How do we get there?

People of a certain age can identify with an age before GPS when navigating to an endpoint took planning, skill and study. It was not as simple as a tap and go. And despite the ease of modern conveniences, educators can take the experience of studying a map and applying it to educational practice.

Frazier and Herrington (2017) note that the role of a technology coordinator involves wearing many different hats and working with many different stakeholders to try to meet the needs of all as effectively as possible. Technology has long played a more significant role in education as years have progressed and the impact of the pandemic has accelerated its need and use to educate learners. 

One of the most important aspects of technology is how it will be used and do those who have the technology know how to effectively use it. Putting technology into the classroom requires a plan for how it needs to be used. Paramount to that plan is that those who are using it know how to do so. I know that every educator can think of a time when technology was purchased and grand ideas about its impact were being preached only to have it rendered ineffective because there was not a clear plan on its implementation and use. Too often professional development is often a mile wide and an inch deep with day-long workshops that do not enact real or sustained application of the training. Klein (2021) identified a number of flaws in technology PD including a lack of depth in learning, the lack of ongoing support, not practical, and not evaluating the impact of it. 

The question then remains; how can professional development be implemented in a way that is effective and seeks to meet the needs that it was intended to meet. As a technology coordinator, it is imperative that you know your district's strengths and weaknesses and understand how to navigate those when planning professional development opportunities. Frazier and Herrington (2017) encourage tech coordinators to begin with the Standards for Professional Learning and the ISTE standards for teachers when planning professional development (below)

The ADDIE model proposed by Frazier and Herrington (2017) is a good place to start. When considering professional development, tech coordinators should look to analyze, design, develop, implement and evaluate. In order to carry this model out to its full potential, coordinators should then look to best practices as examples for how to build their professional development offerings. For example, a best practice proposed by Gonzalez (2016) is that it is important to survey your respondents in order to fit training to the needs of your audience. This allows for voice to be shared but also allows you to see what is most needed. 

In the district in which I work, we have 58 schools, approximately 4,500 staff and over 36,000 students. Professional development cannot look the same as a district with 5 or 10 schools. It must be filtered down through local school based personnel to effectively reach all stakeholders. It would be wise to have district tech coaches teach the local school leaders who then can teach the staff or depending on the size of the school, teach teacher leaders who then carry this on. 

While much effort is put into the implementation of professional development, an area that needs more attention is the ongoing support and evaluation of professional development. Revisiting Klein’s (2021) analysis, the lack of ongoing support and poor evaluation can hamper even the best model for professional development. Ongoing support through continued training and support by school based and district based leaders can provide the support needed. Furthermore, receiving feedback from the target audience allows the ability to pivot where needed to meet the needs of the stakeholders. 

Successful professional development requires a number of different factors to be present in order to reach its destination. Let's take our knowledge of what works and put it into practice.

References:

Frazier, M., & Hearrington, D. (2017). The Technology Coordinator’s Handbook.

Klein, A. (2021, May 19). How to fix 7 fatal flaws in tech professional development. Education Week. https://www.edweek.org/leadership/how-to-fix-7-fatal-flaws-in-tech-professional-development/2021/05