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How to Properly Create a Faculty Development Program in Technology Education
The document discusses best practices for creating an effective faculty development program in technology education. It emphasizes the importance of planning, understanding trainees' experience levels, providing technology resources for home use, and conducting evaluations throughout the program. The conclusion notes that technology training is essential, as tools require instruction, and technology alone provides no guidance. Overall, the document provides guidance on establishing a faculty development program that prepares educators to integrate technology effectively.
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How to Properly Create a Faculty Development Program in Technology Education
- 1. How to ProperlyCreate a Faculty Development Program in Technology Education Christopher Barrows Wilkes University ED587
- 2. Introduction For thefollowing assignment, I wrote a literary review in regards to best practices and methods for the creation of a faculty development program.
- 3. Why Faculty Developmentis Important | How to Prepare Technology without training = failure Importance of training is ageless Plan, Plan, and Plan! A good plan takes time DON”T RUSH IT! Make it effective Adults learn most effectively when they need-to-know or solve a real world problem.
- 4. Creating a DevelopmentPlan Know your trainees Understand their technology experience Provide technology resources for home use Develop evaluation THROUGHOUT course process.
- 5. Following Up |Improving Your Plan Was your training successful? Evaluation methods: Observation: Self-Assessment Pre and Post Assessment Informal Performance Analysis (via committee)
- 6. Conclusion Overall, positive impact noted from development programs in technology. Technology is a tool – all tools require training. Technology tools alone equal “tools without an instructional manual”
- 7. Citations Standish, Dorothy (1993). Ignite Technology: Making the Difference with Staff Development. Retrieved from ERIC database. Boe, T (1989) The next step for educators and the technology industry: Investing in teachers. Educational Technology. 29 Garcia, Liliana (1999). Helping Teachers Increase the Use of Multimedia Instructional Technology into the Curriculum through Staff Development Workshops. Retrieved from ERIC database. Harvey, C.A, II (1998, November). Baby bytes: Integrating technology into the elementary classroom. School Library Media Activities Monthly, 27-28. Smith, Gale G, Shoffner, Mary B, (2001) Facilitating Technology Integration through Effective Professional Development: A Local School Model. Retrieved from ERIC database. Knowles, M. (1980). The modern practice of adult education: From pedagory to andragogy. (2nd ed.), Chicago: Association/Follett
Editor's Notes
- #3 First Bullet: Tom Boe, the former director at the Minnesota Educational Computing Corporation (MECC) (1989) states: “We bought huge quantities of the latest technology for the revolution but neglected to train the troops”. Second Bullet: The National Task Force on Educational Technology (1986) recommended teacher training as a key proponent in relation to incorporation of educational technology in the classroom. Third Bullet: Without a plan, development will be a struggle. Though there were a variety of conclusions in regards to who should be involved… - Smith (2001) stated that for successful implementation and planning, all staff members at the school should be involved - Standish ’s older plan did not include all, but invited all to participate. Those interested also had the opportunity to be part of a subcommittee which was chaired by The Director of Instructional Activity. Fourth Bullet: According to Harvey (1998), before a program can be effective, it must have two critical elements. 1: “The parts of technology the staff felt were most important for them to learn 2:. “A training model that would be functional so that every staff member felt comfortable...” An excellent way to begin to plan a program is through the use of surveys and distributing them in a large meeting setting where everyone will be ensured of receiving a copy so as to get the best results possible.
- #4 First Bullet: Tom Boe, the former director at the Minnesota Educational Computing Corporation (MECC) (1989) states: “We bought huge quantities of the latest technology for the revolution but neglected to train the troops”. Second Bullet: The National Task Force on Educational Technology (1986) recommended teacher training as a key proponent in relation to incorporation of educational technology in the classroom. Third Bullet: Without a plan, development will be a struggle. Though there were a variety of conclusions in regards to who should be involved… - Smith (2001) stated that for successful implementation and planning, all staff members at the school should be involved - Standish ’s older plan did not include all, but invited all to participate. Those interested also had the opportunity to be part of a subcommittee which was chaired by The Director of Instructional Activity. Fourth Bullet: According to Harvey (1998), before a program can be effective, it must have two critical elements. 1: “The parts of technology the staff felt were most important for them to learn 2:. “A training model that would be functional so that every staff member felt comfortable...” An excellent way to begin to plan a program is through the use of surveys and distributing them in a large meeting setting where everyone will be ensured of receiving a copy so as to get the best results possible.
- #5 First Bullet: Know your trainees – Potential method: Use of surveys (Both Garcia and Smith recommend) Talk about the types of things you’ll want to find out (technology experience, how often they’d like to meet, preference with group or individual training, best methods of learning, ect. Second Bullet: It’s recommended that you provide the ability for class trainees to have access to equipment and programs for use in the classroom and at home. Cost analysis for this is recommended in advance in order to ensure that you can provide enough equipment for the class size you’ll be expecting. Third Bullet: While the importance of evaluation at the end of the a training course should not be understated – the acknowledgement of growth during the process itself has proven to be very valuable. The feedback is essential ins helping to foster a continuing level of progress. It also serves as a friendly reminder that the training process is a continuous one – even when the training course is not taking place. This goes a long way in promoting the idea of self-training/evaluation.
- #6 First Bullet: Was training successful? - What worked? - What didn’t? Evalutation methods: (See list on power point)