Findings and Recommendations B - Plan for Technology Implementation
Montague Area Public Schools


Section B: Teacher Training in Use and Application of Technology

Situation:

Technology can be used for a variety of purposes in an educational setting. Many of these purposes relate to the use of technology as a tool for developing an understanding of curricular material. If technology is to be used to address content issues, it is important for teachers to become familiar with such technologies in order to find appropriate ways to infuse technology into their pedagogical process.

Research indicates that a variety of training modes must occur in order to advance appropriate and efficient use of technology in the classroom. First, teachers must feel proficient in the use of technology to some degree before they attempt to utilize technology in the classroom. This use includes ability to operate the technology appropriately, ability to respond to minor difficulties which may arise from the use of technology, and ability to recognize and manipulate software for application of the technology to the content area. Secondly, teachers must understand methods of inclusion of technology in the educational process of their own content material. This includes an exposure to a variety of ways that technology might be used to further the learning process of specific content material (i.e. exposure to lesson plans or concepts used by other teachers in similar situations). Finally, teachers must recognize basic concepts of the development of technology in order to plan for the most efficient use of technology in their classroom.

Concerns:

There are a variety of concerns in the MAPS school district regarding training of faculty and staff in technology matters. These include the following:

Time Related Concerns:

Financial Concerns:

Information/Perception Concerns:

Recommendations:

  1. MAPS should attempt to provide teachers in-service training in use of, application of, and planning of technology for educational use. This in-service training should include hands-on training, as well as presentation of information regarding various technologies and their application in the classroom. Supplemental support should be provided, so that teachers may seek out additional help from presenters after the in-service is complete. Due to financial restrictions, primary support for such in-services should be sought from faculty within the district. Such an in-service should be conducted at least once per academic year, preferably once per semester. Such workshops may also include inter-district cooperation with surrounding school districts.
  2. Funding for out-of-district presenters for in-service presentations should be established within a specific line item of the budget for teacher training. Funding may also be achieved through a variety of external sources. This may include negotiations for inter-district presentations to be held at MAPS (modest payment or return of services by those other participating districts), solicitation of local business and community interest to provide funding for such services, or solicitation of such groups in return for in-service training of those participating parties.
  3. MAPS should designate one individual per school to be a information repository and gatherer regarding technology in the short term. This person would be allowed membership (paid by MAPS) in various professional organizations and participation in technology related conferences in order to further collect information regarding technology. Suggested membership in MACUL (Michigan Association of Computer Users in Learning) and ISTE (International Society for Technology in Education) is recommended.
  4. MAPS should subscribe to educational journals relative to technology use in the classroom. These journals should be accessible by all teachers. Teachers should be informed of the contents of these journals as they become available. MAPS should also subscribe to various technical journals to inform faculty, staff, and students of new technologies, and inform potential purchasers of technology of market trends. A list of such journals, documents, and other references is contained in the appendices.
  5. MAPS should encourage use of on-line information retrieval regarding technology use in education. There are a number of on-line sources dedicated to educational issues, which provide accurate, up-to-date information on technical, curricular, and pedagogical issues, as well as external funding sources. A reference manual addressing these issues has been developed for MAPS which includes information on a variety of on-line services, how-to documentation on use of such services as well as hardware and software configuration, and concerns and comments related to use of such services in educational settings.
  6. MAPS should attempt to establish training opportunities for teachers through use of community education classes. MAPS should continue to provide free tuition to those educators taking such classes in the community education project. MAPS should encourage more extensive use of these services to educators in the district.
  7. In order to make most efficient use of outside workshops for educators, MAPS should attempt to develop an application procedure for approval of technology related workshop participation. Teachers may be required to provide materials from such workshops to the technology information repository in order to disseminate information to other educators in the district who do not have the opportunity to attend.
  8. MAPS should attempt to develop a full-time, non-teaching position for a technology coordinator for the district. See Issue: Technology Leadership.
  9. MAPS should attempt to find individuals willing to assist teachers with technology related issues on a part-time, after school basis. This position may be filled by community college students familiar with a variety of technologies, other educators in the district familiar with technology issues, or students showing exceptional proficiency in use of such materials. Due to the growing need for such individuals, this position should be decided by the 1995-96 school year.


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