Who Are the Best Teachers of Teachers? Just ask teachers about their learning. Who inspired them to become a teacher? Who helped them when they became a teacher? To whom do they constantly turn for advice? Where do they get many of their ideas?

The answer most given is almost universal -- other teachers. These role models might be the teacher across the hall, a master teacher in their school district, a teacher who taught them years ago, or a teacher they heard at a convention or even on television or in a videotape. There are, of course, school administrators, students and specialists such as librarians and technology people who have helped, but when teachers are looking for that "just right" inspiration, other teachers can't be beat.

It makes sense. Other teachers know. They are aware of the demands on time and talent. Although no two teachers teach in exactly the same way, they understand what is possible for each other and how to make what seems impossible possible. Teachers recognize those who are exceptional teachers and copy them in their own way. They model what successful teachers are doing and reshape the methods to fit their unique style. Although they may participate in conferences, graduate courses and inservice sessions, most teachers attribute their successes in teaching to ideas and methods gathered from colleagues. No where is this more obvious than in learning how to use technologies and how to integrate them into the curriculum. Let's face it, most schools have never had the luxury of hiring a staff of professionally trained computer experts like industry does to set everything up, train everyone who needs to learn how to use the technologies, keep everything running and provide individualized help when needed. And even if they had this staff of technical experts, the lion's share of teachers' learning would still come from other teachers because computer engineers aren't experts in education and teaching children.

The problem with this method of teacher development, particularly on the use of technologies in the classroom, is that it is often limited to learning from teachers within a school or school district. There simply are not that many opportunities for teachers to observe other talented teachers in action. Even in their own school, time considerations and conflicting schedules hamper learning. Furthermore, while some schools have teachers who do outstanding work with technologies, other schools lack role models in this area for teachers to observe to learn better ways to use technologies in the classroom.

As Sally Bowman Alden, Executive Director of the Computer Learning Foundation, stated, "No longer do we have the problem of turning educators on to using technologies. Teachers and school administrators are eager to move forward in their use of computers in their classrooms. Now the challenge is finding the time and most efficient methods for showing teachers how to make the best use of the equipment they have in their classrooms." Handy how-to technology brochures like those from Children's Software Press and resource materials like those the Computer Learning Foundation offers are great. However, they will never replace the power of seeing another educator in action or observing something visually step-by-step. Teachers are like their students. If they read something or hear something, they may get part of it, but if they see it and experience it, we increase the chances that they will master it and expand upon it.

Over the years, the Computer Learning Foundation has provided leadership in bringing responsible uses of computers and related technologies into classrooms. By hosting Computer Learning Month each October since 1987 and calling for, rewarding and showcasing the best, the Foundation has not only encouraged best practices in this field, but also disseminated information that teachers and schools can use for modeling. Last year the Foundation gathered, through its one of its Computer Learning Month competitions, information on outstanding professional development programs. These professional development ideas provide a solid foundation for the Computer Learning Foundation's theme this year of Teachers Teaching Teachers. This year the Foundation is sponsoring competitions and sweepstakes during Computer Learning Month that focus on using new and powerful technology tools like Desktop Movies not only to improve children's learning, but very importantly, to expand dissemination of the best techniques in teaching and in helping teachers learn. The Foundation believes that Desktop Movies can have a significant impact, as teachers everywhere can see these techniques in action.

To help you with ideas for teacher development and to expand your understanding of some of the newest technologies, we are sharing highlights of some of the exciting professional development programs submitted to the Foundation last year. You'll also want to read our digital video article with introductory information and web links to increase your understanding of the value of and how to develop digital videos for teacher development and classroom learning.

Digital Workshops in Iowa: Classroom teacher Peggy Steffen, Ottumwa High School, Ottumwa, Iowa, expanded upon her knowledge of digital imaging by achieving Instructor Status in the IPT (Image Processing for Teaching) program. Developed by the Center for Image Processing at the University of Arizona, the curriculum is based upon NIH Image, an easy-to-use image analysis program. Steffen, as an instructor, was then able to provide workshops to teach other teachers the value of digital imaging in their teaching. As of the end of Summer 2000, teachers in sixteen school districts from all grade levels have received this inservice opportunity.

Working on Power Macintosh and Compaq computers, along with a variety of cameras, teachers experimented with digital technologies for use in a classroom setting. During the two-day sessions, they practiced with digital cameras, scanners, video cameras and video microscopes and edited still and video projects. Examples were presented of how videotape, NIH image and computer projects can help students understand science concepts and answer questions, including such topics as: "What is the effect of different fin arrangements on the trajectories of model rockets?" and "What antibacterial soap is most effective at killing common hand bacteria?" Best of all, the teachers had the opportunity to use their knowledge in these sessions to create their own materials to use in their classrooms.

Building Integrated Web Sites in Colorado: Stacy Libal, a second grade teacher, teamed with media specialist Patty McNeely at Mary Blair Elementary in Loveland, Colorado, to provide professional development for fellow faculty members. Seeing that there was little time for anyone to move forward in staff development related to technologies, they took the initiative to provide their own nonthreatening, fun teaching environment to encourage effective use of the Internet. When they asked faculty members about types of inservice that would help, the response was: flexible, inexpensive, individualized, time-sensitive and applicable. As a result, Libal and Blair developed online lessons that teachers could use when and as they wished, scheduled twice-a-week individual sessions for those who participated and used email to keep in touch with the individuals. Using these techniques, faculty members who started with little knowledge of technology or the Internet became able to develop a Web page and to provide Web-based activities for their classroom. Take a look at some of the lessons.

Online Support of School-Level Training in Tennessee: Like Libal and McNeely, Susan Brooks, Technology Coordinator at Cherokee Elementary, and Bill Byles, Staff Development Coordinator for the Memphis City Schools, knew that using the Internet provided a key to helping teachers get the training they need. They realized that scheduling inservice sessions was a problem both for them and for their teachers. There simply wasn't enough time to accomplish what they wanted to do. As a result, Brooks and Byles developed an online training session with practice modules and offered integrated lessons and handouts teachers could download to use in their classrooms. These online sessions and materials, together with school-based sessions, hands-on practice and small group help combined to offer the flexibility needed to help teachers make use of both the Internet and multimedia. To view some of the inservice material, visit their district site.

Professional Development in North Carolina: Noticing that many teachers were only using their computers for grading and word processing, educator Marlene Sanges of North Stanly High School in New London, North Carolina, decided that something had to be done about this waste of potential. Realizing that there was so much more that could be done with North Stanly's technology equipment, Sanges volunteered to teach a workshop. She didn't just teach, however. When teachers complained that their computers didn't work, she knew that without working computers the workshop would fail. Therefore, she went to each teacher's room to replace batteries, run utilities and first aid programs, rebuild desktops and update software. After that, she led the teachers in basic troubleshooting, updating and cleaning of their computers. "It scared the daylights out of them to remove the cover [of their computer], but I finally convinced them that if they followed my directions they would do no harm," Sanges remembers.

Then, with the computers ready and the teachers ready to keep them in working condition, learning to create multimedia presentations began. Teachers used programs they already had on their computers and were often surprised to learn the software to create multimedia presentations had been on their computers all along. Sanges believed it was important for teachers to learn on their own computers. To accomplish this, Sanges used live closed-circuit video, allowing teachers to remain in their own classrooms. Teachers watched Sanges' live video instruction on a video monitor in their classrooms while using their own computers to learn to create multimedia presentations. Individual questions during the session were answered by email while issues and problems that related to all the teachers were discussed via the live video presentation.

Two Teachers Together with Technology (4T) in New York: Michael Greene, Educational Technologist for Niskayuna Central Schools in Schenectady, New York, realized that many teachers were not integrating the technology skills they learned in traditional training courses into their classroom instruction. As Greene says, "What these teachers required was long-term, one-on-one support aligned specifically with their curricular needs." Greene also speculated that "this support would be more effective if it was supplied by a peer with whom the particular teacher had a comfortable working relationship." It was from this understanding that Greene created his 4T Program for instruction.

The program involves having teachers apply to participate in pairs which, according to Greene, "results in more successful and synergistic partnerships." One member of the pair is a teacher who wants to improve technology skills for classroom use, while the other is willing to share technology expertise. The "teacher" in the pair doesn't have to be an expert in technologies. Rather, he or she only needs to have a good understanding of teaching and basic computer skills. Greene monitors the program and maintains regular, mostly electronic communication with the pairs. Incentives for the 4T staff development model include technical and curricular support from Greene, inservice credits and funding for resources required to meet the goals set for the pair. Teacher participants thoroughly enjoyed the 4T program. "It was," according to one, "a life saver." Several suggested the district should offer more programs like 4T, but most of all, they applauded the opportunity for collaboration.

Em-Powerpoint-ing Foreign Language Teachers! in Colorado: At the Fountain Valley School foreign language classes were canceled for a day while teachers learned how to put their classroom computers to use in their courses. Although the teaching was directed to foreign language faculty, Director of Technology Charity Peak invited other teachers to observe when they had time free.

The emphasis was on how and why multimedia presentations should be used in foreign language teaching. To do this, "a well-respected, technology-savvy French teacher from a neighboring district" came in to show how she uses Microsoft's PowerPoint software with her classes. Her many suggestions, concrete lesson examples and real-life anecdotes about perseverance demonstrated the endless possibilities of using the computer for learning. Peak then helped the teachers understand how to plan a presentation and helped them develop their own presentations to use in the following week's teaching. Besides learning to use multimedia in their classes, Peak observed that the teachers felt a renewed interest in learning new teaching and assessment methods they could use in their foreign language classes.

Professional Development for a New Era in New Jersey: June Ramondetta, Computer Supervisor for Washington Township Public Schools in Sewell, New Jersey, used ISTE standards to assess her teachers' skill levels in basic technology operations and concepts, personal and professional use of technology and application of technology in instruction. Following the assessment, a site-based staff development team was created for each school and workshops were scheduled to address each school's individual needs. In addition, a district team planned staff development days for all of their schools with the assistance of Rowan University School of Education. As Ramondetta says, "The classes were tailored to the needs of the district and the teachers, using computers which were set up the same way as the ones on their desks." The partnership with the University also led to the creation of a new graduate course, "Instructional Applications of Computers." In addition, an after-hours Computer Institute offered twenty-five different workshops and classes for district staff members. Workshops included basic computer skills; Internet use; using Apple Secondary Reference Kits to demonstrate effective use of multimedia in the classroom; digital camera operation; and paint, hypermedia, presentation, digital and spreadsheet, etc. software. New curriculum guides, including a technology component were developed for the district.

What We Learned about Professional Development for Educational Technology

Excellent staff development ideas were abundant among last year's contest entries. They also consistently showed what teachers need and want and what works. The basic ingredients of an effective program seem to be:

• Find out what teachers need to know.

• Give teachers the equipment and support to learn.

• Provide convenient scheduling for sessions, perhaps learning in mini-sessions, learning before and after school, summer camp sessions, on-going seminars, live videofeed to classrooms, etc.

• Use online lessons, directions and examples to supplement instruction so that teachers can learn and practice at their convenience.

• Use email for keeping in touch during and after the learning.

• Individualize as much as possible.

• Make the learning applicable to the equipment teachers have in their classroom, and make sure their equipment works.

• Provide concrete examples teachers can use or modify to fit their classroom situation.

• Provide hands-on experiences. Have teachers create lessons, presentations or materials they can use right away.

• Showcase excellent teaching techniques related to technologies. Honor teachers by sharing their ideas and work with other teachers.

• Help teachers understand where they can get help not only from school personnel but also from online communities.

• Schedule on-going staff development opportunities. Let teachers know learning must continue.

• Most importantly, have teachers teach teachers.

Teachers Teaching Teachers

What we are hearing then is that in order to offer the most effective professional development for technology use in classroom we have to provide opportunities for our best teachers to lead the way. We don't want to take these teachers out of the classroom because working with students is what they do best. But we do want to showcase their teaching skills and let others learn from them.

As we learn, we question. What are the ingredients that go into good teaching? What is it about a teacher's techniques that enhances learning? How does a master teacher motivate students? How does a good teacher generate interest not only in what is being taught but in learning beyond what is being taught? Why do those who are called the best often differ in teaching style? Just what is it about good teachers that other teachers should model? Is it the ideas or the presentation, the personality or the method, the content selected or . . . .

Perhaps it's simply the inspiration.

Writing about good teachers or telling about them doesn't have the clout of seeing a master teacher in action. It's even more difficult to describe best practices using technologies. There's one sure way of sharing and that is to observe the teacher and the techniques -- live or on video. The problems with on-site visitation, however, are location and scheduling. Scheduling may not be possible because of distance, space and time considerations. The problems with videotapes include production and dissemination. Because of these obstacles, there is a lot of great teaching that is noticed and rewarded in its own way, but not in ways that will benefit the greatest number of teachers.

The good news is that with today's technology tools and the Internet, problems related to location, space, scheduling, production and dissemination can be eliminated. Videos of our best teachers can be shared online with other educators all over the world. Many schools now have the capability of creating their own videos and publishing them online. Using a Mac or PC, you can digitize videotapes and publish them to the Web. And if you already have a DV Mac, iMovie 2 software and a digital video camera, professional-quality videos are extremely easy for teachers and students to produce.

Consider, for example, the online video case studies made possible by PT3 (Preparing Tomorrow's Teachers to Use Technology) initiative awards grants. These videos provide professional development through short videos of master teachers in action. They are, in a way, like advertisements for good teaching. Take a look at some of these videos created in Orange County, California, on teaching math posted at the California Learning Interchange which is modeled after the Apple Learning Interchange. You can also find video case studies for the teaching of history, science, and language arts at this site. These may provide you with ideas for your classroom.

These video case studies offer excellent models for what we are seeking at the Computer Learning Foundation this year; however, our emphasis is on using technologies to enhance learning. We are looking for videos of those master teachers, young and old, in all subject areas who are putting technologies to use in effective and exciting ways and sharing their knowledge with others -- exemplary teachers teaching teachers.

We are launching this effort with a call for nominations to the new Computer Learning Foundation Hall of Fame. The nominees will be exemplary teachers who are teaching other teachers how to integrate technology effectively in their classrooms. You, as the nominator, will produce a Desktop Movie of this individual that shows him or her in action, so others can learn from this teacher. (For more information on how to create Desktop Movies, visit the Desktop Movie section the Foundation has put together to help you.) In addition, we are seeking Desktop Movies and Web pages that provide effective professional development. With these videos and Web pages, we'll begin developing the Computer Learning Foundation Hall of Fame to showcase the best in professional development materials and the best in teaching with technologies. Our Computer Learning Foundation Hall of Fame will broaden the reach of local professional development and at the same time, create ways for local excellence to be recognized worldwide. It will be a perfect way to give all teachers the opportunity to "observe" our masters and to learn from them. We invite you to nominate a deserving educator in your school or district and to share your teaching ideas in the Computer Learning Month competitions this year to help make the Computer Learning Foundation Hall of Fame more valuable for everyone.