April 2003 — Features
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Technology for Charter Schools Too: A Team-Based Training Model
Be prepared for all skill levels. As part of the pre-assessment for the grant, administrator technology competency was evaluated. This data was collected to identify a need for the grant. It was also intended to help group administrators in training classes based on similar skill levels. As it turned out, the administrator schedules dictated that the training groups and the skill levels in all classes were highly varied. This worked to the benefit of the training, because while a few administrators voiced their concern that some of the content was too basic, most thought the collaboration between participants with different knowledge bases was a positive and helpful element of the training. It is recommended that administrators receive time for collegial discussions to allow for this transfer of knowledge. This project could have done a better job of addressing the needs of the more advanced participants. And it is recommended that others address this in their training offerings.
Incorporate hands-on activities. In both training strands, participants used technology in some way each day. Participants found this very helpful, as they were able to learn by doing in many instances. This may seem obvious to some, but there are many training programs that involve more demonstration than actual participation. Further, wherever possible, the training should easily transfer to the classroom instruction. And activities should result in lessons or activities that teachers can use with their students.
A Collaborative Effort
Starting up a new school with novel goals and introducing technology into its administrative and curricular operations are challenges. With planning and hard work there will be successes, but there will also be problems. It's important to have a technology plan with a high degree of buy-in from staff, parents and the community served. However, commitment to implement that plan from only one group is not enough. Success will not stem from only teacher professional development or new equipment purchases, but from a collaborative effort.
The leaders of a school must play a major role in the technology implementation. School leaders must know how to build that collaboration and allow their staff to prosper. Leaders must not only delegate and share the responsibilities for technology in their school, they must also model and direct technology initiatives. Focusing on both the teacher and administrative levels is a much more strategic approach than simply focusing on only one level.
For more information about Minnesota's education technology initiatives, contact Mary Mehsikomer at Mary.Mehsikomer@state.mn.us.
If you have any questions or comments regarding this article, please e-mail the authors:
Daniel Wendol, Vivid Education Corp., St. Paul, MN
wendol@vived.com
Tom King, Ph.D., University of St. Thomas, Minneapolis, MN
dtking@stthomas.edu
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