June 2005 — Features

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One Size Does Not Fit All

By Janice M. Hinson, Kimberly N. Laprairie, and Janet M. Cundiff

The PDT should consider examining technology benchmarks, standards, and other recommendations from professional organizations such as the International Society for Technology in Education. In addition, the PDT should meet with faculty members to discuss their needs and expectations, visit other schools, and consult district technology coordinators. By assessing existing practices, the PDT is empowered to develop a Technology Integration Plan that addresses goals and objectives designed to meet targeted outcomes.

Resources for Developing a Technology Integration Professional Development Initiative
Resource Web Site
Technology Integration - www.sedl.org/pubs/tec26/flash.html

Technology Professional Development - www.ncrel.org/tech/tpd/index.html

Staff Development Guiding Questions - www.ncrel.org/tech/tpd/res/sdtemplate1.htm

Leadership Guidelines - www.sedl.org/change/facilitate/leaders.html

Staff Development Models - www.nsdc.org/library/publications/jsd/sparks104.cfm

Teacher Self-Assessment - www.bham.wednet.edu/technology/documents/staffrevisedmnkto2004.pdf

ISTE National Educational Technology Standards - http://cnets.iste.org

Stage 2: Preparation

As part of the plan, the PDT will make decisions concerning training and implementation. The PDT must also prepare all aspects of the project and determine who will participate, what strategies and delivery modes will be used, and how the initiative will be evaluated. Rather than designing one-size-fits-all professional development sessions, training should be offered at appropriate skill levels so novices and skilled users do not become overwhelmed or bored.

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A teacher self-assessment instrument should be administered to faculty during the preparation phase to determine teachers’ proficiency levels as related to targeted knowledge and skills. Once this has been done, teachers can identify individual goals and objectives, and then choose specific workshops designed to meet their needs. These teachers need access to peer and mentor coaching and should assist in the development of action plans for implementation. Expert teams, consisting of technically competent teachers, also can be used to tutor and mentor individual faculty members on specific strategies and skills.

Once the Technology Integration Plan has been developed, it should be presented to the entire faculty for discussion, modification, and approval at the end of the preparation phase. Remember that input from stakeholders is important to the overall success of the initiative, and if faculty members are involved from the beginning, they will be more supportive and more willing to participate in the process later on. Finally, do not expect everyone to agree with the plan or be willing to participate in the initiative. Michael Fullan (