Improving Technology Usage Among Faculty

The title simply states a goal for all administrators and school communities.  As technology improves so do the needs for teachers to teach with those technologies and to provide lessons that allow students to create with those technologies.  Because teachers have little time to be trained, timing is always an issue, and realistic goals should be assigned to allow for these changes.  Also in class sessions, while valuable for teachers, are only successful when “just in time” learning approaches are designed to support the teacher during the school year.

arcsAs we look at the ARCS model of adult learning theory, educational technologists need to keep in mind that most adult learners especially teachers know what they need to learn.  Therefore, making that learning relevant (the R in the model) is extremely important.  One on one sessions with faculty can help them design lessons that use the current technology or that can help the teacher create better learning scenarios with that technology. Teachers also find satisfaction (the S in the model) by getting immediate feedback in a personalized learning environment where they can ask a technology expert for specific skills or creative lesson planning that is unique to his classroom.

Confidence (the C in the model ) is extremely important for an educational technology program as teachers who do not feel confident will simply not use the the tool nor provide the projects for the student.  Educational technologists need to be present for the “just in time” support as teachers do not always know what the technology will bring about in the process of teaching or what students will need during the project.  Open labs with after school support and free period support are great ways to increase confidence among students which then leads to the teachers seeing value in assigning these types of projects again.

Attention (the A in the model) is the hook to get the student and/or teacher to try the technology in their projects.  Teachers know that technology grabs student attention, and they know that the technology can be a valuable tool for knowledge transference.  However, what are we doing to remind them of that?  Best practices must be researched and provided as additional resources for teachers in your school.  They can understand a great project (end result) easily, and they will use or modify the best elements of it in their own lessons.  New approaches and best practices are in constant need of sharing.  A community that shares ideas either within the school or through local conferences with other schools is growing from the reflection of others and the evaluation of how technologies can work in their individual classrooms.  Educational communities are better when they are reflecting the craft, sharing ideas, and improving lessons, and educational technology should simply be an extension of an this type of educational community.

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