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Utilization of technology in the classroom

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Utilization of technology in the classroom

  1. 1. R O S H A N I R A J B A N S H I N E W M E X I C O S T A T E U N I V E R S I T Y Utilization of Technology in the Classroom with the Help of Professional Development
  2. 2. Outline  Introduction  Definition of Professional Development (PD)  Significance of the Study  Research Questions  Literature Review  Methods  Focus area  Procedure  Study area  References
  3. 3. Introduction  Difference in the way children and adults use technology.  Children Digital natives (Prensky, 2001).  Adult Digital immigrants  Professional a way to encourage development and train teachers to use technology
  4. 4. Definition  According to Schalager & Fusco (2003), PD is conducted as training, workshop and seminar that are held for teachers to inform them about “new knowledge and skill in the context of conceptual tools, rules and allocation of roles” (p. 209).  Zhao (2013) also states that it was Holmes in 1986 who introduced the concept of “Professional Development School” (p. 1628).  Cannon, 2013 states that PD “learning activities and experiences educators engage, from pre-service education to retirement, in order to increase career related performances” (p. 1).
  5. 5. Significance of Study  The significance of this study is to find out why teachers are not using available learning technology like multimedia and Web 2.0 in classroom.  It will also assist teachers to utilize technology in the classroom.  This study will also help teachers to improve teaching practices with the utilization of technology.
  6. 6. Research Questions  Why is multimedia and Web 2.0 good educational tool for teachers?  How effectively are teachers using teaching technologies in the class?  What learning technological tools are students using?  How will professional development help teachers to use learning technology in classroom?
  7. 7. Literature Review  Ratio of computer to student is 5:1 in 2001 (Lawless & Pellegrino, 2007); however computers are not turned on in the classroom (Wiburg, 2003)  Teachers felt lack of training regarding the use of technology (Watson, 2006).  The goal of professional development to integrate technology in the classroom (Mouza, 2002).
  8. 8. Literature review cont...  The level of self-efficacy is high after workshop. (Watson, 2006).  Long vacations are the time to learn new applications (Dwyer, 1994).  Online technology PD can be an alternative to face- to-face instruction (Barnett, 2003).  According to Schlager and Fusco (2003), PD provides information to teachers and puts knowledge into practice through the eyes of experts.
  9. 9. Cont..  Ambiguity of Professional Development  Outdated and inadequate equipment in classroom  PD far away from the school site  long hours  irrelevant skills  one-shot training  no follow-up or no support (Mouza, 2002).  Problem arises when there are “incompatibilities in culture, leadership and tools” (Schlager & Fusco, 2003).  No proper cooperation between teachers, administrators and stakeholders hinders the progress of effective PD.
  10. 10. Methods  Focus area:  My focus area would be 25 elementary school teachers of LCPS.  This study would focus on 4th Grade science teachers and their students.
  11. 11. Study area
  12. 12. Diagrammatic view of procedure  First Step Survey  Second step Provide PD  Third step Collect initial work of the student  Fourth step Observation + Interview  Fifth step Collect final work of student’s work  Sixth step Evaluation
  13. 13. References  Barnett, H. (2003). Technology professional development: successful strategies for teacher change. ERIC digest. ERIC Clearinghouse on Information and Technology Syracuse NY. http://bern.library.nenu.edu.cn/upload/soft/0-article/029/517056.pdf  Cannon, J. G., Kitchel, A. & Duncan, D. W.(2013). Perceived professional development needs of Idaho secondary career and technical education teachers: Program management. Online Journal for Workforce Education and Development, 4(1).  Dwyer, D. (1994). Apple classrooms of tomorrow: What we've learned. Educational Leadership, 51(7), 4-10.  Lawless, K. A. & Pellegrino, J. W. (2007). Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. Review of Educational Research, 77 (4), 575-614. http://rer.sagepub.com/content/77/4/575.full  Mouza, C. (2002). Learning to teach with new technology: implication for professional development. Journal of Research on Technology in Education, 35.2, p272.  Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. Vol 9, No. 5.  Schlager, M.S. & Fusco, J. (2003). Teacher professional development, technologies and community of practice: Are we putting the cart before the horse. The Information Society, 19, 203-220.  Watson, G. (2006). Technology professional development: Long-term effects on teacher self-efficacy. Journal of Technology and Teacher Education, 14(1), 151-165.  Wiburg, K. M. (2003). Technology and the new meaning of educational equity. Computers in the School, 20: 1-2, 113-128.  Zhao, Y. (2013). A probe into psychological training for professionalization development of college teachers. Research Journal of Applied Sciences, Engineering and Technology 5(5): 1627-1632.
  14. 14. Thank you

Notas del editor

  • Therefore, there is a huge difference in the way two generation use technology
  • Different authors have different definition of professional development

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