Like most schools, ours has a faculty with technology skills that run the gamut from entry level to advanced. It is amazing to me that we still have faculty who have not mastered some of the more basic technology items, such as email and file management, but they definitely exist. Most of the technology-reluctant are typically older individuals, who reached adulthood with little to no exposure to technology. But to be fair, it is safe to say that we have many faculty members of the same age range, who have worked hard to learn, at least the most basic technologies. The technology natives, who grew up with technology as part of their day-to-day lives, are usually the most willing to embrace new technologies, but everyone has their own quirks as to what they like, what they most want to learn/use, and what causes them the most frustration.
Technology training is available to faculty at my school in three basic ways: district led in-service, media specialist led in-service, and we are seeing more and more offerings through online based, video lessons. As the budget has shrunk, so has the number of instructional technology professionals. They are spread thin and have many responsibilities that go beyond direct instruction. They make good-faith efforts to meet the needs of the faculty, divided into two groups: information technology and instructional technology. As a counselor, I deal more with the informational technology, looking at individual student information, running reports for groups of students, etc. Most faculty are using more of the instructional technology, including word processing, PowerPoints, electronic grade books, LCD projectors, Smart boards, etc.
With instructional technology, the media specialist does get involved with teaching and supporting faculty learning and use of things like web-sites, wikis, LCD projectors, spreadsheets, cameras, clicker systems, Smart boards, etc. The information technology specialist will typically come for a series of in-service and small group and individual help sessions throughout the year, with the media specialist providing supplementary opportunities for extra help for small groups or individuals. Honestly, there are few barriers to faculty getting the instruction and help they need with technology. The biggest one is time, but I find the faculty who make technology a priority get all the help they need. Others choose to complain about having no time, or offerings being inconvenient, but while I sympathize with the time issue, I know the tech training is offered in so many different ways and times (summer, during school planning, after school, and online, as well as individual support when the media specialist can make herself available) that excuse is really less than convincing.
If I were in charge, I would follow a similar model, offering training based on faculty expressed needs, as often as possible, using a variety of types of training, at various times of the day and year. I would like to use more training staff for more lessons and more individual and small group follow-up sessions, but the budget realities must be faced and dealt with in the most constructive ways possible. I also think providing more opportunities for the trainers to attend more of their own continuing education would help ensure that out trainers are able to keep pace with the changes in technology and better help the faculty adjust to the changes, like with the recent changes in the Office suite that have been so frustrating for so many. The biggest DO’s would be to always be patient with faculty, whatever their level of understanding, and to ensure that the media specialists and instructional technology specialists have the support necessary to keep up with the changes in technology, so they can be better helpers to the rest of the faculty. The biggest DON’T would be – never lose your patience with faculty, even when they may be showing a poor attitude towards technology training. There will always be some technology reluctant faculty. We need to embrace a positive attitude towards all our customers when it comes to technology training. We will never win over everyone, but we will do a much better job, overall, when providing a positive atmosphere, respecting others' struggles with technology.
Mike, you have some great points about technology training. I have to agree that you always have to be patient with the group. It is so hard when they are at such varrying levels of technolgy skills.
ReplyDeleteAt my school, it has been up to the teachers, administrators, and media specialist to offer trainings on technology. The technology position was cut a few years ago and those teachers were placed back into the classrooms. There are now just TSS available and basically all they do is troubleshoot computers and network problems. They do not offer any kind of training to the staff on any programs.
As a county we do have access to Atomic Learning and this has been used for many of the basics that teachers come to us "techy people" for help. I tend to first lead them to Atomic Learning for basics and then I write down the questions I am getting. My principal will ask me on any given inservice day throughout the year to lead a technology session. I then pick one of the topics that I get questions about the most and teach it to the staff. This past inservice day I had a group of 25 teachers in my classroom. We reviewed how to use the SMARTboard and how to create notebooks. We found websites that had already created materials that would save the teachers time in the long run. They were SO EXCITED to be given time to play on these sites. It was as simple as me walking around the room and answering questions after the basic introduction. The teachers were happy and my principal was too.
It is amazing that there are still educators who haven't mastered the use of email. I completely identify with you on the wide range of skill levels. It really amazes me that, even at a "technology" magnet school, we have teachers who are so hesitant to embrace things like Web 2.0 tools. I'm old enough to be considered a digital immigrant, too, but I try to increase my familiarity and comfort with these tools. I know there is still much I have not tapped into, but I think it's safe to say that I am probably ahead of most everyone else in my school. I am one of the "techy people" Patti refers to. As the media specialist I need to be!
ReplyDeleteI really appreciate your reminder about being patient. I know people are not where I am, but I also know that I was once where they were and I rose above it; therefore, I have the tendency to think that "anyone can do it." I'm beginning to learn that this is not true. I guess we all learn in different ways. The main thing that frustrates me is when teachers come to me for help, and it's obvious that they haven't even tried to do it on their own. If I can see that they've tried but just don't get it, I tend to be more willing to help them and walk them through the process.
Like Patti, our district now uses Atomic Learning. This is our first year with it, so we haven't used it much, but I refer teachers to it a lot. I think it's a great resource!
As far as the technology training that goes on in our school, we have an Instructional Technology specialist for the district who provides some training for faculty. Currently our staff is taking a Web 2.0 course through a Moodle (online classroom) under the guidance of this specialist. And, we have the Atomic Learning videos available. Other than that, we don't have much. It's mainly teachers dropping by the media center to ask me how to do things. I really wish they would set up times to meet with me. They tend to come when it's convenient for them, not really thinking about the fact that I might be in the middle of something. I know I am "there to serve them," so I do help them when they stop by. I would like to implement more of the learning modules that we created in Instructional Design. I am really still learning what the needs are.
Mike-
ReplyDeleteI enjoyed your comments on technology training. I agree with you of offering the faculty different opportunities and trainings based on their needs. We use surveys many times throughout the year to see what direction we need to go in for training. We also have sent a few willing teachers to be training in an area. Then, those teachers redeliver or become the "gurus" of that new technology. I have been one of these volunteers with our new grading and student information system. I think the teachers felt comfortable that I was in the same boat with them with the learning process and describing things in "teacher-talk". You are absolutely right to comment about patience. Teachers, no matter what their level, do not want to feel talked down to. Most of the time they are willing, but are frustrated or scared they will mess up. Thanks for your comments.
Our county has turned to online tutorials as an option for technology training in a world of crunch numbers and limited resources. The few ITS professionals left in our county have done a great job putting the site together, but it seems to be a fruitless effort. Those that really need the training are already put off by technology and accessing help through a website will not further encourage their learning journey. I think the best opportunity is with teachers helping teachers.
ReplyDeleteTechnology training can be overwhelming to those of us who were on the cutting edge with electric typewriters! I have learned that you take one step at a time and if it doesn’t work, try again.
ReplyDeleteWe are fortunate to have at least one 21st Century classroom in each of the core academic areas, in addition to three computer labs, the technology classroom located on the vocational floor and the numerous classes in technology is used such as auto tech, computer applications, graphic arts and family and consumer science. All of this takes lots of training. We also have classes led by the district technology department, classes led by the school media specialists, and classes led by the “techies” located in the schools.
I currently co-teach with the history department. It is a young department and the students are benefiting because we are incorporating technology to make it a more interactive class which equals more class participation. With all the resources available, it is a great time to be in the classroom.