September 2002 — Features
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Piloting, Polishing & Perfecting: Creating and Implementing a Technology Staff Development Model
TIE Program Summary
The following is a summary of the major themes for the first three years of the grant project.
The first year of the TIE program resulted in a general increase in the frequency of technology utilization during the course of the project. This was evidenced by the pre- and post-technology questionnaires. Interviews indicated that the teachers were eager learners and faithfully attempted to use their new technology skills. Furthermore, facilitators expressed a need to continue with additional technology training and support for teachers. In addition, the evaluation team discovered that information from the participant logs indicated campus trends in technology utilization. Schools reported that the majority of computer usage was at the training and practice levels, while participant logs indicated the computers were used mostly for administrative purposes.
Information gathered by the evaluation team during the second year of the grant showed that teachers had become more comfortable in their use of the computer. The questionnaires also indicated that teachers increased their use of the computer for writing lesson plans, logging grades and personal use. Participant logs showed that teachers appreciated the training and saw benefits of applying the module activities with their students. In addition, facilitators expressed strong support for the computer training they received as a result of the TIE grant. They also expressed the desire for more opportunities to informally share training strategies, facilitation strategies and development of training modules. The interviews revealed that facilitators supported the idea of administrators participating in similar technology training. However, the participants and facilitators during the second year had some complaints. Participant logs showed that many teachers were dissatisfied with computer break downs, computer repairs and return time of their computers, which significantly hampered training.
In year three, the technology questionnaires indicated that TIE technology training was the impetus for teachers desiring additional technology training opportunities. The technology questionnaires also indicated that most teachers felt at ease in augmenting class instruction with computer technology. Participant logs indicated teachers increasingly used the computer for different areas of classroom instruction. Additional benefits of the three-year TIE grant revealed that many viewed the grant as an opportunity for more widespread networking with teachers across school districts in Texas. Participants also were grateful for the skills provided to them through TIE training and mentoring.
