The Impact of New Technologies on Professional Development

Author(s):  
Sarah T. Meltzer

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

2014 ◽  
pp. 1984-1996
Author(s):  
Sarah T. Meltzer

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students' needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.


2008 ◽  
Vol 8 (1) ◽  
pp. 4-10 ◽  

AbstractIn this analysis of the future of our profession, Barbara Tearle starts by looking at the past to see how much the world of legal information has evolved and changed. She considers the nature of the profession today and then identifies key factors which she believes will be of importance in the future, including the impact of globalisation; the potential changes to the legal profession; technology; developments in legal education; increasing commercialisation and changes to the law itself.


ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.


Author(s):  
Elizabeth Powell

Rich exploratory, visual tasks foster opportunities conversations in math class. Clear mental models build the foundation for deeper conversations and foster a class culture where all voices are heard by providing opportunities to take risks and reflecting on beliefs about student ability. Teachers and students can learn the value of engaging with different perspectives. Reflecting on instruction for teachers and learning for students improves retention and understanding. A teacher's role is as facilitator and modeling behavior and communication. Professional development and frameworks are needed to adopt the competencies effectively. Researchers evaluating efficacy of rich tasks and 21st century competencies must reexamine beliefs about ability, consider the impact of societal barriers on student learning, and focus on how instruction can adapt to be more effective for all learners. More research in all of these areas is needed.


Author(s):  
Ardyth Foster ◽  
Joshua Lambert ◽  
Jackie HeeYoung Kim

In recent studies, researchers found that, while 90 percent of teachers reported participating in professional development, most of those teachers reported that it was not effective for improving their practice (Darling-Hammond et al., 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Desimone, Porter, Garet, Yoon, & Birman, 2002; Corcoran & Foley, 2003). These findings indicate that the real issue is not that teachers are not provided with professional development, but that the typical modes of professional development are ineffective at changing teacher practices and/or student learning. Therefore, there is a need to explore new ways of conducting effective professional development for teachers. This study investigates a learner-centered model of professional development, which is designed to maximize the impact of teacher training on student learning.


Author(s):  
H.E.M. Cool

Glass came of age during the Roman period. Within the ancient world it had been used from the mid-second millennium bce onwards, but only for jewellery and luxury items like small perfume bottles. This started to change in the late 2nd century bce, when the Hellenistic industries started to produce simple glass drinking vessels. In the early Imperial period there was an explosion in the vessel forms available, in part made possible by the discovery of how to blow glass. The new types included both the luxurious, such as exquisite cameo vessels, and the utilitarian, such as disposable packaging for cosmetics. A similar expansion was seen in its role in buildings, where glass went from luxurious interior decoration to structurally important window glass. References in literary works and depictions in wall paintings at the time attest to the considerable attention this new phenomenon attracted in the early to mid-1st century ce. Vessels, windows and other items spread widely throughout the empire and beyond, and to all levels of society. Over the next 400 years, how the material was used changed with time and place as the various regional industries responded to the needs and preferences of their communities. This was a major high-temperature industry which would have made considerable demands on resources such as fuel, but there are still many things that are unknown about it. Where, for example, was the glass itself made? Waste from secondary workshops producing vessels is regularly encountered, but evidence for the primary production is extremely rare. This has led to considerable debate, with competing models being proposed. Glass is not a material where scientific techniques such as those used to provenance pottery have proved very helpful. The composition of Roman glass is extremely uniform throughout the empire, and again there has been much debate about why this might be. Of late, some useful advances have started to be made in approaching these questions, and this may eventually disentangle what was going on. The study of Roman glass provides a unique window into the past. Through it the impact of new technologies and materials can be seen, as well as the choices people made about what was useful in their lives—all against the background of some of the most beautiful and skilful vessels ever made.


Author(s):  
Alla Korotkikh

Over the past 30 years, a series of inter-related changes in land-use pattern, business arrangements, farm structure, and production practices combined to expand output without increasing the use of total inputs. Moreover, by allowing farmers to increase U.S. agricultural production through increased productivity instead of expanded land and chemical use, many of these innovations helped to limit the impact of agricultural production on the environment. Meanwhile, new technologies (such as precision agriculture) have required additional labor use, a differentiated approach to the specialization of production, and stimulated the concentration of resources, capital and efforts on the production of certain products, which allowed some farmers to increase the size of their operations. As a result, the number of large farms increased 8 times, and their share in the country's agricultural production increased to 62%. Although production has shifted dramatically to larger farms, 97 percent of all farms remain family farms, generating 82 percent of the total value of U.S. agricultural production.  


2020 ◽  
Vol 2 (1) ◽  

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.


2021 ◽  
Author(s):  
◽  
Robyn Grover

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>


Sign in / Sign up

Export Citation Format

Share Document