Instructional Technology/Instructional Design/Design Models for Professional Development
This project is being created for IT 7310
It will discuss a Professional Development Model for Technology Integration
Staff development models that usually focus on school improvement often deal with specific problems. For example,
MEAP scores are down, how do we improve? Teachers are often required to gain skills or knowledge in a certain area. The main objective in implementing professional development through a model would be to develop and implement a comprehensive model for technological professional development that facilitates technology integration into the curriculum. The model theory that I researched is based on the simple fact that adults learn when they have a need to know or to help solve a real-life problem. (Knowles, 1980) Adults have a need to be self-directing. Adults bring a wealth of experience that should be used in a learning situation. Adults’ readiness to learn is based on a need to solve a problem. Adults want to make immediate application of knowledge.
Advances in technology require that educators prepare students not only academically but also to meet the challenges of 21st century demands. Recent studies have shown that teachers are fully aware of the need for their students to be prepared for the rapid growth of the Information Society, and that it is their responsibility to provide children with the opportunity to learn technology.(Loveless, 2004) We have to create personal learning experiences to encourage teachers to embrace this technology. Pressures from high stakes testing has increased the demand for teachers to integrate technology in the classroom. Journals and research have suggested that integrating technology will promote better standardized test scores and motivate students to achieve in all areas of content. Many districts depend on state testing scores for funding and accreditation. Schools are mandated by state and national levels to meet adequate yearly progress. Educational software vendors proclaim that using their software will accommodate these issues regarding state and national requirements. In implementing technology and purchasing software, many decisions are focused on if the program be worth the money and would it help with high stakes testing? Will our teachers be able to successfully implement this learning tool effectively and efficiently?
PROFESSIONAL DEVELOPMENT MODELEdit
The Professional Development Plan was based on the principles of Instructional System Design. The model expects that the four phases are done in order with a final assessment.
- Performance Analysis
- Needs Assessment
- Development and Implementation (professional development plan)
- Assessment (impact of the professional development plan)
References Facilitating Technology Integration through effective Professional Development: Local School Model Authors: Gale Smith and Mary Shoffner
In my elementary environment teachers have to have meaning behind change. The teachers were not adequately prepared to use the new technology tools in instructions. Often teachers don't fully use the technology that is available for productivity or integration. Computers are left unused and computer labs are mainly used for drill and practice. Completing a performance analysis to determine how the current work environment is being utilized and making sure that monies spent on technology is being used effectively helps to determine the next step, which is the needs assessment.
Surveys need to be prepared to determine the interests, values, and perspectives of the stakeholders. (stakeholders in this model included teachers, assistant teachers, students and parents) Veteran teachers need to be surveyed on staff development preferences. New teachers would need to be surveyed to identify baseline skills.
After a detailed analysis of the surveys to determine the needs and interest of the school staff. The goal is to develop a long range plan which included professional development for the entire year. The yearly plan can contain detailed implementation for each objective. Each objective should list indicators of success, measurement tools, plan of activities, responsible parties and completion dates.
Pre-test should be at the being of the school semester. Post- test should be completed in the spring. Both tests result data should remain confidential. The analysis should give a percentile score for example a beginner, intermediate, or advanced skill level for each teacher as well as an average for the entire staff.
Seels and Glasgow ISD Model II: For PractitionersEdit
Instructional systems design (ISD) is based on the premise that learning should not occur in a haphazard manner, but should be developed in accordance with orderly processes and have outcomes that can be measured. Basically, ISD requires defining what is to be learned, planning an intervention that will allow learning to occur, measuring learning to determine if objectives were met, and refining the intervention until objectives are met.
The Seels and Glasgow Model II: For Practitioners is a design model for practitioners that includes many of the components identified in this article. Click the link to view the model Seels and Glasgow Model II.
-Seels & Glasgow, (1998, p. 7)
Loveless, Avril M. (2004) The interaction between primary teachers' perceptions of ICT and their pedagogy. Education and Information Technologies, 8(4), 313-326.
Seels, B., & Glasgow, Z. (1998). Making Instructional Design Decisions. (2nd ed.) Upper Saddle River, NJ: Merrill.
--Cicely Douglas 04:48, 26 Apr 2005 (UTC)