Train Faculty to Use Computers

¶ … Train Faculty to Use Computers in the Classroom

The objective of this work is to examine the methods used to train faculty to use computers in the classroom. This work will develop and analyze these training and development programs and will evaluate training models for relevance and purpose.

The work of Robert Mills Gagne (1987) entitled: "Instructional Technology: Foundations" states that teacher training in the productive use of computer technology began with two models however, as the computer-literacy movement gained momentum teachers began to access computers for their classrooms and this "made it painfully obvious that new roles and new skills were required of the teachers." (Gagne, 1987) Gagne states that the idea of using computers was "itself a frightening challenge to many teachers. The often-hidden but revolutionary assumptions about teaching and learning embedded by the designers into their systems became an even greater obstacle to many." (Gagne, 1987)

The work of Barr (1998) entitled: Technology in-Servicing" states that it was suggested in the work of George, Sleeth & Pearce (1996) that teachers "...resist new technologies because they feel incompetent or insecure in their abilities, have little time to learn a new skill, or do not recognize the value of technology. Therefore, if teachers have the opportunity to learn how to use computers, see how technology is a valuable resource, and get activities they can use in their classroom, they will integrate it in their curriculum." (Barr, 1998) Barr suggests that the creation of in-services for training teachers in technology is one method schools can use to increase use of computers in classroom instruction.

I. Zelin and Baird (2007) -- Technology Learning Cycle

The work of Zelin and Baird (2007) entitled: "Training Faculty to Use Technology in the Classroom" reports a study in which the faculty members at a mid-sized Midwest state university made a decision to "create a technologically-advanced environment for their students." Innovative solutions were required in this technology initiative if the technological resources available for the faculty and students at the college were to be expanded. It was decided that toward this end that private funds would be raised for renovation of classrooms, technology support and network equipment and that students would be under a requirement to lease laptop computers.

It is stated that the faculty at the college decided that "a pilot program with voluntary classes would commence during the Fall 2000 semester and that all sophomore level classes would be using the technology one year later." (Zelin and Baird, 2007) a training program was developed for teachers in order to prepare them for the new methods of instruction as it has bee noted in previous studies that "a common stumbling block seems to be that many teachers and faculty are not prepared or confident enough in the use of technology to incorporate it into the courses they teach." (Zelin and Baird, 2007)

Zelin and Baird report that a training committee was formed one year prior to the start of the pilot program in the study and that the training program for faculty was similar to the Technology Learning Cycle (TLC) which is a model "based on the premises that instructors who use technology as a teaching tool are individuals who are constantly attempting to learn and effectively incorporate new technologies into an educational setting." (Zelin and Baird, 2007) Zelin and Baird state that the Technology Learning Cycle has five specific phases which are those of:

(1) awareness;

(2) exploration and filtration;

(3) learning;

(4) personal and professional application; and (5) sharing and reflection. (Zelin and Baird, 2007 )

In the awareness phase it is related that learners "discover new technologies from a variety of sources, such as educational publications, educational conferences, the Internet and the general media."(Zelin and Baird, 2007) the second phase or, the exploration and filtration phase involves the learners being instructed on the use of the technological innovation and being made aware of the pedagogical applications.

The third phase or the learning phase involves teachers receiving instruction on the use of the technological innovation and becoming aware of the applications of the technology and their use in the classroom. The personal and professional application phase involves the incorporation of the technology into the classroom curriculum and finally, the last phase, "sharing and reflection" is the phase in which the learner "shares her or his experience with the technological innovation with others and reflects on the impact of the innovation." (Technology Learning Cycle, 2007 in: Zelin and Baird, 2007)

Because of the wide range of faculty needs for information and levels of skills it was determined that training courses should be offered in a wide variety. Prior to the pilot program in this study a two hour session took place for distribution of the notebook computers to faculty and for the purpose of familiarizing faculty members with the IBM notebook computer and Windows operating system features. A second training session took place with representatives from IBM providing faculty information about various ThinkPad programs at other colleges. Additionally reported is that the faculty was provided with an introduction to Microsoft Office Software including:

(1) two session of PowerPoint;

(2) two sessions of FrontPage; and (3) two sessions of Excel.

Online classroom products included:

(1) Irwin/McGraw-Hill Seminar; and (2) ITP/Southwest Publishing Seminar. (Zelin and Baird, 2007)

A decision was made that eight training sessions would take place during the first semester of the pilot program. Following the first pilot year intensive training program there was a change in both the focus and intensity of training.

It is reported that the faculty members were "...teaching laptop courses and were familiar with the equipment and the software to be used in their courses. The focus of training efforts then shifted to discussion-based forums of how to effectively use the technology to improve learning in the classroom. Faculty continued to share ideas in these discussion forums for innovative pedagogy utilizing the laptops." (Zelin and Baird, 2007)

It is further reported that faculty roundtable sessions were conducted in which professors shared their successful strategies and concerns that had arisen after experience teaching with the laptops." (Zelin and Baird, 2007) Stated as discussion topics were:

(1) successful ways of incorporating active learning using the laptops;

(2) specific course activities used in the classroom such as online surveys;

(3) incorporating and researching current news items and company information;

(4) hands-on use of applications; and (5) use of simulations in class; how to keep students on task with all the distractions possible through wireless Internet access; and how to prevent cheating in a laptop environment." (Zelin and Baird, 2007)

II. Examination of Teacher/Faculty Training and Education Preferences

The work of Cole and Styron (nd) entitled: "Traditional or Online Methods of Professional Development: What Do Teachers Prefer? states that online professional development opportunities "...have dramatically increased in number over the past few years as technology has advanced (Brown & Green, 2003). The challenge for administrators when planning professional development is to provide teachers with programming they find both intellectually stimulating and pleasurable. (Beatty, 2002 in: Cole and Styron, nd)

Cole and Styron report a study with the purpose of determining whether teachers "...were more likely to prefer online methods in lieu of traditional face-to-face methods of obtaining training on various topics pertaining to technology. The study also determined if teachers who participated in online professional development carried their method of learning online into the classroom and as a result, incorporated more technology within teaching methodologies and encouraged greater student interactivity with technology." (Cole and Styron, nd)

The work of Brody (1995) is reported to have made identification of several traits that are important for consideration in the process of development of a professional education program that is comprehensive in nature. Stated to be among these traits are:

(1) the reputation of the trainer;

(2) the rewards available to program participants (tangible and intangible); and (3) the support of the administration. (Cole and Styron, nd)

While traditional staff development models make a requirement that everyone participate simultaneously "at the same location" web-delivered staff development enables teacher to participate at the best time of day for each individual teacher and to learn at their own pace. In fact, "Web-delivered staff development is available 24 hours a day, 7 days a week. (Bintrim, 2002 in: Cole and Styron, nd)

The work of Burke (1994) is stated to have concluded that "the use of effective distance education programs for K-12 staff development should be increased to supplement face-to-face in-services due to the positive evaluations of K-12 educators who participated in the electronic distance education in-service programs. When asked questions concerning the type of professional development that is needed in school districts, many faculty members answer "technology training." (Cole and Styron, nd)

III. Limitations to Integration of Technology in the Classroom

The work of Seamon and Levitt (2001) states that teachers, while being aware of the need for use of technology in classroom instruction are at the same time, "somewhat limited in their skills and desperately search for ways to implement technology to assist them in their lesson planning with the students' best interests in mind." (Cole and Styron, nd)

Cole and Styron report that with the additional technology available in today's schools it would be natural to believe that students would enter the workforce better prepared for use of technology than previously. This is stated however to not be the case since reports show that in 1998 approximately 22% of employees possessed the necessary technology skills upon entering the workforce and these are technology skills needed for approximately 60% of the new jobs in the job market.

From these statistics it can be assumed that teachers are failing to incorporate technology into classroom instruction and thereby failing to enable students in expansion of their learning to include technology use. The work of Poole and Moran (1998) is stated to have made identification of several factors known to contribute to the ineffectiveness of staff development in the area of technology. Those factors are stated as follows:

(1) lack of support from school administration;

(2) lack of awareness of what is needed in the schools;

(3) one-shot workshops that are inadequate and that have no follow-up;

(4) expense of training; and (5) lack of continued support. (Cole and Styron, nd)

The study conducted by Cole and Styron is stated to have been quantitative in nature and involved gathering data through use of a causal comparative design involving the responses of 90 teachers who had participated in online training modules through TeacherLine, a free professional development program sponsored by PBS. Analysis was conducted through use of a survey that focused on the determination of a difference in attitudes concerning online professional development. Stated to be a factor in the analysis was the level of computer experience possessed by individual teachers prior to their participation in an online professional development session.

Specifically investigated in the research was the willingness of teacher to incorporate technology into the classroom following participation in an online professional development session. Findings of the study state an indication that "...the vast majority of the respondents to the survey understood the benefits of using technology to enhance the learning and teaching experience and the value of using technology in the classroom after they participated in online professional development.

This data alone are enough to demonstrate to professional development coordinators that the use of technology is important to most teachers, and with the advancement of technology comes the dilemma of providing constant training on new technologies." (Cole and Styron, nd) it is stated to have been clear that the method preferred for delivery of training was through online professional development in the opinion of 89.1% of the participants in the study.

The work entitled: "Perspectives on Instructional Technology" (1997) states that the "...Integration of instructional technology into the academy by teachers would benefit from close interaction with trained instructional staff. Potential users need support for both learning the technology and using it to enhance their instruction and student learning. DoIT and the New Media Centers provide workshops on the use of specific tools and sponsor weekly brownbag seminars."

It is additionally reported that the "Biology New Media Center provides a new model of discipline specific assistance in locating and creating instructional materials. These valuable programs are essential in helping faculty get started incorporating new it in their teaching. Programs are needed to continually train faculty even after adoption of a particular it. To participate in these workshops and to conduct follow-up activities requires a time investment by the faculty and support staff." (Perspectives in Instructional Technology, 1997) it is necessary that faculty who do adopt it possess the skills necessary to cope with problems with the technology.

IV. PICASSO -- Portal Integrated Curriculum, Assessment, and Student Services Operation

The work of Luscre (nd) entitled: "Out of a Box...Integrating Technology Effectively" reports a study with the purpose of discovering if the implementation of "...PICASSO (Portal Integrated Curriculum, Assessment, and Student Services Operation) would increase the level of technology integration and effectiveness of teachers at the elementary school research site." Luscre reports that teachers were trained "...on the Internet-based management site and were asked to use the system to extend their level of technology integration into their curriculum. Randomly selected teachers documented their use of technology in the classroom and lab environment. Teachers documented dates, times, specific technology, and to what extent PICASSO was used." (Luscre, nd)

Luscre reports that incorporating of the program allowed teachers to integrate technology into the curriculum which resulted in more meaningful learning "...because they taught using the QCC's (Quality Core Curriculum) and resources provided by PICASSO." (nd) it is reported that teachers in the study "...took pre and post LoTi (Level of Technology Integration) questionnaires and data showed that there was a significant increase in several areas of the survey. Increases were also noted in computer usage time over 20% during the course of the intervention." (Luscre, nd) Results of the study are stated to have demonstrated that "the use of PICASSO was a successful tool in assisting teachers during planning and implementing technology related lessons into their curriculum. Further use of the program will be used and teachers will continue to train as the program gets more sophisticated." (Luscre, nd)

V. Pre-Service Training on ICT Use