Chapter 5: Technology in it's Place

Chapter 5: Staff Development for Technology Integration in the Classroom

In order to have an effective and successful technology program in a school it is important to have staff developments for the teachers. Many teachers are unaware and overwhelmed with integrating technology into their classroom. I know it is overwhelming for me. I would love to use technology a lot more than I do but my students get hyper, the computer's are not working, we are testing, or I do not know what to do. The following chapter discusses four different approaches to staff development for technology: Technology mentors, student involvement, Teacher leadership and student technology competencies, and inquiry and action research for technology integration.
Technology mentors may be master teachers, or new teachers who bring a lot of technology knowledge into the school (Collier, 2001). Many districts intertwine these teachers to get a balance of technology and curriculum. Technology mentors help other teachers become familiar with technology tools. We all have someone we go to when we are having technological difficulties. The point is you work together and balance each other out.
Student involvement is a more simplified approach. Many students are far more advanced in using technology than we (teachers) are. In this time period it is basically all students are exposed to. Teachers can use their students to help them solve technology problems (Collier, 2001). Often times students will be able to fix simple problems that we can not. This is a good approach because it gives students a sense of importance and responsiblilty. This also creates an excepting environment. I have students that help me sometimes. I teach second grade and they will say Mrs. Harding click here.
A third approach is teacher leadership and student technology competencies. In this approach specific teachers and students are selected to work together (Collier, 2001). Teachers are trained in using technology and then they teach the technology to a couple students to get better at it. Then the teacher does a whole class lesson (Collier, 2001). I think this is a neat approach because it is very hands on. Instead of being thrown into a classroom teachers are able to teach a small group. This is a very hands-on approach that will help them resolve glitches in the teaching method. I think this is a good stepping stone approach to integrating technology. We teach students so why not "teach students" in our practicing.
The final approach is inquiry and action research for technology integration. Teachers research technology integration together and formulate a plan based on research. This method forces teachers to learn information and methods of teaching and integration technology in schools (Collier, 2001). Also I think it is neet because Collier (2001) stated that teachers found out areas that needed to be strengthened such as: keyboarding, guided research, and note-taking skills on the computer. A big problem at my school is a lot of students do not have computers or do not know how to use one. It is hard to jump into using it all the time if they do not know how to use it.
A final component that goes with either for of these staff development techniques is a strong administration. Administration must set expectations and standards, adjust priorities, provide incentives, and develop own sense of awareness using technology (Collier, 2001).

Collier, C. (2001). Technology in it's place. Staff development for technology integration in the classroom. San Francisco, Jossey-Bass.