PD, again! Come on...

PD and student achievement is closely related.  Joyce and Showers (2002) pointed out research has indicated a direct link between the teacher’s knowledge and the students’ ability to achieve.  Yoon, Ducan, Lee, Scarloss, and Shapley (2007) found that teachers who receive an average of 49 hours of professional development can boost their students’ achievement by about 21 percentile points.  When technology integration PD is the focus, researchers have found the same benefit to student achievement (Hixon & Buckenmeyer, 2009).  In addition to teacher PD, students need knowledge of content and the skills to apply that knowledge.  As teachers become more technologically proficient in managing digital resources, they become the trainers who help their students use digital resources effectively. 

To achieve technological proficiency, teachers need opportunities to learn and use innovative strategies including technology-based resources.  Effective PD consists of four main components: a) developing knowledge through exploring theory; b) understanding the concepts behind a skill or strategy; c) the demonstration or modeling of skill; and d) the practice of skill with peer coaching.  The follow-up to training reinforces the newly acquired understanding and allows for the learner to hone their skill with support (Joyce & Showers 2002). 

Successful PD in technology integration is a catalyst in helping teachers and students achieve improved academic outcomes (Phillips, Nichols, Rupley, Paige, & Rasinski, 2016).  However, technology can muddle the process of learning if it is not intentionally used and embedded in the curriculum.   Without proper support for teachers in the area of PD, technology becomes, at best, a digital babysitter (Schaaf, 2015).  Videos, interactive and non-interactive games and non-authentic feedback by teachers can all cause the learning to take a backseat to technology.  Students spend a vast amount of time using technology for the consumption of content rather than the production of content (Slutsky, DeShetler, & Slutsky, 2013).  Students have the technology resources to translate what they learn into quality informative content that others can use.  For example, even young children can use online games to promote their learning, improve social skills, and foster the development of critical milestones if the digital experiences are managed intentionally within the learning environment (Johnson & Christie, 2009).

              In order to meet these requirements teachers need more than just a one-day training in technology integration practices. This is an ongoing process that includes quarterly meetings to “check-in” with teachers and procedures along with coaching cycles that include direct instruction and co-teaching practices.

Quarterly meetings include check-ins which consist of a clear agenda. Within this agenda, celebrations are a way to recognize where they were and where they plan on going. Teachers are able to hear for each other how well technology integration is going. The next phase is pedagogy and best practices. This phase includes examples of how technology can enhance educational practice. Last is the tools section. The tool(s) always goes at the end to model that the goal and instructional strategy come before finding the technology tool. Time is allotted for questions at the end. The total time for these meetings should not last the teachers' full plan time.

Coaching cycles are designed as a follow-up to the quarterly meetings. In most cases, these follow-ups are requested by the teacher or by the administration. Coaching cycles are never set in an evaluation tone, more in a supportive tone. All coaching cycles start with modeling and co-lesson planning. Beyond the coaching cycles, follow-ups are key to the process. These follow-ups are more of a drop-bys in nature and serve as a scaffold in the support process.

This approach has worked well for my teachers, but this may not work for your specific circumstances. The key is to always but the learning first. Have a clear goal and a planned outcome before choosing the technology to enhance the lesson.

The reality of PD is that it does directly impact student achievement. We learn something new everyday even if we don't want the knowledge. Our students learn from us and it is our job to be up to date on the most effective ways to teach. This is why PD is so important. 

Resources

Hixon, E., & Buckenmeyer, J.  (2009).  Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130-146.  doi:10.1080/07380560902906070

Johnson, J., & Christie, J., (2009).  Play and digital media.  Computers in the Schools, 26, 284-289.

Joyce, B., & Showers, B.  (2002).  Peer Coaching. Designing and implementing effective professional learning, 153-168.  doi:10.4135/9781483331225.n11

Schaaf, R. L.  (2015). Using digital games as assessment and instruction tools.

Slutsky, R., DeShetler, L., & Slutsky, M.  (2013, April).  Where has all the play gone? Paper presented at the Ohio Early Care and Education Conference, Columbus, Ohio.

Yoon, K., Ducan, T., Lee, S., Scarloss, B., & Shapley, K.  (2007).  Reviewing the evidence on how teacher professional development affects student achievement. REL Southwest Regional Educational Laboratory at Edvance Research, Inc, 2007(033), 1-67.