A Collegial Path For Integrating Computer Training.

Many school districts organize staff development using a coursework approach by offering after-school courses, college courses, half-day and full-day release time, and the use of teacher centers. One problem with this is that it fails to allow time for thinking, discussion, and concrete ideas on how to implement new instructional methods.

As a result, staff development addresses only the "what" and not the "how." Participants leave workshops with unanswered questions: "How do you use four computers in a class of 25? How does a lab approach differ from a cluster or single workstation approach to technology use in the classroom? When should the cluster approach be used?" And, most significantly, "Who among my peers can help me make this first step?"

Without clear answers and supportive colleagues and leadership to provide the right mix of guidance and enthusiasm, most exciting workshop innovations remain simply ideas.

As the district's lead administrator for technology, I set out to rectify this situation in our system. Improvements did not happen overnight, but evolved from feedback from teachers, administrators, and supervisors.

As a result, our staff development now emphasizes the integration of computer technology in the district, and we offer courses on three levels.

First, we teach basic computer skills so staff can understand the kinds and uses of technology in the classroom.

Second, we use technology to model the classroom as a place for thinking, problem solving, and cooperative learning. Third, our professional development serves as a forum for staff to share ideas about their personal success with implementing technology in the classroom.

Reshape Learning

The result is a staff development plan that better supports the district's overall technology plans, which are ambitious. This fall, the administration building and all five school buildings were connected by a fiber optic network. Within three years, all classrooms will have at least one computer and between 30 to 50 percent will boast clusters of from four to six computers.

Our goal is that technology will reshape the classroom as a place for learning, not simply instruction. The integration of technology into the curriculum will address students' learning styles and will model a constructivist and inquiry-based approach to teaching and learning.

To ensure staff development reflects similar goals, I organized a one-day workshop for teachers from all grade levels and subjects to demonstrate how they were integrating technology into the classroom. Vendors displayed the latest software, and Thornburg Center consultant Ian Jukes gave the keynote. The participation of our component elementary districts and other neighboring districts helped to offset costs. Apple Computer and its local dealer donated equipment.

Nearly 50 workshops led by district teachers filled the program. The presenters covered content, hardware, and software, and, most importantly, how they integrated technology into the instruction.

Implementation strategies ran the gamut, including cooperative learning and the cluster approach (4-5 computers in a classroom), use of a single computer for demonstrations, and the station approach (students rotate between several hands-on activities within one classroom).

Topics ranged widely, from "Stops Abroad on the Information Highway" to "Artistic Expression in Ancient Greece: History Through Music and Art CD-ROMs."

Following the conference, colleagues shared experiences and ideas at weekly department meetings and discussed opportunities for technology integration in classrooms. The next technology conference in our district will include not only demonstrations but also more hands-on opportunities and program strands, including multimedia, the Internet, networking, and content-specific applications. They will be offered in a block schedule to enable participants to attend a full-day, two half-day, or multiple hour-long sessions.

Ongoing Plans

The inclusion of technology in the instructional program is real. Eight new technology courses were offered this summer and new configurations for training are being developed. These will include weekend and on-line courses, intensive institutes, and interactive, two-way distance learning. This year each school will run a buildingwide staff development conference.

Infusing technology into instruction is a unique opportunity for educators. It integrates a relatively new and ever-changing approach to active learning. Technology is a true equalizer of learning, but relevant staff development must not be underestimated to ensure its success.