Yes I think that quality professionla development leads teachers to become excited and try out using new methods for the delivery of instruction to students.
Even with professional development, staff resists change. It is a slow process changing mindsets and creating new habits. Staff needs those eureka moments to use technologoy effectively in the classroom.
Definitely - when teachers return to school after a technology professional development they are excited and quickly try to integrate what they learned into thier lessons.
It has changed the delivery of instruction in that they are now more removed from face to face and chalk and talk. However, the quality of instruction does not necessarily change when tools used for delivery change.
If they feel comfortable with technology they will become more efficient at collecting and storing data. Again, I don't have enough info or personal experience to have solid
Professional development has to be differentiated to meet the needs of teachers. It has to be relevant and interesting and also teachers need the opportunity to practice and become comfortable with it.
I would like benchmarks for teachers for use of technology. Whatq are beginning, intermediate, and advanced skills. When and to shat level should teachers use slideshows, list of websites for classroom projects, Smartboard use, etc.
It would be great to integrate something other than the overhead projector and t.v. for pd. I will explore using blogs, wikis, and the smartboard which includes the use of a laptop and lcd projector into pd sessions this year.
Professional development is essential, but it's almost worthless if teachers do not have ample, low-stakes opportunities to use what they have learned and(nods to Piaget)PLAY with it.
Yes. Professional Development support allows teachers to remove their layer of fear towards technology. As a result, they are more likely to use it effectively.
Professional development is a tool that can expose teachers to better management and organizational skills. There is no way to force adults to use what they have learned.
I feel that teachers will do as they are taught. By that, I mean that if we show them how to deliver instruction using current technology, then that is the way they will deliver the instruction. This way, they are learning both the instruction and the technology.
28 comments:
Those who accept technology use it others do very little with it.
The teachers need more professional development in order to use technology effectively.
Yes. With tech support and leveled application, teachers are more prone to incorporate new technological devices and services in their lessons.
Without the assistance incorporation does not readily happen.
Yes I think that quality professionla development leads teachers to become excited and try out using new methods for the delivery of instruction to students.
Even with professional development, staff resists change. It is a slow process changing mindsets and creating new habits. Staff needs those eureka moments to use technologoy effectively in the classroom.
Yes, it has.
I don't think there is enough PD in this area
Yes, with ongoing support, the more the teachers use the technology the more enpowered they become.
Te professional devcelopment on technology needs to be meaningful and job embedded in order for it to be effective in the classroom
Yes, because PD has evolved to include the content as well as the technology.
Definitely - when teachers return to school after a technology professional development they are excited and quickly try to integrate what they learned into thier lessons.
Without professional development, many teachers would not know what is available or how to integrate technology effectively.
It depends on the teacher and how they internalized the knowledge.
It has changed the delivery of instruction in that they are now more removed from face to face and chalk and talk. However, the quality of instruction does not necessarily change when tools used for delivery change.
If they feel comfortable with technology they will become more efficient at collecting and storing data. Again, I don't have enough info or personal experience to have solid
Professional development has to be differentiated to meet the needs of teachers. It has to be relevant and interesting and also teachers need the opportunity to practice and become comfortable with it.
Professional development works best when it's linked to actual classroom practice -embedded into content.
Professional Development helps tremendously especially for those teachers who embrace it.
I would like benchmarks for teachers for use of technology. Whatq are beginning, intermediate, and advanced skills. When and to shat level should teachers use slideshows, list of websites for classroom projects, Smartboard use, etc.
Is it possible for iLead staff to come to schools to conduct PD for teachers?
It would be great to integrate something other than the overhead projector and t.v. for pd. I will explore using blogs, wikis, and the smartboard which includes the use of a laptop and lcd projector into pd sessions this year.
Professional development is essential, but it's almost worthless if teachers do not have ample, low-stakes opportunities to use what they have learned and(nods to Piaget)PLAY with it.
Yes. Professional Development support allows teachers to remove their layer of fear towards technology. As a result, they are more likely to use it effectively.
Yes PD works if there is continued support and teachers see themselves improving as well as students.
Professional development is a tool that can expose teachers to better management and organizational skills. There is no way to force adults to use what they have learned.
I feel that teachers will do as they are taught. By that, I mean that if we show them how to deliver instruction using current technology, then that is the way they will deliver the instruction. This way, they are learning both the instruction and the technology.
It does not matter to
those who are resistant to change.
It has increased collaboration, pushed teachers to think in new and innovative ways and expanded the definition of student-centered classrooms.
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