The Computer Learning Foundation is an international non-profit educational foundation dedicated to the advancement of effective use of technology, particularily among our children. To achieve this goal, the Foundation's materials and programs all focus on providing educators and parents with the information and resources they need to provide the most effective computer experiences for our children. Our educators and parents did not grow up with computers and have not been schooled in their use. If we are to gain the many benefits technology offers our children in learning and their futures, our teachers must be provided with on-going opportunities to develop their understanding of the value of technology to themselves personally and professionally and effective uses in the classroom. Thus, training is a primary focus of the Foundation.
Every October, the Computer Learning Foundation hosts Computer Learning Month and numerous national competitions to encourage teachers, parents, community members and students to explore new ways of using technology and to share their knowledge with others. To emphasize the importance of training our teachers and to recognize effective teacher training programs, the Foundation hosted two national teacher training competitions in 1989: (1) a state nomination program and (2) a self-nomination program. Several trends emerged across these programs that effectively train our teachers which are briefly discussed below. Highlights of the winning teacher training programs are also included.
Keys to Effective Teacher Training Programs
During the judging process, the Foundation noted several common characteristics among effective teacher training programs: (1) incentives and support for teacher training; (2) teacher-directed training; (3) adequate access to technology; (4) community partnerships; and (5) on-going informal support and training opportunities.
Incentives and Support for Teacher Training. All effective teacher training programs emphasized the importance of incentives and support for teacher training. Support for teacher training needs to come from local building and district administrators and preferably from the school board. Added incentives to recognize teachers for their efforts can boost participation in training programs and substantially increase teachers' commitment and learning. Effective incentives include college credit, release time from classes to attend training sessions and recognition for performance and for increased and improved use of technology in their classrooms.
Teacher-Directed Training. In studying the curriculum for teacher training programs, the Foundation repeatedly observes that teacher-directed programs are far more effective than administrator-directed ones. The more effective programs survey teachers' needs and develop training sessions around these topics. Furthermore, teachers make the greatest gains in programs that first provide teachers with the opportunity to experience the benefits of technology for themselves personally, for example, how a computer and software can assist them in developing lesson plan materials, worksheets and bulletin board materials or sending professional-looking notes home to parents. Once teachers experience the benefits of using computers and software for themselves personally, training advances to helping them develop their own ideas on how to share these benefits with children and integrate technology as a tool throughout the curriculum. This makes sense -- to most effectively communicate the benefits of any subject or tool, we personally need to understand its value, then develop proficiency in the area and finally develop effective means of teaching it to someone else. For example, our teachers understand the value of knowing how to read and therefore have become competent readers and teachers of reading. Our teachers need to develop their understanding of the value of technology, then develop proficiency in using technology and ultimately teach our children how to use technology.
Adequate Access to Technology
To escalate the rate teachers experience the value of technology and gain a basic proficiency in using different types of programs, training programs need to emphasize hands-on experience. The socratic method may be effective in introducing concepts; however, the vast majority of training time needs to be dedicated to teachers experimenting and learning on the computer. Many programs provide teachers with after-hours access to computers to increase their learning, not only in the schools, but also at home by allowing teachers to take computers home evenings, weekends, and during vacation periods. This allows teachers to experiment and learn privately without any fears of embarrassment and without the pressures of the school day.
In addition, immediate access to technology in the teachers' classrooms (rather than only in a computer lab) makes a difference. If at least one computer is in the classroom, a teacher more quickly applies what he/she learned in a training session. Schools that have few computers, place some computers on carts, so they can be scheduled for each classroom's use.
Community Partnerships
The community -- businesses and parents -- can significantly boost the resources a school has available for training. They can assist in identifying the skills and experiences childen need for their world outside of school. They can lobby or coordinate fundraisers for financial support of teacher training programs. Local businesses can provide direct funding of training programs, volunteers to conduct or assist in developing training sessions, and volunteer substitute teachers to allow teachers to attend training sessions. Local colleges can assist in developing or teaching training sessions and extending college credit to teachers.
On-Going Informal Support and Training Opportunities
Computers, software and related technologies are continuously changing, and teacher training programs need to reflect the dynamic nature of the underlying technology. While formal training sessions help teachers get started, on-going formal and informal learning opportunities are the key to rapidly integrating technology into all curriculum areas. Programs that are effective in continuing to develop teacher's skills provide release time for software evaluation, curriculum planning and attending major educational conferences where teachers ca learn from teachers outside their school district. Regularly scheduled opportunities for teachers to share their experiences and knowledge allows teachers to build upon each other's experiences, rather than having to learn everything on their own. By encouraging teachers to share their knowledge with each other, schools can escalate the rate all teachers develop their ability to integrate technology in their classrooms.
In the state nomination program, the Computer Learning Foundation asked each state department of education to nominate up to three of the best teacher training programs in their state. From these many outstanding programs, one grand prize winner and four second prize winners were selected.
Training, incentives, evaluation and support are components of this winning training program which places emphasis on student achievement through the use of computers, rather than oncomputer skills in isolation. Teachers were offered an opportunity to enroll in a 60+ hour compensated train-the-trainer program. Each teacher, in turn, was responsible for training three to five other teachers in their departments or grade levels. The training program provided teachers with the opportunity to develop instructional applications for spreadsheet, database, word processing and other instructional software so the computer becomes an integrated teaching tool. During the training program, teachers also had the opportunity to update their skills in other areas, including cooperative learning, instructional design techniques and writing. The secondary training program offered six hours of graduate credit from the University of Louisville upon completion. Teachers at other levels could win awards for the exemplary lessons they developed. Funding for this extensive program reflected a true partnership with the community: 60% of the funding was obtained from corporate partners in the community while 20% of the funding was raised by local parent organizations and matched by the school district. The results of this program are dramatic and positive in the continual monitoring of teachers' use of computers and needs for additional training.
As part of a five-year plan for computer and technology training for teachers and staff, this exemplary program includes: in-service training programs, orientation programs, workshops for the month of October (Computer Learning Month), diverse after-school courses, professional leave opportunities and personalized training. On-going evaluation of this program provides committee members and the director with information to improve training and provide the best possible services to the faculty. This program included (1)`an orientation program for personnel in the operation of hardware; (2) the compiling and disseminating a software inventory for teachers; (3) hosting of hardware and software demonstrations by companies; (4) sharing of computer/technology education publications; (5) attending trade shows; (6) visiting other school districts; (7) attending conferences and workshops; (8) developing and conducting workshops to familiarize faculty with computer use and applications such as word processing, data retrieval, lesson planning, grade book maintenance and test making; (9) providing faculty with skills in reviewing software and in infusing software into the classroom curriculum; and (10) promoting computer literacy throughout the district.
To fill the training needs of this district, the director worked with a local college to develop the training sessions they needed and arranged for college credit to be given for inservice training sessions. Evaluation showed significantly more teachers using computers for all types of administrative and instructional purposes and applications are integrated at all grade levels. To encourage novice users to experiment in their classrooms and offices, computers were rotated among classrooms and offices as "seed" machines. In addition to formal training activities, the district has provided their staff with informal training opportunities such as allowing the teachers to take a computer home for the weekend or over the summer. This training program also addressed issues of affective learning, for example, how we feel about learning new technologys.
Program: Peer-coaching model anchored by a team of three resource teachers: A computer coordinator supervises all CAI lab operations and works with building-level staff development committees to plan technology workshops; a math resource teacher works full-time as part of a Strategies for Learning Team and trains other math teachers to use networked IBM labs; a writing resource treacher supports the AT&T Writers' Workbench labs, and directs a " writing-to-learn" program which emphasizes writing with the use of technology across all disciplines. This program extends beyond initial training to peer support in using technology. Good use of expert trainers . Good system of dissimenation and on-going evaluation of program. A highly effective in-service training for faculty and peer tutors in diagnostic/prescriptive remedial math program, applicable to Basic, General and Pre-Algebra classes. Good evaluation of effectiveness with hard data back-up.
This professional development program for teachers and staff as based on the following assumptions: (1) awareness, knowledge, modeling and feedback results in instructional improvement; (2) to increase effectiveness every educator should have a professional growth plan; (3) participants should select activities themselves which will help them achieve their professional growth plan goals; (4) the training program should address both the needs of the organization and the needs of the individuals; and (5) peer teaching is effective. Teachers and administrators were involved as planners and facilitators in their respective staff development programs. A "Professional Growth Stipend" was available to the teacher for the school year. Computer activities included in the training program followed the objectives the Virginia Department of Education recommends their educators achieve.
In the self-nomination competition for the best teacher training program, educators and teacher trainers from throughout the United States and Canada submitted information on their programs. From many excellent entries, one grand prize and six second prize winners were selected.
This teacher training program is extremely novel -- the Super Duper Computer Tutors are 10 years old. Students team with educators who are knowledgeable in computer education and work together to give other teachers the push they need to integrate the computer into the classroom. Student-teachers, one adult classroom teacher, and a school administrator planned the program for the 1989-90 school year. The objectives of their program were: (1) to show teachers that the computer can be useful both in recordkeeping and in the classroom; (2) to offer hands-on practice complete with print output; (3) to provide training on the teacher's level of computer use; (4) to give teachers the individual instruction and encouragement they need (training which suits their needs and the needs of their students); (5) to provide on-the-spot assistance -- help that is always there in the classrooms. Individualization and continuous support were integral to the program's sucess. Quotes from two of the teachers communicate that the program works. According to one of the fourth grade "student-teachers," "We, the kids are teaching and we are still learning, too." According to one of the "teacher-students," "It's the best in-service training I've ever taken. The content is what I need, and the teachers are the very best."
This in-service program for teachers provides an introduction to Logowriter graphics commands and word processing capabilities to offer teachers ideas and projects they can easily use in their classroom. This class was given on five consecutive Thursdays during Computer Learning Month, each session beginning with a lesson displayed to the entire class using a large screen monitor. Participants then used the remaining time to work on various assignments on the computer. The final session was dedicated to playing "Rotating Computers," an activity in which each pair of teachers begins a drawing then changes computers every ten minutes and attempts to determine the previous teachers' plan and adds to their procedures. Six computers later, they return to their original computer. This makes the participants aware of the value of formatting procedures, hierarchical procedures, and concise use of commands. They leave the course with knowledge and confidence.
This program was designed to allow staff to gain enough computer knowledge and experience to be able to take the initiative to use the elementary computer lab for class projects and teacher tools. All teachers are required to accompany their classes to the computer lab. During the computer lab session, one computer is reserved for the teacher who uses the same software as the students. Each teacher in grades 3 through 6 receives approximately 20 hours of instruction each year at virtually no cost to thedistrict. Teachers learn math, keyboarding, word processing, database and graphics programs.
Many schools in America have several brands and models of computers and/or numerous software programs. Few teachers have expertise in more than one system or are knowledgeable in more than one or two software programs. Fewer still know how to teach with computers, that is, integrate computers into the classroom. This program has all teachers within the school who have computer and software skills train other teachers who have minimal computer skills. As teachers learn new software programs, teachers share their knowledge with one another. By creating an end-user computing group and publishing a newsletter, more teachers can be trained, the learning curve can be shortened, and training and support for immediate needs is constantly available. These mini-courses of shared learning are efficient in that teachers learn more together than they could on their own during a school year.
This training program provides a comprehensive course on how to use a word processing program and illustrates concepts crucial to a good training program. These concepts are: (1) to customize examples so that participants can relate to the materials; (2) to demonstrate techniques by explaining concepts, using visual aids, providing hands-on experience and reviewing; (3) to encourage experimentation by instructing participants to try to figure out what step to take next on their own; (4) to offer continuity and consistency to allow participants to build on learned skills. This program recommends one instructor for every 6 to 10 participants.
This eight-hour inservice, with a stipend paid to participants, focused on the following objectives: (1) to introduce teachers to new machines and software; (2) to focus the attention of teachers on integrating general-purpose software into the curriculum as a tool, rather than using specialized software which has been designed for drill only; (3) to acquaint teachers with the learning resources of the Macintosh environment, such as periodicals, supplementary manuals, commericially-available instruction, etc.; (4) to demonstrate the usefulness of each software program in supplementing instruction or for their individual use and how easily and rapidly they can become competent users of the software; and (5) to provide a model for how quickly and easily they can acquaint their students with the computer and a particular software package. Two examples illustrate the success of the program. Teachers now supervise the computer lab on a volunteer basis for 45 minutes after school, four days a week, so that students can have access to the lab at that time. Fifteen teachers have volunteered for this project. Five faculty members have volunteered to conduct after-school mini-workshops on additional software programs.
This hands-on tutorial was produced in a self-paced videotape format and is for the novice user who is not familiar with how to use a computer and printer. This gives the student an opportunity to experiment with the system on his/her own to allow for individual needs and differences. The videotape may be viewed individually or in a group as long as each person has access to a computer and printer. Self-checks are included to guide the individual's learning.
|
|
|