Possible Implications for Professional Development

If my research findings are accurate, then professional development needs to pave the way to help teachers embrace integrating technology and improve on integrating digital technologies into their curriculum.  Here are some characteristics of professional development that will support digital technology integration.  The professional development will:

• Incorporate differentiated trainings for learning styles and abilities;
• Have facilitators who offer non-threatening assistance in multiple ways (phone calls, texts, emails, face-to-face meetings, webinars or drop in help sessions);
• Be designed for a diverse audience, keeping in mind that participants are all at different levels and may never all be at same place;
• Offer multiple ways to teach the same information (one-on-one, small group, large group, online learning, and user groups).

Technology is continuing to advance quickly and it will not be going away.  Teachers are going to have new students each year who are more proficient with digital tools than students the year before.  Along with teachers participating in professional development on technology integration, they need to commit to embracing the fact that 21^st century students thrive on digital tools because that is what they are surrounded by outside our schools’ environment.  Teachers need to jump on board and show commitment toward participating in technology integration professional development. If they do not our education community may start to see:

• Leaders pressuring teachers to incorporate digital tools;
• PTAs, who have helped finance digital tools, possibly wanting to see accountability;
• Students losing engagement and motivation in school;
• Parents frustrated with teachers and schools because they want their children to learn 21^st century skills;
• Upset tax payers who do not see their neighborhood schools proficient in academic standards, who think that maybe utilizing technology would help.

It is time teachers embrace digital tools and enhance their teaching and learning using technology.  It is time for teachers to push aside personal doubts and fears and catch up with the world outside our school walls.

"We don't need no education"

The Big Think blog posted this video, Disengaged Students, today. It reminded me of when I saw Roger Waters perform The Wall Live recently. He actually had students from my neighborhood St. Paul high school sing the chorus.  The Saint Paul Public School District, (my residential district) is facing one of the biggest race achievement gaps in the country. Could technology help with disengaged students. Technology doesn't discriminate. Do you think technology can play a part in improving achievement gaps?

A Professional Development Framework for Technology Integration

            For my school, as a professional development and technology leader, I want to help facilitate professional development on integrating digital technology across all curriculum areas.  I knew from a survey that everyone wanted to integrate technology but there were reasons they did not or felt they could not.  When I return to teaching my goal is to help prepare our digital age students with appropriate future skills and lead successful professional development so all teachers can pave the way for our 21^st century learners. “Successful” defined as teachers walking away from a professional development experience not just with a good idea, but rather an idea that drives immediate technology implementation.

Creating a framework for implementing successful professional development in technology integration for K-4 teachers would be insightful for professional development coordinators, technology specialists, classroom teachers, and administrators. While I created it to help with designing and planning high quality professional development experiences, it could also be used as a rubric to assess a professional development session.

Click on this link to view my Professional Development Framework for Technology Integration.

How could be useful?

The research behind creating high quality professional development

My research conducted through Hamline University used a qualitative approach.  The research method used to collect my data was conducting face-to-face, one-on-one unstructured/exploratory interviews with three people who facilitate professional development with primary teachers on technology integration.

The analyses of the conducted interviews support the idea that there are barriers to any type of change in life.  One point that was made clear to me is when we study schools and technology integration; first and foremost not all schools have equal access to technology. I went in with this idea that even if 100% of schools have access, it varies a lot about what that access means. However, within schools that have access and a wealth of digital resources, all three experts supported that there are two major barriers that are hindering teachers from integrating technology.  One is time and two are teachers’ learning styles and beliefs about how teaching and learning should be structured. Instead of continuously battling these hurdles, the focus of professional development needs to be on continuously supporting teachers to integrate technology.

From the literature and the three interviews, one major finding is that educators need to be exploring technology and teaching to match students’ needs as learners.  These experts recommend that professional development can help encourage teachers to integrate technology if it is differentiated by offering more than a one size fits all approach, showcasing possibilities for implementation and making sure the learner leaves with something tangible he/she can use right away.

Other major findings revealed by the analyses that while strong leadership or administration is important, having a strong support system of on going professional development is crucial.  Forcing teachers to use technology a certain way or be at a certain level in a short period of time is not effective.  These experts recommend that effective ways to motivate teachers to use digital tools is hook them in like teachers strive to grab kids’ attention and if the goal is for teachers to facilitate more than lecture, then our professional development can model this.

The following list highlights 23 characteristics of high quality professional development that were identified from my research. 

* To see this broken down into a PDF table click here.

*To get a sneak preview at the completed framework, click here.

1. PD will clearly identify the objectives and which technology standards it will meet.
2. PD will clearly state and demonstrate possible ways it will lead to increased student achievement.
3. PD will exceed participants’ expectation based on description of session title and style of session participants signed up for. 
4. PD will provide handouts and/or other resources.
5. PD will include work time and time to apply their learning.
6. PD will ensure that participants will walk away with a tangible product (framework, structure, or reproducible) that they can use right away. 
7. PD will shift away from focusing on instruction to focusing more on the learning that will take place as a result from this PD.
8. PD motivates participants by beginning with a “hook” that gets attention regarding this shift. Ideas include showing Did You Know? or Shift Happens?
9. PD includes showcasing examples that encourage real-life connections with students and/or were created by students. Ideas include showing podcasts, blog posts, videos created by students.
10. PD will include strong administrator or leadership support helping facilitate.
11. The leadership support encourages and provides time for learning to continue outside of this PD.
12. PD will respect participants’ ability with using technology by differentiating PD and not designing a one size fits all approach, rather offering various levels and meeting teachers where they are. 
13. The PD will introduce the ways in which technology can be integrated gradually in small steps and expand later through continuous support and training.
14. The same PD or previous beginner level PD will be continuously offered.
15. PD includes various types of grouping to expand learning: vertical K-12, targeted vertical (ex:K-2, 3-5…), across grade levels, specialists, district grade levels, expanded grouping with other, schools in other districts, global grouping with others around the world
16. PD will create small groups of teachers who can work and support each other.

17.  PD will help design a schedule for this group to continually meet, support each other and observe other classrooms using technology in various ways.

18.  PD will include contact information for follow-up help and opportunities for support ranging from whole group to one-on-one.

19. PD will encourage other forms of professional networking.
20. PD will include conversations about pedagogical beliefs explicit about teaching with technology.
21. PD will work with participants on exploring how to keep or change their beliefs.
22. PD will include extensive research on ways for teachers’ beliefs to change so they demonstrate 21^st century teaching styles.
23. Self-assessment tools such as a rubric will be provided to track participants change and growth related to technology integration.

*In any type of PD the facilitators will differentiate the way they work with learners. They will be approachable and offer support in a non-threatening way regardless of participants’ level of skill. 

Why Change? Barriers to Integrating Technology

Most of the literature I read concludes that the schools in the United States are embracing the idea that technology should be used with students yet there are barriers regarding technology integration that are slowing its implementation.

• lack of equipment, not enough time to learn how to use the digital tools, inadequate technology skill levels by both students and teachers, difficulties with scheduling, access to software and the Internet and large class size were the biggest obstacles teachers reported that prevented them from integrating technology (Bauer & Kenton, 2005) (Light, 2007).

• Many teachers earned degrees at a time when educational technology looked very different. These teachers may not appreciate the value of integrating technology or understand its relevance to teaching and learning (Kohler & Mishra, 2009).

• ·         Many teachers are stuck on the fact their students may know more than they do about technology.  (Walker, 2009)

Throughout my teaching, colleagues shared many of those reasons why they were choosing not to integrate digital technologies.  However, there was an additional rationale at my school given by my peers for not integrating digital technologies.  It was the fact that our students were scoring very high on state tests (92% +) from instruction obviously using older tools that still work; overhead projectors, books, video and tape players, dry erase boards, paper, pencils and hands-on manipulatives. Many of my peers have asked why change when things are working? 

Scott McLeod (2008) poses this question on his weblog which confronts that type of thinking, “Given the realities of our modern age and the demands of our children's future, is it really okay to allow teachers to choose whether or not they incorporate digital technologies into their instruction?”

How would you respond?  (Click here to see the response I formed)

Current State of Technology Integration in Primary Classrooms in the U.S

*I know these statistics and years cited look old.  However, technology integration in education may not be a new concept, but it has been slow to change and implement. This information is only gathered so often and when you really get into it, the only place it can go from here is better!

As I began reading literature on technology integration and how schools use digital technology, I found myself asking, “Do all schools have access to technology?” and “Are all schools using technology?”  The U.S. Department of Education’s Fast Facts webpage reported that back in 2006 in U.S. public schools, nearly 100% had Internet access, 94% of instructional rooms had Internet access, and the ratio of students to instructional computers with Internet access was 3.8 to 1.  (And 2006 is an old statistic, imagine what it is today).  If you want more on this topic I suggest checking out Technology Counts 2010, however, for the latest news, Technology Counts 2011 came out in March.

Peggy Ertmer explained back in 2005 that the increased level of access in schools and teacher skills related to technology led to an increase of technology use in classrooms. However, she described many teachers were still leading classrooms in teacher-centered ways which contributes to lower level technology integration. These included basic word processing, improving computer skills, Internet research, and practice drills.  Effective professional development on integrating technology is necessary because only a small percentage of teachers are implementing high-level, student-centered practices (Ertmer, 2005). 

To summarize, today in 2011 schools are equipped with technology and teachers are using it.  However, how technology is used varies across grade levels, buildings, and districts. Revisiting my definition, part of technology integration is when a teacher believes computer technology is necessary for typical instruction rather than being used as an “add-on”. Therefore, in general, most schools have not yet reached integration in classrooms (Bauer & Kenton, 2005).  Some teachers may see technology as a set of tools to facilitate student learning, while others may view using technology as one more thing to add to their plate (Ertmer, 2005).  Depending on the beliefs of the teacher, technology use will be very different and student learning may vary as well (Ertmer, 2005).

Over twenty years ago, Apple Classrooms of Tomorrow found evidence that beliefs about instruction and schools is an underlying factor in teachers’ resistance to change. In 2005, Peggy Ertmer published articles that present that beliefs are still getting in the way. It is now 2011, have things changed?  What do your colleagues believe about technology integration?  Do you think discussing beliefs matters?

Significance of this blog

This blog could be worthwhile for teachers if it sheds light on why using technology with our primary grade students will help them learn 21^st century skills and provide our youngest students with equitable access to technology.  For myself as a teacher, I want to be knowledgeable and have evidence about WHY teachers should be integrating technology. I want to be able to provide concrete examples of how technology can benefit students when asked by parents, colleagues and administrators ask rather than just saying than it is engaging.

This blog could also be useful to other technology leaders who are stumped about how to increase technology integration.  Statistics I found and will share from literature point out some convincing evidence that supports it is a crucial time for teachers to start using advanced technology in their classrooms to keep 21^st century digital learners engaged and providing digital learning opportunities that mirror their life outside of school. If teachers do not know how to do this, Aigner (as cited in Kumka, 2009) emphasizes they cannot just ignore technology and hope it goes away. Rather, it is time to learn through high quality professional development that works because students should be learning from quality teachers who are making learning interesting through using technology.  New twists to current professional development may be the key.

Stick with me while I blog about my research and journey that led me to developing a framework for designing professional development around technology integration. However, if you cannot wait, click here!

Introduction to my research conducted at Hamline University

The calendar year is 2011.  In the United States, digital technology surrounds adults and children in and out of schools.  The types of tools and ways people can use these amazing devices for entertainment and learning are growing and changing at exponential speeds. Schools are equipped with all sorts of digital tools similar to students’ homes for learning and entertainment.  Education journals headline the latest digital technologies that can be used as teaching tools.  Professional magazines and blogs share stories of how teachers integrate technology in classrooms.  Even the U.S. Department of Education (2010) validates that our 24/7 access to the world via the Internet provides limitless opportunities for adults and our students. (See http://www.ed.gov/sites/default/files/netp2010.pdf )

This should not be a surprise because in 1990, Dwyer, Ringstaff and Sandholtz  (1990) of Apple Classrooms of Tomorrow (ACOT) published research demonstrating that “the introduction of technology to classrooms can significantly increase the potential for learning, especially when it is used to support collaboration, information access, and the expression and representation of students’ thoughts and ideas” (p.1).  1990? Yes, you read that correctly, and it was based on ACOT research from 1985-1989.

However, currently in 2011, the reality in many classrooms around the country is that technology is still only being introduced or used periodically. Dwyer et al. (1990) recognized that integrating technology would require an educational change about learning and teaching to gain academic achievement.  Commenting on the pace of educational change, Ringstaff, Kelley, Loesch-Griffin, White and Sandholtz (1991) again emphasized “educational change is typically slow and painstaking” (p. 3) and proposed that professional development needed to include reflecting on teachers’ beliefs about teaching and learning.  Twenty-one years later this is still very relevant because teachers’ integrating digital technology within the curriculum has been catching on slowly and not actually mirroring their students’ lives outside of school.

What is going on in your school? Do classrooms look like classrooms of the past, present or possibly future?

Defining Technology Integration

This blog is discussing technology integration so I figured I should share my definition of this term in my research.  I combined aspects of various definitions (ISTE 2009 Annual Report, Hooper & Rieber, NSDC) to capture four characteristics that a teacher demonstrates when effectively integrating digital technologies. Within these characteristics, there are varying levels but each teacher is striving to meet the highest level of integration over time through practice and professional development.  For the purpose of this blog, technology integration has these four attributes.

1.      The teacher creates a learning environment that utilizes digital technologies throughout the day and across all curriculum areas during typical instruction varying from simple to extreme enhancement of the teaching and learning experience.

2.      Technology use is embedded with standards and goals of lessons and activities rather than an “add-on” to the curriculum.

3.      Students engage with digital technology tools alongside the teacher.

4.      The digital tools have the potential to increase student engagement, motivation to learn and possibly link to student achievement.

As a tool to track progress of these four attributes, the Technology Integration Matrix (TIM) can be used as an online tool or as a PDF.  (Produced by the Florida Center for Instructional Technology,)

            If you “integrate technology” in your classroom, what does it look like?  Does it fit with this description?  Have you used the TIM to assist with your professional development as an individual or staff? I would love to hear how others have actually used it.