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Because of rapid changes in information technology and
education, teachers may need help with:
 | Technology skills |
| Information literacy skills |
| Authentic assessment skills |
| Creating assignments that use resources in authentic manner |
| Interdisciplinary work |
Some ways to work with teachers and staff to develop and enhance
these skills include:
| When students are learning the skills |
| One-on-one instruction |
| Large group sessions |
| Teaching small teams (e.g., grade level / curricular) |
| Project work |
Determining Staff Development Needs
Many schools form committees of teachers, the LMS and the technology person in the school or district to do a needs assessment through observations, surveys, or informal interviews and then plan staff development activities. Other schools have a district-wide team that does the planning.
Adult Learners Differ from Children
While there are many obvious ways that adult student
differ from children. These need to be taken into account in order
to provide meaningful direction. Some important difference when
working with adult learners to consider include:
| Ability to stay on task |
| Goal oriented |
| Self-directed |
| Motivated by a sense of accomplishment |
| Strong sense of self |
| Bring many personal experiences to their learning |
| Willing and eager to learn a topic of interest |
| Very busy and need to fit learning into their own timeframe |
| Some bring psychological baggage from previous learning experiences |
Teaching Methods
Recognizing and utilizing the experience of adult learners
is probably the key to successful outcomes. Establishing a climate of trust within the
group is also critical. Active learning strategies and accommodation of various learning styles are also important.
Planning Staff Development
Like most endeavors, being prepared is critical --
especially when working with busy educators. While flexibility is
important, the following steps are recommended to more fully ensure that
staff development sessions are as productive as possible:
| Formulate and analyze alternatives |
| Determine opportunities and threats |
| List possible strategies
recommend solution(s) |
| Create action plan |
| Anticipate results |
| Create contingency plans |
When to do the staff development:
| During prep periods |
| Before or after school
During classtime, providing a substitute teacher |
| In the summer |
| On weekends |
| In class with kids |
Motivating each participent:
| Pay |
| Recognition |
| Equipment, software |
| Release time |
| Special project work |
| Extra resources |
| Assistance of extra person |
| Student performance |
Who should do the teaching:
| Library media specialist |
| Technology specialist |
| Another teacher in the school
another teacher from the district |
| Professional trainer |
| Student |
| The materials themselves (e.g., web page instructions, videotape tutorials) |
Where to provide training:
| Library media center |
| Teacher's classroom |
| Computer lab |
| District training facility |
| Online at teacher's convenience |
Grouping:
| Individually |
| Pairs |
| Teams organized by common interest |
| Teams by level of skill |
| Large groups |
| Entire school |
Teaching Methods:
| Demonstration |
| Lecture |
| Case study |
| Hands-on activities |
| Videotapes |
| Printed guides or instructions |
Appropriate Resources
| Print |
| Computers |
| Internet |
| Training manuals or guides |
| Computer programs |
| Whiteboards or other place to write |
| Computer projection device |
| VCR and monitor |
| Overhead projector |
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