Technology & Learning - April 2008 - (Page 38)

ment process is a course of action where faculty members can demonstrate they are actually doing what they say they do. It is a source of inprocess feedback, which also satisfies the demands for accountability. Based upon the results of individual technology needs assessments, we can then design and create individual technology plans, fully aligned within the needs of the faculty of the institution, while assisting in appropriate technology-integration strategies for the curricula. Understanding the Principles of High Quality Professional Development Professional development plays an essential role in successful educational reform, serving as a bridge between where prospective and experienced educators are now and where they need to be to meet new challenges of helping students achieve higher levels of learning and development. Technology-based professional development activities should be anchored with the following fundamental principles: • Participants learn by doing. • Activities are relevant to the participants’ educational roles. • Leaders model appropriate instructional strategies. • Schedules include time for reflection and collaboration. • Leaders and other participants provide ongoing support. Meaningful technology staff development opportunities: • Must be a district priority, and will take time, planning, and a group commitment for success. • Supplement and enrich curriculum. • Provide assessment of staff needs for district, building, and individual improvement. • Provide opportunities for teachers to improve on individual goals. • Will be presented in a variety of teaching styles, while recognizing and embracing diversity. • May need to be presented in a variety of formats, including district, building, grade level, curricular areas, small group, and individual. • Create an initial product/strategy, enhanced through practice for classroom implementation, leading to reflection and revision of the product. A high-quality professional development framework developed to promote educational technologies will positively impact students and their learning. Your framework should address and incorporate these essential principles, which are necessary for the full realization of the potential of our students. Help Them Get to Work Much like an IEP (individualized education program) describes an educational program designed to meet a child’s unique needs, an education technology individual development plan (ET-IDP) identifies the specific technology professional development needs of a faculty member. It also creates an opportunity for members of the entire learning community to work together to improve teaching and learning within the institution. When implemented effectively and consistently, ET-IDPs become a cornerstone of a high-performing organization. The focus may differ from more traditional IDPs but the development process is essentially the same. A faculty member, guided by a mentor, would conduct a technology selfassessment (to assess skills, strengths, and areas that need development); survey areas of need, as well as opportunities for support and growth; construct an IDP, sharing it with his mentor, including any required revisions (mapping his/her general path, while addressing specific strength and weaknesses); and implement and revise the IDP as necessary (putting the plan into action, revis- ing and modifying as circumstances and goals change). The cycle of technology professional development contains three tenets critical to creating effective improvements. Educators constantly 38 | www.techlearning.com http://www.techlearning.com

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Technology & Learning - April 2008 Contents New @ techlearning.com Editor's Desk News and Trends Digital Age Assessment: Part 2 Anytime, Anywhere Learning Caught on Video Cover Story: Plan and Deliver Cutting Edge in Carolina Product Guide Reviews Best of the Blogs What's New LOY Profile Series

Technology & Learning - April 2008

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