As a teacher, there are certain areas where I feel that I am an expert in what I do. Differentiating instruction in reading and math, and providing challenging, meaningful work for my gifted and talented students are two of these areas. Part of the reason that I feel so prepared to do these things is because I can rely on technology to help me. There are software programs available for teaching and reinforcing remedial skills, there are databases available for my students to learn and research on their own, and there are programs that let me track my students’ progress and ability levels in data tables and other presentation styles.
The reason that I am so prepared to do these things is because I had a recent, very enriching college experience which taught me how to incorporate technology into my classroom. In college, I took online classes, participated in webinars and other online learning opportunities, compiled an internet portfolio of all of my work throughout the four years, and did numerous smaller projects to reinforce these skills.
What about the teachers who graduated from college 20 years ago, or more? How have they been taught to use technology in their classrooms? Where will I be 20 years from now when technology has changed and evolved and I am out of the loop?
This is what is happening across our state and at my campus specifically. According to the STaR Chart, a technology survey for campuses across our state, this is an area that is in need of improvement. While the scores at my campus and in the state have improved over the last 3 years, it is not a significant improvement. More than anything, this area seems to be a little stagnant of growth. Teachers do not feel as though they are receiving enough staff development to help them be competent in facilitating the integration of technology into their classrooms. Many teachers feel that the staff development that they actually are receiving is not of the caliber that it should be. While teaching teachers how to use it themselves is important, what we are really lacking are sessions that teacher them how to let their students use it. Teachers need meaningful, hands-on staff development in which they can learn how to integrate technology on a regular basis and across all subject areas. This training needs to extend beyond their teacher preparation programs and into their continuing education through district-provided staff development. If we had more of this, there would be less “fear of the unknown,” and our students would benefit greatly.
The Long-range plan for technology, 2006-2020. (2006). Texas Education Agency. Retrieved from
http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html.
School technology and readiness. (2009). Texas Education Agency. Retrieved from
http://starchart.esc12.net/.
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Meagan,
ReplyDeleteI enjoyed reading your opinion on "Educator Preparation and Development", and I agree with the point you made on continuing education for all teachers. I remember the start of the technology emphasis, with training only being provided for core classroom teachers. Now there is a sense of panic, as results of technology assessments, which has determined low levels of technology implementation throughout the district. Now the district is scrambling to provide addiquate staff development on a 'need to know now' basis. We have fallen behind with instructional technology, and now we are cramming to catch up.
Mark Faldyn