Training Models,
Technological Integration
1 Introduction
The integration of computers and telecommunications into primary and
secondary education has become a high priority for schools world
wide. A wealth of initiatives are currently being funded by federal,
state, and local governments, as well as private industries, to bring
a variety of these technologies into the K-12 schools. It is estimated
that $4.1 billion dollars, or $92.70 per student, will be spent on
educational technology in the United States alone during the 1996-97
school year [Quality Education Data, 1996]. Building an infrastructure
to support these activities has been both a technological and fiscal
trial for these entities. Parallel to these efforts has been the
additional challenge of training a core of teachers, and support
staff, that understand how to use the technology, when to use the
technology, and the types of technological applications that are
amenable to the myriad of classroom environments that appear in
schools [Warren, G.P. and Seaton, J.M. 1996]. Spurring this on has been the ongoing evolution of various types of
media for classroom use [Dede, 1996]. For example, the Internet now
allows us to readily reach wider, more diverse learning based
audiences. What will this mean for both teachers and students ? How
teachers learn to use this tool, as well as the development of new
learning and thinking processes based on representations like language
and imagery and the new types of instructional messages we can now
exchange with students is one of the great challenges now facing
educators [Dede, 1996]. These new forms of distributed learning are also leading to a
reconceptualization of education's mission, clients, process, and
content [Dede, 1996]. This new instructional paradigm, based on shifts
in what learners need, is centered on preparation for future
technological advancements as well as the development of new
capabilities in the pedagogical repertoire of teachers. To prepare
teachers, both in preservice and inservice situations, for these new
learning venues a different type of training model needs to evolve. Page 711
2 Training for Change
Research indicates that there are three key dimensions embedded in
effective training models -- context, process, and content [NSDC and
NAESP, 1995]. Context addresses the organization and culture in which
training occurs. Process refers to the ways in which training is
organized and delivered. Content refers to the knowledge and skills
that will be delivered through training. The following offer a
combination of context, process, and content factors that can evolve
into a distinctive model for technological training.
3 Context
Within any organization, and school culture, the ways in which change
is addressed is key to its acceptance. This is especially true in
terms of technology [Negroponte, 1995]. Within the context paradigm
effective leadership becomes especially critical to the success of
training and eventual use of technology within school environments. In addressing this dimension, Guskey, 1994 and Sparks, 1995 note that
if technological innovations are to flourish a strong school leader
with a vision for the school community must be in evidence. This
individual must value the active participation of teachers in
leadership roles if technology is to become part of their school's
daily practices. This person also needs to hire teachers who assume
active leadership in both hardware acquisition and training
development. In turn, as these two factors begin to arise, the
facilitation of school-wide goals through active processes that result
in acceptance of technology as a useful classroom tool on an ongoing
basis will also begin to emerge.
4 Processes
There are a number of processes that appear to result in effective
technological training initiatives. At the head of these are the
teachers and leaders within schools that can create a collaboratively
formed vision for a school based on its unique strengths and its
particular technological needs. These individuals need to be
encouraged, by their leaders and their vision, to identify their
environmental focus for their technological training needs. These teachers, leaders and learners, in collaboration, can then
create a professional development plan based on the school's
technological vision. This plan needs to respond to the overall
community's technological needs the school serves, be based on the
school's focus and the teacher's and learners strengths and
needs. Inherent in this are a variety of delivery models for training
including: traditional courses, informal sessions facilitated by
diverse experts, peer led sessions, traditional inservice sessions,
and the use of distance learning resources. In addition, to be truly
effective, the progress of this training plan needs to be constantly
monitored and refined
5 Content
Without a focus for collaboration, efforts too easily become diffuse
and have no significant impact. It is critical that the focus be
identified, collaboratively, by each, individual, school
environment. Thus, the content of training is unique to each
educational situation, and grows directly from the vision and
concomitant focus of Page 712
each school. This should include a holistic view of technology and how
it might "fit" into the school's short and long range plans for its
learners. This segment of the model bases its success on student
achievement. For example if a school's content vision was on the
improvement of reading, the training for and primary use of technology
would be in this area. Agreed upon measures to gauge these efforts
would be part of the goals and objectives of the overall school
training plan.
6 A Training Model
To realize the type of training discussed above, an intensive,
systematic program in which participants assume leadership roles is
necessary. This idea incorporates the notion that in order to improve
educational outcomes, the knowledge and skills of teachers and
administrators must be continually upgraded so that they are better
able to perform their assigned roles (Sashkin and Egermeier,
1993). This effort needs to be longitudinal, (in the sense that change
will not occur overnight) as well as interwoven within other plans
that the school might have for change and restructuring. Further, in
order for it to succeed, the process should also be part of an overall
school wide strategy for professional and institutional reforms
[Fullan, 1990]. In sum, the overall goals of this design are: (1). assisting
instructors in acquiring the understandings and strategies needed to
integrate technology in classrooms; (2). applying proven technologies
to systematically improve student performance and achievement;
(3). increasing accessibility to a variety of traditional and
non-traditional technologies; and (4). training a core of instructors
in each school setting that can assist others in attaining these
objectives.
7 Stages of Development
To implement the type of design discussed above, a series of training
modules that incorporate context, process, and content need to be
developed. Below are a set of examples of these. Each incorporates the
constructs and ideas previously presented. For maximum effect, each
should be patterned for specific school needs and resources. Any, and
all, might be modified and adjusted as situations change. Module 1: In this module teachers learn how to use technology for
record-keeping, word processing and other basic computational
operations. Here, teachers get first hand experience in both
application and problem-solving situations. As part of this process, a
learning environment that values and encourages teachers to review and
learn how to use a variety of technologies by establishing
developmental/demonstration facilities needs to be encouraged through
curricular and administrative leadership efforts. Exploring the use of
emerging technologies, in individual and group efforts, are also
advocated. Module 2: Technological applications are extended into the classroom
at this stage as teachers select, use, and evaluate commercially
developed software as lesson extensions. This becomes critical as one
notes that over the past decade there has been a proliferation of
software packages. While reviews of these products are available from
a variety of sources it has become a challenge to understand if any of
this software works as advertised and if the content applies to
individual teacher needs. Within this module teachers need to become
proficient at curricular decision making, application, and evaluation
through a systematic assessment process. Page 713
Module 3: At this level teachers begin to tailor various types of
technology to address specific content and curriculum goals. They also
begin to develop their own technologically-driven instructional
paradigms to provide a basis for classroom activities. Within this
context, teachers now begin to assume the role of an instructional
design team. They learn how to break down and analyze student
instructional needs and apply technological solutions. For example,
what are the most effective ways to use technology in a social studies
classroom when the content is the right to privacy ? How can
technology demonstrate this concept most effectively ? Module 4: This phase allows for teachers to involve students in
open-ended projects which require exploration and
investigation. Within this context teachers encourage students to use
telecommunications and electronically stored information as well as
traditional resources to facilitate research. Such projects will allow
for a refining of the understanding of course concepts and compel
students to formulate hypotheses and begin to draw their own
conclusions. Compiling their findings in various technological and
multimedia presentations will let students practice the skills of data
organization, analysis, and decision making. Module 5: In order to fully integrate technology in their school
setting, teachers in this module will learn how to utilize diverse
models of instruction that can capitalize on technology. This includes
co-operative learning, inquiry, and independent study. Instructors,
in this setting, will learn that technology can be used as part of
disparate instructional devices and not necessarily only within the
environment of a computer laboratory. Module 6: The understanding of how to apply technology to the needs of
diverse student populations, including those intellectually,
emotionally, and physically handicapped, as well as those whose first
language is not English, is the focus here. Learning how to use
technology for diverse populations has taken on new meaning with the
adoption of inclusion of these populations in regular classrooms as
part of most state and local school district policies in the United
States. As student populations continue to change, applying technology
for differential learning situations will become increasingly
important.
8 Implementation Strategies
To introduce these ideas in a K-12 school setting several thoughts
need to be kept at the forefront. First, it should never be forgotten
that the "what" of schooling is defined by the education community
within the community at large. Therefore, if technology is to be truly
a part of the instructional schema of any school, it must be part of
the community as a whole. As part of this, all the stakeholders, within and outside the actual
school buildings, must be responsible for evaluating the success of
technology. School doors must be thrown open and all invited inside to
share. This means incorporating technological skills, training, and
hardware, within a broad, instead of a narrow population. Finally, it must be understood that learning takes many forms. It can
be distributed in time and space, and has become accessible in many
ways. Technology has allowed Page 714
it to occur when and where learners want it, hindered only by the
adequacy of local and remote resources. This is a fundamental shift in
information flow and will cause major shifts in the ways we obtain
knowledge. If technology training is to have any direct meaning to its
participants, this new directionality of instruction must be
incorporated in its prototypes.
9 Concluding Thoughts
Systemic change is always difficult. It is especially difficult when
the opportunities for change include technology and
education. Historically, there has been a temptation to believe, at
least in the United States, that solving the educational problems of
the late twentieth century has somehow been centered in a school
environment's lack of technological hardware. As such, the root of the
solution rested simply with putting more and better technology in
classrooms. We have learned, time and again, however, that simply
acquiring hardware will not in itself assist teachers in improving
themselves and the performances of their students. Rather, the basis
for real change in the culture of schools rests in what we do with the
technology, how we place it in classrooms, what software we install
for teacher and student use, and, most importantly, how we support and
develop teachers who will harness the tools of technology for the
betterment of their students. The continuous advances in technology over the past two decades have
radically altered our access to information, facilitating prospects
for a truly world-wide community of learners. The growing number of
computers in schools and the rapid proliferation of instructional
software, coupled with the rich educational content being added to the
Internet on a daily basis, have the potential to provide an effective
and exciting learning environment for teachers and students alike
world-wide. All this rests upon several premises, not the least of which is
continual, developmental based training. Without knowing how to apply
and use the hardware, any new technological breakthroughs will be
meaningless and without structure.
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