1. B.
Morrow
NOT
FOR
DISTRIBUTION
Professional
Development
Rationale
A
decade
or
so
a
go
the
main
issue
surrounding
technologies
and
schools
was
whether
or
not
they
should
be
integrated
(Rodriguez,
2000).
Today,
the
issue
for
these
two
has
turned
to
the
effective
use
of
technologies
in
schools.
This
stems
from
the
question
of
whether
teachers
are
well
enough
informed
to
efficiently
use
the
technology.
How
can
they
become
well
informed?
Professional
Development.
Professional
Development
is
the
fundamental
key
for
teachers
to
ensure
they
are
continue
developing
and
increase
their
expertise
and
understanding
(Aussie
Educator,
2011).
Through
my
iVideo,
teachers
will
be
encouraged
and
motivated
to
accept
that
technology
in
classrooms
is
here
to
stay.
It
therefore
becomes,
their
responsibility
to
get
on
board
and
use
it
effectively.
By
taking
responsibility
for
their
own
professional
development,
they
will
not
only
become
knowledgeable
learners,
but
will
be
able
to
create
exciting
lessons
where
they
can
integrate
technology
into
authentic
learning
experiences
for
their
students.
In
a
society
where
technology
is
accelerating
and
changing
so
fast
not
only
around
us,
and
in
our
classrooms,
professional
development
is
the
key
solution
to
remaining
up
to
date.
Training
teachers
in
a
range
of
basic
IT
skills
is
not
sufficient
any
more,
nor
is
a
technology
workshop
that
a
teacher
may
have
attended
once
a
year
in
the
past.
Rodriguez
(2000)
states
that
in
today’s
age,
professional
development
in
respect
of
technology,
needs
to
be
made
up
of
a
selection
of
fundamental
components
such
as:
A
connection
to
student
learning,
hands-­on
technology
use,
variety
of
learning
experiences,
curriculum-­specific
applications,
new
roles
for
teachers,
collegial
learning,
active
participation
of
teachers,
ongoing
process,
sufficient
time,
technical
assistance
and
support,
administrative
support,
adequate
resources,
continuous
funding,
and
built-­in
evaluation
(para
10).

2. B.
Morrow
NOT
FOR
DISTRIBUTION
In
order
for
that
fundamental
components
be
explored
effectively,
professional
development
needs
to
be
an
ongoing
process
(Downes
et
al.,
2001).
This
involves
schools
and
individuals
creating
a
professional
development
balance
allowing
teachers
the
time
and
resources
needed
to
adequately
complete
educational
teaching
programsinvolving
the
above.
(Woodward
&
Cuban,
2001).
A
study
undertaken
in
Queensland
in
2009
on
final
year
teacher
education
students’
and
their
technological
capabilities
showed
that
only
19.4%
felt
very
confident
in
using
technology
with
students
(Albion,
Finger
&
Jamieson-­‐Proctor,
2010).
Ginns,
McRobbie,
&
Stein
(1999)
believe
that
primary
school
teachers
have
always
experienced
problems
and
difficulties
when
it
comes
to
integrating
technology
into
the
classroom.
More
often
than
not,
this
is
due
to
their
lack
of
confidence,
understanding
and
capability
in
using
technology.
So
how
can
we
fix
this
lack
of
confidence?
Professional
Development.
If
the
teacher
has
the
knowledge
to
integrate
technology
across
the
curriculum
they
have
the
tools
to
‘deepen
and
enhance
the
learning
process’
(para
2)
for
students
(Edutopia,
2008).
This
allows
students
to
engage
in
learning
tasks
through
images,
sounds
and
texts;
interact
with
other
students,
professionals
and
experts
across
the
world;
open
the
classroom
to
endless
online
resources
and
learning
experiences;
explore,
discover
and
research
through
technologies
of
the
21st
century.
However,
this
can
all
only
be
done,
if
the
teacher
is
prepared,
confident
and
knowledgeable
in
using
technology,
which
is
why
professional
development
is
so
important
today.
I
know
that
I
am
not
yet
fully
equipped
with
all
the
skills
and
tools
to
help
me
use
technology
in
the
classroom
to
the
best
of
my
ability.
However,
I
have
realized
through
professional
development
that
I
can
learn
how
to.
I
intend
my
iVideo
to
evoke
a
response
that
will
motivate
people
to
find
out,
experiment
and
discover
just
how
much
they
can
learn
about
technology.
This,
I
hope
will,
in
turn,
provide
a
more
technologically
effective
learning
atmosphere
for
students
and
teachers.

3. B.
Morrow
NOT
FOR
DISTRIBUTION
REFERENCES:
Aussie
Educator.
(2011).
Professional
Development.
Retrieved
February
19,
2011,
from:
http://www.aussieeducator.org.au/teachers/professionaldevelopment.html
Cuban,
L.
&
Woodward,
J.
(2001).
Technology,
Curriculum
&
Professional
Development.
Corwin
Press
Inc;
California,
United
States.
Downes
et
al.
(2001).
Making
Better
Connections.
Commonwealth
Department
of
Education
and
Training;
Canberra,
Australia.
Edutopia.
(2008).
Why
Integrate
Technology
into
the
Curriculum?:
The
reasons
are
Many.
Retrieved
February
19,
2011,
from:
http://www.edutopia.org/technology-­‐
integration-­‐introduction
Ginns,
I.,
McRobbie,
C.,
&
Stein,
S.
(1999).
A
Model
for
the
Professional
Development
of
Teachers
in
Science
&
Technology.
Retrieved
February
20,
2011,
from:
http://www.aare.edu.au/99pap/ste99273.htm
Jamieson-­‐Proctor,
R.,
Finger,
G.,
&
Albion,
P.
(2010).
Auditing
the
TPACK
capabilities
of
final-­‐year
teacher
education
students:
Are
they
ready
for
the
21st
century?
ACEC2010:
Digital
Diversity
Conference
6-­‐9
April
2010,
Melbourne
Australia.
Rodriguez,
G.
(2000).
Critical Issue: Providing Professional Development for Effective
Technology Use. Retrieved February 19, 2011, from:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm