Concerns, Goals and Hopes Technology Use at Your Site

Fall 99 - CUE Conference PDD Session: Technology Staff Development: What Works?
Sacramento, California. 10/28/99

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Tables were put in job-alike groups and were asked to brainstorm and keep notes on a flip chart and AlphaSmart keeyboard. They were able to send via an IRD their notes for Kurt Larsen to upload. Check out the similarities and differences that each group came up with.

K-12 Group
High School
Middle School
Elementary School
District/County

K-12 Group

	Concerns	Goals/Hopes
K-12 Table	There is a lack of unity about what our vision is; people aren't seeing past "When do I get my computer?" We have a vision, but staff is not aware of what the plan is. Vision is not adequately communicated. Vision may have been developed without adequate buy-in. Staff turnover makes it imperative to keep re-communicating the vision There is a general fear on the part of teachers and administrators: can't do it, will take too much time, will require certification, will affect jobs, pay... its paranoia There is a tendency to come to the technology coordinator or support staff to solve problems, instead of becoming problem-solvers themselves. Some teachers fear that technology will replace the teacher as the caretakers of the kids (private school) Fear of change It is important that we spend adequate time to bring staff along The culture of education presents challenges to change; there is considerable resistance to change...sometimes as a result of too many unfortunate experiences with previous "reforms of the month." Teachers are confused about what software to use to incorporate standards and ESLRs and so on into curriculum. Integration of technology into the classroom is just plain hard to do. It has to be in synch with available hardware... can't teach about computers without providing computers to the classroom. Total cost of ownership of infrastructure, technology staff, hardware, training, repair, and so on... how are we going to sustain this over the long haul? Schools are not financially structured to sustain these costs over the long haul. We may be growing at rates that are not sustainable under our current educational finance models. We have a new phone system that no one has taught us to use...we need to plan for roll-out of new technologies, software, planning, and so on every time we introduce it... this is a part of the costs of technology	Boards will be technology savvy and will plan in advance about how to sustain technology Planners at federal and state levels are right now (hopefully) thinking about what needs to be done--how funding needs to be changed--to sustain technology over the long haul. Superintendents will understand the costs of technology and will plan for sustaining it. I hope that we can demonstrate that technology actually makes a difference in improved student achievement. Would like to see technology inspire students to go further.

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	Concerns	Goals/Hopes
Table 1	Cost to stay current; generating funds to build infrastructure Lack of district technology support (in an era where both technical and curricular support are needed) Teachers who want technology are not willing to help make it work (teachers who act helpless) Balancing running a class, preparing a lesson, and working about the technology Teaching teachers and students the right way to do things Are we replacing real science experiences with virtual experiences? (Some experiments are necessary for authenticity) Is it necessary to always have the most current hardware and software? Time for staff development (How do you train teachers when you don't have the time or if SIP days have disappeared?) Schools that aren't prepared for students who ARE technology literate (and what happens who aren't connected at home)	Getting more students to use technology Use the computer as a tool, that it be integral to lessons To change teachers attitude toward technology and curricular reform Teachers are open to change All students will have access to technology (Digital Divide) To break down the areas of isolation in the classroom where teachers can communicate with each other All technology choices are driven by curriculum Technology that always works (problems cause teachers to back off) Good teaching with technology Technology that is abundant
Table 2	Inappropriate sites on the Internet. Kids can e-mail themselves with an inappropriate address and then open it through hotmail which opens without being able to be detected by the firewall. PENALTY: 3-DAY SUSPENSION. This is part of the AUP document. Porn sites are now going to .net, which the firewall does not filter out. Technology was "fun" but it wasn't supporting the curriculum. Hard to break out of the "keyboarding" aspect of computer but not enough use of the computer. How do we use the Internet and address the issue of plagiarism? There is software that will verify "blocks of information" so that you can verify that is/is not part of something on the Internet. Contact: jmjack@siuius.com to get the program. How to find the sites to use for student research--interactive sites are great for science. http://www.score.k12.ca.us. Cyberguides are lessons and units for k12. Clearinghouse.k12.ca.us is a searchable database. Get from CTAP. "Inspiration" is a mind mapping software. Teachers must be enthused about using the computers. Equipment obsolescence.	Technology will take the students beyond what the drudgery they would normally do in the class. Example: graphing calculators. Prepare students to do research better so that they cannot do plagiarism. Example: compare and contrast, come up the question to research. Perhaps working collaboratively will avoid some plagiarism. Keep staff up to date ILPs for staff. Documents on-line are available at http://www.ctap4.org and any button for digital high school is the US Dept. of Education of staff development which will allow each teacher to plan their own learning.
Table 3	Teachers have an opportunity to get an adequate comfort level to implement. TIME to plan, train, coordinate, implement, etc. How to make staff development be integrated and not "an add on" Will Technical Support be available? How will inservice take place? What is possible? What is available? Finding and maintaining a support system where none have existed before. Share equipment and resources vs. centralized resources. Keeping up with changes in hardware and software. Loss of staff development days.	Availability of Money Integration of technology into the curriculum and have positive impact on student achievement. Equity in access to technology. Opportunities for parent participation. Post homework and attendance. Business partnerships. Prepare students for the future.
Table 4	Equipment Support: Technology Teachers Administrative Buy-in Reluctant Learners Time for Training Ethical Use Range of Skills	Long term planning Teacher/coach/facilitator Seamless integration Improve Learning Support Community Technology used in/out of classroom

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	Concerns	Goals/Hopes
Table 1	Lack of leadership-no support Access to technology and debate of lab vs. classroom Improve test scores (STAR) Student's lack of pride in their work Teacher commitment to learning "the technology" and supporting the student's work It takes time! Student skills are varied Timely Tech support	More computers in the classrooms Project-based learning Student led activities and responsibility for their learning Goals publishing to the world Students ability to contact "the experts", a real audience for their work. Productivity will improve Continuum of skills/curriculum in tech use.
Table 2	Integration of Internet into lesson plans. Hurrying up to create effective staff development to meet new standards. Middle school model that still includes old-fashioned instruction. What part does the teacher play in the new technological models? There is the potential for too much wasted time. We need more direction and more time. We are changing the teaching model, but we still don't have enough integration of technology into the classroom. There simply isn't enough technology. We are not sure that we have convinced people that technology is really worth it. It may be a mistake to focus on the technology; instead of on the curriculum and the ways that technology can help us meet the curricular goals. It's very hard to break the models that our most experienced teachers find successful.	Every administrator embraces the role of technology in learning as a means of improving student achievement. Narrow the gap between the "haves" and the "have-nots". Provide after-school accesses for students and community members. Students and staff must become information-literate. District and site administrators need to have a plan in concert with standards and test scores. We hope to have enough money to provide adequate resources so that the technology is simply invisible as an additional resource. Expand community resources. We need lots of staff development time to ensure full technological integration into classroom instructional models.

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	Concerns	Goals/Hopes
Table 1	Equal access District level support Developing teacher comfort level with technology Making technology available to staff Stressed/overwhelmed teachers Different levels of teacher adoption of technology use Time issue--when to do staff development? Administrative support varies as principals/school leaders change After staff inservice, how do you follow-up/motivate?	Train/motivate teachers to bridge technology knowledge to all students Purchase technology and actually USE it! Provide teacher and student workshops Make money available to update equipment and provide staff development Leadership--people with great ideas who also provide follow-up! Matching funds from state--forces some buy-in on district level
Table 2	It's expensive - hardware and training. High need for comprehensive training. Difficulties getting the infrastructure built into older buildings. Time for training Cost of release time Time during the day to teach skills How to integrate technology. Time to plan/implement technology Teachers with technophobia Lack of buy-in from staff Lack of local successful technology models in other classrooms or districts "This doesn't apply to my classroom." Second language and socio-economic barriers Funding No Tech support at site level	Technologists at the site level Tech "triage" person for easy fixes (not a teacher) Small cadre of teachers or classes that are fully integrated. Using computers for more than glorified pencils. Teachers sees the value of something that will not print Develop accountability Administrative Support (Teeth) Look to results of programs Build focus for teachers with staff development Motivate Use Support Personnel Paid time to learn
Table 3	Updated technology plan that works and gets referred to No vision/coordination (little working) When purchasing software, is there a standard? There should be a state approved software list that matches the standards. Trying to get everyone to buy into technology and follow the approved plans (no accountability) Technology used effectively to address standard-based curriculum outcomes Connecting the vision of technology use to the curriculum and district objectives (disconnect between what the district and the parents want) Showing results from technology use (show that tech makes a difference) Support-technical, curricular, hardware How does technology integrate into a technology curriculum?	An educational tech/curriculum person and a tech specialist (nuts and bolts person) at each district/site (either full-time or w/ release time) Technical support is based of computer ratios Technology is imbedded in all of the curriculum including the training of new teachers and in staff development in all areas (lang. arts, social studies, math, etc) Stop saying technology and say curriculum. Show teachers how to use the technology within the curriculum rather than using the technology as something separate (using coaches within the to model teaching styles/management, create rubrics, etc) Use technology as ways of tracking assessment data (districts creating new models/databases)

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	Concerns	Goals/Hopes
Table 1	Knowledge Time constraints Release times - no subs Ability level spread- individualized staff development -reluctant learners Constantly changing software- lack of standardization On site technical support- sustained support Lack of hardware and software Gap in common vision- between districts- county office - school sites First aid approach to staff development Implementation - classroom integration	Teacher "buy in" Administrator involvement Aligning technology use with standards Involve all teachers in planning for staff development Communication and collaboration - resources- Marketing Strategy Student Achievement - Is this going to help student read, write, calculate think better? Provide time for invention- constructivist approach Equity of access Partnerships - provide support organizations Improve communication to parents / community/ support staff
Table 2	Need for staff development, diversity of levels and needs Lack of equipment in classrooms Time for training without release days Engaging the reluctant learner Administrators see technology as "add on" not as something that can help with student achievement Not much research re: how tech can improve student achievement Too much other "stuff" coming down from State How to promote deeper change among teachers who don't want to change their instructional methods needed to use technology in a meaningful way Funding issues Proper selection of good software to support curriculum	Increased information literacy skills for staff and students Adequate equipment for all Technical support for all schools Enough financial support for technology Adequate resources directed toward staff development efforts Teachers need to see good models of effective integration of technology Technology used to improve student achievement Educational technology an integral part of teacher training programs Integrate as a tool in instructional process

Suggestion: Live Oak School District has established proficiency levels; when teachers reach a certain level, they design a standards-based lesson and get the equipment needed to implement it. Teachers have been able to see improved achievement through informal assessments.

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