Staff Development for Technology Integration in the Classroom

In order for staff development and technology integration to be successful, you “need a vision of technology…hands-on experiences with technology” (LeBaron & Collier, 2001, p. 61). This quote summarizes Collier’s article well and also forms the foundation of a strategy schools and faculty should build upon.

Looking at the bulleted list on page 62 and employing such a list in the promotion of staff development is very effective (LeBaron & Collier, 2001). For faculty to have a chance in viewing real lessons, get involved in staff development exercises and be instructed upon strategies and new technologies to use in the classroom is invaluable to the educational process (LeBaron & Collier, 2001).

Technology mentors are also invaluable to the educational process. Mentors help teachers create or “see” the vision; then those teachers can begin to foster that vision in their classroom and lessons. Awareness becomes a large portion of the vision, almost born from the vision and the awareness helps technology become part of a daily routine in instruction. With assistance, the daily routine is easier (of course) and those that are skilled in technology use can be a tremendous help in carrying out our lessons and making technology part of everyday use.

Students are also a vital part of technology integration/use and success, as they are often very familiar with many technology tools. Greenhow, a researcher cited in Collier’s article, employed a great idea that involved technology, the writing process, teachers and students (LeBaron & Collier, 2001). Preparation in technology use, training, student participation, tremendous teacher involvement, were all part of Greenhow’s plan, which successfully involved the community as well (LeBaron & Collier, 2001). She had great ideals and carried her ideals out effectively, making another great stride in technology integration.

The above paragraphs summarize some great information found in Collier’s article. I only wish I could say my school applies the same strategies when it comes to professional development and awareness/vision. Coughlin, another researcher mentioned in Collier’s article, makes great sense: ‘Bringing technology-enriched opportunities to students…requires that schools be intentional in their implementation of technology, that they have clear and defensible student learning goals that they will support through a specific and well-designed use of educational technology’ (Coughlin, 1999, p.23). If everyone was “on-board” with such thoughts, technology integration would be a guarantee but these plans take a lot of work and support.

It all goes back to vision. We, as teachers, do not have much time to spare. But some technology allows for more efficiency and will actually give us more time. We just need to share the vision and start making the vision come alive within our lessons, among our students, faculty and community. Then technology integration will naturally become part of the professional development and our learning communities.

References:
Collier, C. (2001). Staff development for technology integration in the classroom. In LeBaron, J.F. & Collier, C. (eds.) Technology in its place: Successful technology infusion in schools. San Francisco, CA: Jossey-Bass.

Couglin, E. (1999). Professional Competencies for the Digital Age Classroom. Learning and
Leading with Technology, 27(3), 22-27.