This posting is cross posted at www.leadertalk.org.
This, my second posting on Leader Talk finds me reeling from the Easter weekend. Now that the candy hangover has begun to subside I find myself reflecting on the many technology related discussions and experiences we had on Sunday.
This weekend I introduced my father to my portable jukebox, aka my video iPod. Currently it’s at 65% capacity with 2,284 songs, 339 videos (including a couple full length movies), 2,313 photos, my calendar, my contact list, 366 podcast episodes, and Sudoku to boot! With the help of my iPod I’ve traveled the world for professional development opportunities. No, you don’t need an iPod to listen to podcasts… but it sure makes it easier!
Not to spend too much time talking about my family and my weekend BUT…. one last thing before I get to what I’d promised I’d write about. I was quite the “gamer” in my day, not quite the Pong player my father was but many a system passed in which I spent countless hours playing, just me and the machine. It was amazing to watch a video game system be embraced by my family, young and old, as they jumped, shouted, and basically burned off the Easter calories while “playing” our Nintendo Wii. I’m again amazed at how technology has changed over time. To watch those that would have previously criticized someone for “wasting their time with silly video games” completely lose themselves as they boxed their spouse or raced cows with their cousins is something to stop and take in.
One last thought on my not so connected introduction… for those that haven’t looked into video games for a while you might just be amazed at the levels of collaboration and communication going on in a media which has long been looked at as a waste of time.
What does any of this have to do with my posting for today? I’m not really sure other than I’m fascinated with the rapid change of technology. Maybe putting voice to the thought that teachers must first integrate technology into their own lives before the can be asked to find an educational use for the tool.
Today I want to talk about teacher time, technology integration, and what we as educational leaders can do to help teachers implement technology at the classroom level. Please refer to my previous post for background information on technology integration.
So, How does teacher time affect technology integration? In order to successfully integrate technology into the classroom, a school district must provide teachers with the time to learn and use new and existing technology. In a review of studies on technology insertion, Cradler & Cradler (1995) found that staff development, training, and follow-up assistance are prerequisites for effective and sustained applications of technology and telecommunications. The authors report that effective technology integration requires that:
- Technical assistance is available when needed.
- Time for teachers to plan, learn about, and implement technology applications.
- Long-term staff development, rather than one-time workshops, is needed to support integration of technology into instruction.
- Teachers must have access to technology while planning.
Supportive workshops conducted over extended time periods throughout the school year enable teachers to acquire new technology skills and to learn how students can use technology to meet curriculum content objectives (Honey & McMillan, 1996).
A 2000 study by the Web-Based Education Commission, The Power of the Internet for Learning, demonstrates this point when 82% of teachers questioned cited lack of time to learn and plan how to use the computer in their teaching as their greatest barrier to using technology in the classroom.
There are many real-world obstacles to the time component of teacher use and training in regards to technology applications. Trainings of any kind compete with current, ongoing, and new district initiatives. Each competes for the time, effort, and attention of teachers. Each also competes with the time and funding allocation of the district.
Time is a prerequisite for effective and sustained integration of technology. However, districts struggle finding time to train teachers in new pedagological and technological approaches.
Teachers are being asked to do more throughout their day with no additional time built in to their schedules. Teachers must have time specifically designated for the study, training, and practice that quality technology integration demands. Districts who fail to allocate time for teachers to study and practice technology integration will similarly fail at technology integration.
A professional learning community approach should be implemented; integrating technology into the ongoing learning which the learning community is taking place in. Learning communities extend the boundaries of education by recognizing that everyone is a learner and a teacher (Senge, 1990). Technology can then be integrated throughout the weekly and monthly, large and small group sessions to study issues pertinent to the individual district while integrating technology throughout. In professional learning communities, teachers build the community by working together towards a common goal. This may be a unique approach to technology training but innovation requires the efforts of the whole community in creating a vision where the school is to go.
Technology should take its rightful place alongside other district initiatives. To be fully integrated technology needs to be looked at as a part of the collective school community and should integrate with other topics, not compete for valuable training time. Finally, districts should also look to utilize emerging staff development options such as web-based, on-demand training tools.
Thank you for lending me some of your valuable time. Next month I’ll blog about how teacher knowledge affects technology integration.
Sincerely,
Sean Martinson
I am not, nor have I ever been, an employee of Apple or Nintendo, but I do shamelessly promote their tools and have no ethical qualms about signing a promotional deal. My agent stands by 24/7. 
Cradler, J., & Cradler, R. (1995). Prior studies for technology insertion. San Francisco, CA: Far West Laboratory.
Honey, M., & McMillan, K. (1996). Case studies of K-12 educators’ use of the Internet: Exploring the relationship between metaphor and practice. Center for Children & Technology CCT Reports Issue No. 5. Retrieved April 9, 2007 from http://tinyurl.com/yqb3fs.
Senge, P. (1990). The fifth discipline. New York: Doubleday.
Web-Based Education Commission. (2000). The power of the internet for learning: Final report of the web and education commission.
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