September 2002 — Features
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Piloting, Polishing & Perfecting: Creating and Implementing a Technology Staff Development Model
Various approaches to training teachers in the use of classroom technology have been attempted in our central Texas school district. Unfortunately, before 1997, only unstandardized technology training was provided to the district and neither scope nor sequence of training existed. Trainers were doing a good job training the teachers, who were learning some skills, but consistency was lacking. It was difficult to build on skills, because each trainer only did what he or she thought was appropriate for their training. But that changed when the district instituted the Technology Academy.
For several years, 30 teachers spent one Saturday each month learning to use the computer and software provided to them. In return, the Technology Academy gave the teachers desktop computers. The academies worked well, but training 30 teachers a year out of 1,300 was not practical if the ultimate goal was to get all teachers trained. Fortunately, Texas received more than $35 million through the Technology Literacy Challenge Fund to be distributed to school districts in the form of Technology Integration in Education (TIE) grants. These grants were intended to support the integration of technology into teaching and learning, assisting in the advancement of students' technological literacy. The grant application encouraged the formation of collaboratives, inspiring several small districts and private schools to participate in the first year of the three-year endeavor.
The Multiple Access Model was created by providing educators with incentives to participate in training that was accessible when they needed it. Through this model, teachers were able to train in a manner that suited their needs and learning style. Teachers attended training through multiple formats in a multitude of ways. They were able to:
- Attend training at a district training facility;
- Attend on their campuses where a facilitator delivered training;
- Download the training modules from the Web and complete the training at home; and
- Check out a videotape of the training module to view as they completed the training.
As members of this collaborative, teachers were also provided a laptop computer and software.
Basic Technology Training
During the first year of the grant, the Foundations Program was created based on the Apple Classrooms of Tomorrow (ACOT) research. This research identified stages teachers go through as they learn to use technology and incorporate it into their classrooms. The ACOT stages are entry, adoption, adaptation, appropriation and evaluation. The Foundations Program was designed to move teachers through the entry and adoption stages. This model offered the consistency the district needed. A scope and sequence were developed that listed categories in which teachers should be proficient. Specific skills were defined for each category, and training materials were created to match the identified skills. After we determined the appropriate format for the training modules, technology specialists - who were also serving as facilitators - were trained in instructional design principles. Training modules were constructed as the training was being delivered.
