The Pathway to Nevada's Future

2014 ◽  
pp. 1073-1087
Author(s):  
P.G. Schrader ◽  
Neal Strudler ◽  
Loretta Asay ◽  
Terra Graves ◽  
Shawn L. Pennell ◽  
...  
Keyword(s):  
Professional Development ◽  
Technology Use ◽  
Development Project ◽  
Online Discussions ◽  
Base Line ◽  
Technology Professional Development ◽  
Technology In The Classroom ◽  
Technology Professional ◽  
Planning Development ◽  
Reported Data

An online, statewide technology professional development project was implemented for middle school teachers in Nevada. This document reports the preliminary findings associated with the planning, development, and implementation of Module 1 of the Pathway to Nevada's Future project. Baseline data, participant characteristics, findings, and results from participation in Module 1 are reported. Data sources include online surveys, online discussions, and informal interviews of project personnel. During the planning phase, the milestones outlined in the grant proposal were accomplished. In terms of project implementation, Module 1 was designed, developed, and implemented. A schedule for Module 2 was developed for the summer and implemented during June and July 2010. At the beginning of Module 1, base-line data were collected and examined to describe the general profile of Pathway participants. Overall, these data suggested that the population of participants was an appropriate cross section of Nevada teachers. Participants indicated that they held a high opinion of the role of technology in the classroom and reported being moderately skilled in technology use. There were many areas, however, in which they were not skilled and had room to benefit from the planned modules. Overall, the group was well suited to interact with the professional development materials, provide formative feedback for refining the modules, and apply their learning in classrooms across Nevada. Module 1 primarily involved an overview of resources, tools, and strategies intended for a variety of settings. Activities ranged from conceptual readings, webinars, videos, and discussions, to hands-on assignments that exposed participants to a range of tools. Results indicated that participants significantly increased in their knowledge, attitudes, and self-efficacy associated with technology and technology integration. However, analysis of progress, assignments, and online discussions indicated that the amount of material was overwhelming for the majority of participants. As a result, adjustments to the delivery of Module 1 were implemented during the professional development. These modifications were also implemented in subsequent Modules, allowing participants to explore applications of interest at a deeper level.

Standards-Based Educational Technology Professional Development

2012 ◽  
pp. 819-834
Author(s):  
Diana Stanfill
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Valuable Insight ◽  
Technology Professional Development ◽  
Technology In The Classroom ◽  
Train The Trainer ◽  
Design And Implementation ◽  
Technology Professional ◽  
Integrate Technology ◽  
Adoption Design

Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.

Professional Development for Classroom Teachers

2021 ◽  
pp. 51-71
Author(s):  
Jeffrey Maiden
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Professional Learning ◽  
Technology Use ◽  
Classroom Teachers ◽  
Technology Professional Development ◽  
University Partnerships ◽  
Symbiotic Relationships ◽  
Modeling Technology ◽  
Technology Professional

The professional development of teachers in instructional technology is of paramount importance. This chapter provides an overview of the topic, beginning with adult learning as a foundation. Teachers are adults, and any type of professional development, whether related to technology or not, should meet the needs of adult learners. The chapter subsequently provides a review of professional learning communities (PLCs), which may provide a venue for impactful, sustainable technology professional development. Next, teacher-led technology professional development and peer coaching are addressed, followed by a discussion of the use of the community, corporate, and university partnerships that may enhance professional development through symbiotic relationships. The chapter concludes with a discussion of virtual professional development, which may serve a dual purpose of enhancing professional development sustainability as well as modeling technology use for instructional purposes.

Professional Development for Classroom Teachers

2020 ◽  
pp. 206-226
Author(s):  
Jeffrey Maiden
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Professional Learning ◽  
Technology Use ◽  
Classroom Teachers ◽  
Technology Professional Development ◽  
University Partnerships ◽  
Symbiotic Relationships ◽  
Modeling Technology ◽  
Technology Professional

The professional development of teachers in instructional technology is of paramount importance. This chapter provides an overview of the topic, beginning with adult learning as a foundation. Teachers are adults, and any type of professional development, whether related to technology or not, should meet the needs of adult learners. The chapter subsequently provides a review of professional learning communities (PLCs), which may provide a venue for impactful, sustainable technology professional development. Next, teacher-led technology professional development and peer coaching are addressed, followed by a discussion of the use of the community, corporate, and university partnerships that may enhance professional development through symbiotic relationships. The chapter concludes with a discussion of virtual professional development, which may serve a dual purpose of enhancing professional development sustainability as well as modeling technology use for instructional purposes.

ISET Expert Panel Discussion Series 2020–2021

2021 ◽  
pp. 016264342110335
Author(s):  
Emily Hoeh ◽  
Tara L. Kaczorowski
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Information Sharing ◽  
Expert Panel ◽  
Panel Discussion ◽  
Education Technology ◽  
Technology Professional Development ◽  
Individuals With Disabilities ◽  
Technology Professional ◽  
Development Committee

The Innovations and Special Education Technology Professional Development Committee would like to extend its appreciation to the following leaders in the field of Special Education. Each of the following individuals volunteered to speak during the 2020–2021 ISET Expert Panel Discussion series and shared expertise on a variety of pressing topics during remote instruction due to the COVID pandemic. The information sharing is a testament to their unwavering support for the members of ISET and all of the stakeholders involved in supporting individuals with disabilities.

Mathematics Education Technology Professional Development

2018 ◽  
pp. 115-144
Author(s):  
Shannon O. Driskell ◽  
Sarah B. Bush ◽  
Robert N. Ronau ◽  
Margaret L. Niess ◽  
Christopher R. Rakes ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Education Technology ◽  
Development Research ◽  
Learning Tools ◽  
Technology Professional Development ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Technology Professional

The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn's (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.

Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China

2020 ◽  
Vol 16 (3) ◽  
pp. 15-29
Author(s):  
Yi Li ◽  
Qiu Wang ◽  
Jing Lei
Keyword(s):  
Professional Development ◽  
Technology Use ◽  
Digital Native ◽  
Digital Immigrant ◽  
Future Technology ◽  
Immigrant Teachers ◽  
Technology Professional ◽  
Professional Development Needs ◽  
Native Teachers ◽  
Basic Technology

This study examined if professional development needs of digital natives and immigrant teachers differed for technology integration in a Chinese education setting. Quantitative and qualitative data was collected from 500 teachers at six schools in China. The digital native teachers and immigrant teachers were compared in terms of their different technology use behaviors and integration skills. The findings indicated that even though the digital native teachers had greater comfort with basic technology than the digital immigrant teachers, they still required training for effective integration of technology in their teaching. The digital immigrant teachers needed more basic technology operations training connections between technologies and teaching. Future technology professional developments in developing countries should: 1) consider the different needs of digital native teachers and digital immigrant teachers; 2) prepare them to make meaningful connections between technologies and their teachings; and 3) adopt individual coaching with on-site designated specialists.

SOCIAL MANAGEMENT TECHNOLOGY OF PROFESSIONAL DEVELOPMENT FOR INSURANCE AGENTS: COMPETENCE APPROACH

2015 ◽  
Vol 10 (4) ◽  
pp. 48-55
Author(s):  
Рыболовлева ◽  
Olga Rybolovleva
Keyword(s):  
Professional Development ◽  
Social Control ◽  
Control Technology ◽  
Resource Block ◽  
Technology Professional Development ◽  
Insurance Agents ◽  
Function Block ◽  
Technology Professional ◽  
Target Block ◽  
Social Management

The actual questions of staff professional development are mentioned in the article. The content of professional development of insurance agents is considered from the standpoint of competence approach. Professional, personal and social competences of insurance agents are identified. The basic blocks of social control technology of professional development of insurance agents are presented it details: target block, function block, regulatory unit, operational and procedural block, tool block, resource block. Details reveals the basic units of social control technology professional development of insurance agents: target block, a function block, the regulatory unit, operational and procedural block tool block, resource block.

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