Technology

=**__Technology Professional Development__**=

__Need for Information__
In order to help the school district with their Professional Development we will need to perform a needs assessment. This will be the best way to find the skill level of the teachers in the district (Richard 2007). We will use several tools in order to assess the needs of the staff. First we will use a survey to get the teacher's opinions on where they feel the level of their professional development is and get their opinions on what types of professional development they would like. Second we will observe the technology teacher's use in their classrooms. After this our third tool will be to interview the teachers. This will help us gear professional development to what teachers use and what they may find beneficial to their everyday teaching.

**__Tools/Resources__**
The first step to assess the professional development needs of the staff in the area of classroom technology is to have the staff members complete this short survey. This survey will give us an idea as to what type of technology they use in their classrooms. It will also give us insight to their previous professional development and how it could be improved. This will survey also gives them the option to voice their opinion on what they would like professional development on. []

The second step to assess the professional development needs of the staff in the area of technology is to perform simple technology classroom observations. We will survey several teachers from each grade level, including all of the subject areas. The observation form is relatively simple and will give us insight into what classroom technologies are being used, what could be used, and how professional development could assist with the use of these technologies.

The third step in our process will come in the way of personal interviews with the teachers. This will allow teachers more time to discuss what they believe should be done with professional development. “For educational needs assessment that purpose is to gain in-depth insight into individuals’ perspective and to acquire an in-depth appreciation of learners’ practice environments and how the context shapes and influences performance” (Piele 2003).

**__Incentives__**
Giving teachers access to voice their opinions on their professional development will be a major incentive (Richard 2007). This will let teachers learn about what they want to learn, not what they are told to learn.

Carlson and Gadio (2008) suggest the following incentives, both intrinsic and extrinsic, that have been used successfully in the past: Extrinsic incentives can include seeking out best practices/examples of professional development programs, relating training programs to existing teacher knowledge and skill standards. Then, by certifying the best training programs, teachers' progress in salary and grade scales can be linked to successful certification. This would send a clear message that training is highly valued and rewarded, thereby increasing incentive to actively participate. Next, administrators need to ensure teachers have adequate time to participate, and make sure they do not have to sacrifice too much personal time to participate. Further, some teachers could see participation in professional development as an opportunity to become a trainer, which may bring further financial and professional opportunities (conferences, publications, travel).

Some of the intrinsic incentives include reduced isolation, more collaboration, and greater job satisfaction. Some of the technologies taught in professional development settings encourage teachers working together to share lesson plans and ideas. Also, enhanced productivity is often times the result of learning even non-instructional activities such as grading systems, student attendance, and report preparation. Instructional tasks such as developing quizzes, commenting on student reports, and working on lesson plans can be made easier and less time consuming for the teacher.

__Capacity__
Capacity refers to the internal capabilities of the teachers. If a teacher does not have the capacity to perform a task, then incentives, training, and fantastic resources alone will not solve the problem.

There are a couple of ways to deal with problems of capacity. 1.) Seek tasks better suited to the actual capabilities of the teachers, while trying to increase any areas of capacity that can be increased. 2.) Change the task. 3.) Charles Desforges (as cited by Murray et. al, 2009) proposed the following equation for capacity building:

Capacity = expertise × motivation × opportunities - Providing opportunities for early and mid career teachers to develop their expertise by acquiring new skills. - Considering the sense of motivation of the individual teacher - Taking into account the number and types of development opportunities within the workplace.

So within a professional development context, the two main options involve either altering the the task or seeking to find ways to develop expertise, motivation, and opportunity.

__Motivation__
Robinson (2010) asserts that professional development can increase personal investment and interest in one's profession. By experiencing professional development, staff can be provided with opportunities to become more involved with the school community. This investment, combined with the increase in knowledge provided by professional development learning, can be assumed to translate directly to student experience within the school. In essence, quality professional development works to inspire teachers who then teach with greater enthusiasm and improve the experience of each student.

Musselwhite (2011) further explains how increasing employee motivation positively affects a "corporate culture". By following the concepts presented in Musselwhite, a professional development can be crafted that increases personal investment. Musselwhite shows that this motivation often expresses itself by increased individual effort and work ethic. Professional development that connects with employee needs can spur numerous positive reactions that can powerfully affect the entire climate of a school.

__Actuals__
__Identified from scenario__
 * Teachers have between one and four computers.
 * Internet connection is spotty depending on ability of computer.
 * Printers are available, but not everyone is capable of using them.
 * Teachers do not know how to use the tools/software available on the computers.
 * Attitudes about computers include "It is someone else's problem", do not know how to use computers in the classroom, and nervousness about using them.
 * Resistance to being expected to integrate technology in the classroom

Based on the information from the scenario presented, the following survey could be used to identify what teachers need in the way of professional development as well as provide them ways to tailor their technology and in turn their professional development to their needs.

Teacher Survey []

__Optimals__
__Based on scenario__
 * Teachers utilize technology when possible in preparing high quality lessons.
 * Teachers are trained to use software and hardware available to them within the school.

The administration will be vital in setting the goals for the school. Therefore, this survey will help focus the administration on the goals, and thoughts about technology and how it can be incorporated into professional development. Results can be used in conjunction with results obtained from teachers to develop quality professional development that meets the needs of the school and students as well as teachers.

Administrator survey []

=__Resources__=

Carlson, S., Gadio, C. (2008). Teacher Professional Development In the Use of Technology. //Technologies For Education//, 119-132.

Murry, J., Jones, M., McNamera, O., Stanley, G. (2009). Capacity = expertise × motivation × opportunities: factors in capacity building in teacher education in England. //Journal of Education For Teaching,// 35(4) 391-408.

Musselwhite, C. (2011). CREATING A CULTURE OF MOTIVATION. //T+D//, //65//(9), 46-49.

Piele, E., Buckel, G., Gallen, D. (2003). //Higher Professional Education for General Practitioners//. Abingdon: Radcliffe Medical Press Ltd.

Richard, Virginia. (2007). Technology Incentives: Motivating Teachers to Attend Professional Development Training. //Learning & Leading with Technology. 35(2) 24-27.//

Robinson, C. (2010). The Keys to Turbo-Charging Intrinsic Motivation. //Journal For Quality & Participation//, //33//(3), 4-8.