the relationship between technology resource teachers and the delivery of job embedded professional...

The relationship between Technology Resource Teachers

and the delivery of job embedded professional development

Susan A. Lancaster, Ed.D

Presentation for 2004 Conference on Global

Leadership, Learning and Research July, 2004

Lancaster 2004 2

The study considered factors related to:

(a) the role of technology in education(b) helping teachers learn how to integrate

technology(c) the concept, strengths and weaknesses of job

embedded professional development(d) the adults who work with adults to advance the

use of technology by students(e) the impact of time and leadership with regard to

the overall integration of technology(f) the importance of support for the resource

teachers and technology integration(g) the ways that resource teachers feel they

can improve their role.

Lancaster 2004 3

Participants The study was conducted with twenty district level TRTs who

provided technology training to school personnel

These men and women represented many years of classroom experience, and worked to provide technology training to students and teachers because they believed that technology integration was:

(a) a vital element for students to obtain in order to successfully enter the workplace in the 21st century

(b) capable of developing critical thinking skills

(c) responsible for changing the way a teacher teaches and interacts with students

(d) a factor for exciting, motivating, and involving students

(e) an integral component for life long learning

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All of the participants agreed to the importance of

getting technology into the hands of students.

(a) teachers should not be barriers to allowing the students to integrate technology into their work

(b) technology is a tool which can change instruction

(c) the purpose of technology integration is to prepare students for careers of future

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The interview data revealed these results:

(a) The teacher’s role is to ensure that students have technology rich curriculum experiences.

(b) Technology integration changes the way that teaching occurs

(c) The principal sets the tone in a school as the instructional leader.

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a) Time is an issue when offering technology-related professional development.

b) Technology Resource Teachers can provide training opportunities to teachers during the school day by offering job embedded professional development opportunities.

c) Follow-up is perceived to be a key component in moving teachers toward technology integration. Successful integration of technology resources occurs best when paired with content and curriculum activities.

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Educators can be fairly certain that students who do not have access to the advantages of technology will not have the same experiences, preparation or perspectives as those students who do have access to technology.

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Educators are now obligated to train teachers to adapt and revise their teaching strategies to allow children the opportunity to expand their horizons through the effective use of technology integration.

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Technology training for teachers has

been identified as an important

component of making technology

use by students successful. In order

to successfully prepare teachers the

training should be “of a high

quality and intensive” (NAEP, 1996, p. 34).

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The ultimate goal of infusing

technology into the schools

must be to get students to

learn more. (Solomon, 1998).

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Professional development for

educators must be tied to the

curriculum and sustained by

adequate funding.West (2002) and

Bybbe (2002

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The current literature indicates an

awareness for the shortage of

time allocated to providing

effective technology

professional development. (Sandaham, 2001, Beavers, 2001, Glennan & Melmed, 2000, Smerdon,

et al, 2000)

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Effective use of technology depends on

adequate training of teachers which is

supported by ongoing sessions that

provide the time, support and

opportunity for teachers to reflect on

technology integration in to their

content area classes.

Brand, 1997, Byrom, 2001.

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Teachers are the key in

determining if technology

will be used effectively.

Trotter, 1999

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Questionnaire

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How long have you been a teacher?

_______ Less than one year

_______ 1-2 years

_______ More than 2 years

_______ Not a certified teacher

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How long have you been a teacher?

_______ Less than one year

_______ 1-2 years

_______ More than 2 years 90% _______ Not a certified teacher 10%

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What is your gender?

________Female __________Male

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What is your gender?

75% ___Female 25% ___Male

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What is your age?

________ 21-29

________ 30-39

________ 40-49

________ 50-59

________ 60—over

Lancaster 2004 21

What is your age?

________ 21-29 ________ 30-39 35%________ 40-49 45%________ 50-59 20%________ 60—over

The National Education Association study (2003) lists the median age for all teachers as 46. According to the data collected in 2001, the median age for females in education is 45 and for male the median age is 47.

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What is your subject area? (check all that apply)________ Elementary ________ Middle ________High________ English________ Math ________ Math________ Science ________ Art________ Social Studies ________ Business________ Related Arts ________ Other (please list)

Lancaster 2004 23

What is your subject area? (check all that apply)

55% Elementary 45% Middle 30% High15% Math20% Social Studies10% Business20% Other

The TRTs participating in interviews had been teaching for between three and thirty years and collectively had amassed a total of 305 years in education.

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How long have you been a Technology Resource Teacher?

1-2 years

More than 2 years

Lancaster 2004 25

How long have you been a Technology Resource Teacher?

15% 1-2 years85% More than 2 years

A condition for participation in the study was for the TRT to have been in that position for at least one year.

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What portion of your employment do you spend as a Technology Resource Teacher?

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What portion of your employment do you spend as a Technology Resource Teacher?

100% One hundred percent of the technology

resource teachers who were interviewed work at the district level and worked as a TRT one hundred percent of their time.

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Indicate the % of time spent on each of your tasks as a Technology Resource Teacher (the total should add to 100%).

Attending technology meetings

Providing training for teachers

Providing training for students

Attending training to increase your knowledge

Fixing computer problems

Planning for technology events

Other (please list):

Lancaster 2004 29

Indicate the % of time spent on each of your tasks as a Technology Resource Teacher (the total should add to 100%).

1-10% Attending technology meetings

40-80% Providing training for teachers (17)

1-10% Providing training for students (12)

Lancaster 2004 30

Balance of their time was spent:(a) planning for student showcases(b) planning for and attending conferences (c) planning for and preparing handouts and

training materials(d) planning for and preparing workshops, community interactions and partnerships(e) planning for and preparing school technology

showcases(f) grant writing(g) training school coordinators (h) writing collaborative lessons and other activities related to integrating technology in to curriculum classes

Lancaster 2004 31

Please indicate the technology training you have provided to staff as the Technology Resource Teacher. (check all that apply)

Awareness of Technology ActivitiesE-mail trainingInternet TrainingSoftware TrainingHardware TrainingIntegrated Content TrainingProject Based Technology ActivitiesInterdisciplinary Technology Activities

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Please indicate the technology training you have provided to staff as the Technology Resource Teacher. (check all that apply)

Awareness of Technology Activities

100% E-mail training100% Internet Training100% Software Training 80% Hardware Training 85% Integrated Content Training 95% Project Based Technology Activities 90% Interdisciplinary Technology Activities

Lancaster 2004 33

Likert Scale Questions

D Disagree

SD Somewhat Disagree

SA Somewhat Agree

A Agree

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The computer is an important educational tool

D Disagree


SA Somewhat Agree

A Agree

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The computer is an important educational tool

D Disagree SD Somewhat Disagree SA Somewhat Agree A Agree

100% Agree

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Technology plays a role in strengthening student skills?

D Disagree


SA Somewhat Agree

A Agree

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Technology plays a role in strengthening student skills?


100% Agree

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Technology helps to promote student engagement in the classroom and project based learning?

D Disagree


SA Somewhat Agree

A Agree

Lancaster 2004 39

Technology helps to promote student engagement in the classroom and project based learning?


100% Agree

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Technology contributes to strengthening educational objectives such as engaging students in the classroom activities

D Disagree


SA Somewhat Agree

A Agree

Lancaster 2004 41

Technology contributes to strengthening educational objectives such as engaging students in the classroom activities


100% Agree

Lancaster 2004 42

Technology helps to developing critical thinking

D Disagree


SA Somewhat Agree

A Agree

Lancaster 2004 43

Technology helps to developing critical thinking


80% Agree20% Somewhat Agree

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Technology helps in preparing students for future jobs

D Disagree


SA Somewhat Agree

A Agree

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Technology helps in preparing students for future jobs

D Disagree SD Somewhat Disagree

SA Somewhat Agree A Agree

100% Agree

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Teachers learn differently than students

D Disagree


SA Somewhat Agree

A Agree

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Teachers learn differently than students

15% D Disagree

5% SD Somewhat Disagree

30% SA Somewhat Agree

50% A Agree

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I receive adequate support from my staff

D Disagree

SD Somewhat Disagree SA Somewhat Agree

A Agree

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I receive adequate support from my staff

D Disagree 5% SD Somewhat Disagree

15% SA Somewhat Agree 80% A Agree

TRTs indicated in their written comments that they received adequate support from their district level administrators, but would like more support from principals and teachers.

One respondent indicated that the district administrators strongly support the job that the TRT does. The issue of support from principals was discussed more thoroughly in the interview portion of the conference.

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I could do more technology training if I had more support from my staff

D Disagree SD Somewhat

Disagree SA Somewhat Agree A Agree

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I could do more technology training if I had more support from my staff

20% D Disagree 10% SD Somewhat

Disagree 20% SA Somewhat Agree

45% A Agree

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I receive adequate support from my school administration

D Disagree


SA Somewhat Agree

A Agree

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80% Agree20% Somewhat Agree

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Some of the comments from the TRTs reflected the various levels of support that they received.

• One TRT indicated that the statement regarding adequate support was not applicable.

• Another indicated that the support “could always be better”.

• One TRT indicated that some principals are very supportive and others are not at all supportive.

• Finally, another TRT indicated that the central office offered more support than the individual school principals.

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I could do more technology training if I had more support from my administration

D Disagree


SA Somewhat Agree

A Agree

Lancaster 2004 56

I could do more technology training if I had more support from my administration

20% D Disagree



45% A Agree

Lancaster 2004 57

The TRTs seemed to interpret this question in a variety of ways.

Some respondents indicated that they received as

much support as they could possibly want and that great support was in place already.

Other TRTs replied that they could not possibly do any more than they were currently doing.

Still others indicated in their written comments that they would certainly be able to do more technology training if they had greater support from building level administrators.

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I receive adequate technical support

D Disagree


SA Somewhat Agree

A Agree

Lancaster 2004 59

I receive adequate technical support

D Disagree



65% A Agree

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I receive adequate training to develop my technology skills.

What kind of additional training would you like?

D Disagree


SA Somewhat Agree

A Agree

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I receive adequate training to develop my technology skills.


D Disagree



50% A Agree

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• FrontPage software

• more math related classes

• more integration ideas

• specific applications of software usage and training for strategies,

• more tools and teaching strategies• attending national conferences• media skills• digital editing• distance learning.

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I make a significant contribution to the learning of technology by other teachers

D Disagree


SA Somewhat Agree

A Agree

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I make a significant contribution to the learning of technology by other teachers



One TRT wrote that she makes a difference to those teachers who are willing to participate in her workshops. (She can’t help the folks who do not attend training sessions)

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I make a significant contribution to student learning

D Disagree


SA Somewhat Agree

A Agree

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D Disagree



45% A Agree

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• In the written comments, one TRT indicated that she made a difference through “trickle down”.

• Several other TRTs indicated that they indirectly made a difference by working with the teachers of the students.

• Another TRT wrote that she would like to affect more students by making a contribution to the learning of more students and teachers.

• Another TRT wrote, “I make a significant contribution to student learning to the classes whose teachers utilize me.”

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I receive adequate training to develop my technology skills

D Disagree


SA Somewhat Agree

A Agree

Lancaster 2004 69

I receive adequate training to develop my technology skills

5% D Disagree



75% A Agree

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Technology professional development is most successful when it is offered to teachers after school.



Lancaster 2004 71

Technology professional development is most successful when it is offered to teachers after school.

30% D Disagree



5% A Agree

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Technology professional development is most successful when it is offered to teachers during the summer.



Lancaster 2004 73

Technology professional development is most successful when it is offered to teachers during the summer.

10% D Disagree



20% A Agree

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Technology professional development is most successful when it is offered to teachers during the school day.

D Disagree


SA Somewhat Agree

A Agree

Lancaster 2004 75

Technology professional development is most successful when it is offered to teachers during the school day.

D Disagree



20% A Agree

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Technology professional development is most successful when teachers integrate technology with their content activities.


Lancaster 2004 77

Technology professional development is most successful when teachers integrate technology with their content activities.



Lancaster 2004 78

Technology professional development is most successful when I can work during the school day with teachers and the students on curriculum based projects.


Lancaster 2004 79

Technology professional development is most successful when I can work during the school day with teachers and the students on curriculum based projects.



Lancaster 2004 80

As a Technology Resource Teacher, I am able to work during the school day with teachers and students:

________ 100% of my time ________ 90% of my time________ less than 80 % of my time________ less than 50% of my time________ rarely________ not at all

Lancaster 2004 81

As a Technology Resource Teacher, I am able to work during the school day with teachers and students:

20% 100% of my time 45% 90% of my time15% less than 80 % of my time 5% less than 50% of my time15% rarely

not at all

Lancaster 2004 82

What technology plans do you have for next year?

The answers to this question were varied as TRTs planned to

continue successful programs such as: • Technology Tuesdays for

Teachers

• Better Education Through Standards and Technology Academy

• One-on-one sessions with teachers

• Developing a technology plan for each school

• Assisting all teachers with updating web pages

• Developing a Lesson Plan Template

• Using Accelerated Reader data into a PowerPoint presentation

• Using technology to assist teachers with professional duties and instructional delivery

• Working on personal digital assistants, video conferencing, and technology cadres.

• Developing district wide-units of study using technology

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List other persons/resources that provide support to you as a Technology Resource

Teachers• District Technology Coordinator

• Principals

• Library Media Specialists

• Kentucky Department of Education

• especially from other TRTs

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What is your most important need as a Technology Resource Teacher?

• TIME • a willing attitude from the teachers they were training• more professional development to help advance their own technology knowledge, • a willingness to avoid being spread too thin. • patience

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Based on your experiences, rate the effectiveness of the Technology Resource Teacher program as you know it.

(1 needs work ------5- excellent)

1 2 3 4 5

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Based on your experiences, rate the effectiveness of the Technology Resource

Teacher program as you know it.

(1 needs work ------5- excellent)

1 2 3 4 5

20% 40% 40%

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Additional comments

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Technology is a part of everyday life, the work force and everyday living, although the place where technology is used the least is in schools.

Lancaster 2004 89

Technology must be a part of

education in order for the students

to succeed in the global world.

The whole goal of technology is to

make it a seamless part of

education.

Lancaster 2004 90

If schools do not prepare

students, then students

will not be prepared to be

productive members of

the twenty-first century

work force.

Lancaster 2004 91

Technology makes the

content come alive for the

students and technology

makes it easier to access

information.

Lancaster 2004 92

The computer is a tool

for research both with

the Internet and with

reference software

cds.

Lancaster 2004 93

The challenge is to get past

tool training (learning how

to use the software) and for

technology to be used as a

tool to enhance all of the

content areas in the

curriculum on a daily basis.

Lancaster 2004 94

Technology is a part of our students’

environment and as such technology is a

part of everyday life for this generation.

Technology is not an extra or an add-

on. It is what kids are using at home and

everywhere. Students are using

technology everywhere, except, too

often, at school.

Lancaster 2004 95

Technology in education is a way to get students excited about learning.

Students can access information and communicate globally with others.

Technology is a tool and not a separate subject, technology is a piece of education today.

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Education can not separate technology and school because in the great vision of education, technology is no longer the future; technology is reality now and the charge is for teachers to use technology to support instruction.

Lancaster 2004 97

When teachers prevent students from using technology for school projects and explorations (due to the teacher’s lack of competency or comfort with technology), the students unfortunately are restricted from engaging activities that utilize technology for learning.

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How to integrate technology?

TRTs are teachers first.

TRTs have the content knowledge and expertise in curriculum to help teachers learn not just the software applications, but how technology can be used to enhance content area classes.

Teachers have come to rely on technology every day as a part of their teaching tool kit and technology is a necessity in education.

Lancaster 2004 99

Technology is a part of every vocation and job and “even the UPS guy carries a computer”.

There are hardly any jobs these days that do not require some knowledge or experience with technology.

Schools today are responsible for preparing students for their future and to help prepare the student to live and work and be successful in their life. There is no way around the impact of technology on students when they enter

the work force.

Lancaster 2004 100

Technology changes teaching and has changed the way kids learn.

Students will require a new frame of mind and attitude to meet their future.

Students need to be taught to embrace technology and consider every challenge as “doable” versus considering that challenge to be “impossible”.

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The mission of schools is to prepare students to become productive members of society; thus students must have experiences with technology in any field, because all fields will require the use of technology, and technology will be used in all aspects of the work force.

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Technology is used in the classroom:

• to bring history in to classes -- to allow a visual learner to see history through movie clips and photos from the internet

• to put journalism classes online• to develop house plans with auto cad• to study integrated systems and graphics• to engage in Global Planning Systems (GPS)

for city planning, • to create video productions for local access

cable channel

Lancaster 2004 103

Technology is helping meet the goal of education which is to prepare students as life-long learners.

Lancaster 2004 104

Technology and the

tools related to

education are only as

effective as the

person using them.

Lancaster 2004 105

Job embedded professional development ........

Defined as:

(a) offering training any time, any place (on demand), when anyone calls and asks for assistance

(b) providing support and resources by modeling and offering one-on-one coaching during the day

(c) building on what the teacher needs when ever and where ever the training was requested

Lancaster 2004 106

(d) providing training which occurs during the school day and requires the flexibility to work with the teachers based on their schedule

(e) offering training to teachers during the day when the teachers are ready for it mentally or physically. The training may occur before school, during a teacher’s planning period, online, after school, wherever the teacher needs technology assistance and support

Lancaster 2004 107

(f) assisting so that teachers can learn as they do

(g) helping teachers understand where they can use technology in the curriculum and how to use it in the curriculum

(h) offering technology training where teachers need it, when teachers need it, also known as PD Direct, and how teachers need it,

(i) training with the teacher so that quality outweighs the quantity.

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Most importantly,

job embedded professional development was defined as the best way to provide training for teachers.

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Features of job embedded

(a) follow-up(b) peer interaction(c) mentoring(d) coaching(e) modeling(f) demonstration(g) collaborative problem solving(h) self directed learning

(Hauser, 2002).

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TRTs have experienced the greatest success with job embedded professional development when they focus on

Embedding technology into the content

Work to reach the teacher’s technology weakness by maximizing the teacher’s content strength.

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Technology has the capacity to change the way teachers teach.

One TRT indicated that job embedded professional development has been the most effective type of training that has ever been done.

Job embedded training stays with teachers.

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With job embedded professional development, instead of technology being viewed as one more thing for teachers to do, technology can become a tool to help teachers in their job.

Time is an issue for teachers whose days are full because they have a great deal on their plate.

Lancaster 2004 113

PrincipalsThe principal serves as the instructional leader of

a school and teachers follow the leadership model.

A principal can encourage teachers who are not technology users.

However, without the motivation from the principal, there will be little incentive for the teachers to integrate technology into content area classes.

Lancaster 2004 114

TRTs reported that as the administrators feel more comfortable with technology, they see the need and they understand what is asked of teachers to do with technology.

The TRT often represents a safe person for the administrator to ask for technology assistance and becomes the administrator’s own personal resource.

Lancaster 2004 115

Strengths and Weaknesses of Job Embedded PD

TRTs identified job embedded professional development as the opportunity to offer training that a teacher wants and can use right away.

A weakness of job embedded professional development results from the limitation of having only one TRT in the district. It is impossible for that one person to be everywhere and to meet everyone’s needs.

Lancaster 2004 116

Time

Whether the professional development occurs during the school day, after school, or in the summer, time remains a paramount concern.

Lancaster 2004 117

Follow-up• Follow-up is critical. • The TRT becomes the follow-up tool. • Some teachers will contact the TRT at home, in

the evening, on the weekends, at the ball field, in the grocery store or anywhere a TRT spends time.

• The TRTs realize that they benefit by offering communication as a part of the service.

• Communication includes e-mailing, phone calls, or answering questions.

Lancaster 2004 118

Overview of one District’s Progress in Integrating Technology

(from the perspective of one TRT)

• 10% of the teachers have “got it”.

• Next group includes 30 to 40% of the teachers who are making strides toward integration

• 30 to 40% of the teachers who know they should try but they struggle

• The final 10 % would rather die before using a computer

Lancaster 2004 119

Support

• DTC• LMS• Superintendent• Content Resource Teachers

• With the current budget crisis facing most every school system, if the Superintendent or DTC did not value the work of the TRT, then funding for that job would have been eliminated

Lancaster 2004 120

Training

Training opportunities for TRTs are pretty limited and represent one of the hardest challenges for TRTs

One TRT indicated that in the district, they are the PD most of the time

Lancaster 2004 121

Wish List

• I would ask for a TRT in every building

• Technology to be more reliable

• I would place Smart Boards in every class, have ceiling mounted projection devices, and facilitate learning with Internet and wireless networking. I would create a library media center with electricity and wireless connections

Lancaster 2004 122

• I would wish for more time.• I would wish for more time, time is valuable.

I would also offer more money for teachers’ time, to offer stipends to teachers.

• I would wish for more time, 26 hour days. I always want to learn more

• My wish list would be topped with more patience for everyone!

• I would wish for more professional development training for me, personally.

• I would clone myself to have a technology resource teacher in each school.

Lancaster 2004 123

I would wish for continued support from administrators at the district and school level. We need administrators who know what good integration looks like, we need to open administrator’s eyes, and we need administrators who know how to evaluate teachers with regard to good technology use.

Lancaster 2004 124

Additional thoughts

The role is changing. The focus was originally on technology. Now the focus is on the curriculum. The change which has occurred reflects the integration of technology as a tool for change and the belief that technology should be a part of all lessons. Technology integration is designed to support and enhance instruction.

Lancaster 2004 125

• Students have “grown up” expecting technology to be a part of their world at home and at school.

• One TRT voiced the belief that educators who do not utilize technology, cheat their students.

• Technology integration helps students learn to become more critical thinkers and problem solvers.

• The question of equity in a student’s educational experience is affected by a teacher who does not use technology versus a teacher who does use technology in the classroom.

Lancaster 2004 126

• One TRT indicated that test scores in the district had been disaggregated and analyzed.

• Students who had gone through technology training received higher scores on state assessments.

• Their test scores were higher than the district average, the state average and the students who had not been exposed to technology classes.

• The technology classes had helped students learn problem solving skills which they were able to apply to other areas of their lives.

• The scores on the state assessments reflected those problem solving skills.

• Technology experiences had educated the students about the value of looking for alternative solutions

Lancaster 2004 127

Conclusions

The interviewed group of TRTs unanimously agreed that technology:

(a) plays a role in strengthening student skills

(b) helps promote student engagement in the classroom

(c) contributes to strengthening educational objectives

(d) helps to prepare students for future jobs

Lancaster 2004 128

• Effective technology-related professional development training sessions coupled mastery of technology concepts with content related activities.

• Successful partnerships were being forged between the technology specialists and the curriculum consultants resulting in training which blended technology skills in collaboration with the appropriate curriculum applications.

• Previous models of solely offering tool training were no longer considered an appropriate use of technology training time.

Lancaster 2004 129

• Job embedded professional development, which provides technology training to teachers during the school day, was considered an effective use of time and training for already overworked, stressed teachers.

• By offering on-demand training, the technology resource teachers were able to assist teachers where, when, and how they needed to learn new skills.

• Job embedded professional development allowed TRTs to:

(a) offer one-on-one training for teachers (b) model lessons for students(c) coach teachers(d) collaborate with administrators.

Lancaster 2004 130

• Follow-up to training was consistently mentioned as a key component to successful technology integration.

• Trainers indicated that post training follow-up provided teachers the opportunity to check for understanding and ask additional questions.

• Training without follow-up was deemed to be less effective.

Lancaster 2004 131

• Newer teachers, especially teachers who have grown up with technology, have come to the classroom with the expectation that they will integrate technology in to their content lessons.

• The attitude of the teacher was perceived to be a key factor in both technology integration and successful technology use.

Lancaster 2004 132

Teachers are the key in determining if

technology will be used effectively.

Trotter,

1999

the relationship between technology resource teachers and the delivery of job embedded professional...

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