The tech training in our system is uneven, dependent upon the school and the instructional tech person serving it. I've been at two schools in the county (a middle and a high school), and have had 4 trainers, each of whom serve 2 or 3 schools. The level of service depends on the trainer and, of course, the faculty member requiring the training.
Two kinds of training exist: the ones required each year by the county, such as information about our electronic gradebook and maintenance of our websites; and ones specific to the teacher, such as use of a specific program or piece of equipment. Other instructional training needs include getting teacher-specific passwords for programs like TurnItIn.com.
In the past, I've heard complaints about each of the trainers--either that they go too fast or two slow, that they assume we're experts or haven't ever turned on a computer. Either way, the complaints come because the trainer doesn't know his/her faculty well enough to gauge what kind of delivery mode the faculty needs. Just like a classroom teacher, the instructional tech needs some differentiation strategies. One thing I love about our tech this year is that she allows us to demonstrate our proficiency in the system, then lets us leave with the same time credit as someone who needs more instruction. That respects our time as teachers.
For those of us who are proficient, she'll check what we've already set up, hit the new applications for the program, then lets us go. Of course, we're a small school (one grade level only this year), so that saves the proficient time.
If she has to do whole group instruction, however (for example, if it's a captive audience dealing with a big topic such as SMARTboards), she's disdainful and sarcastic about the lack of knowledge. Perhaps it's because the teachers have had multiple opportunities to make themselves proficient with programs like Teach 21, she feels teachers should know this stuff. She doesn't have patience with those who are slower to learn, and as a consequence, can make them feel inadequate. One of my friends who, although she's my age, barely uses the computer for email, came out in tears because of the sharp comments the tech made to her. Talk about leaving a bad taste for an amazing piece of technology--she feels inadequate every time she uses the SMARTboard, and hasn't learned the more fun applications associated with it; for her, it's a glorified projector.
The other problem with our tech is that she isn't available. We have a tech database for everything, and it took me four months to get a clicker system set up (because I didn't remember one component of the setup, argh) and three to get a password for TurnItIn.com. For a high school English teacher who has gone through 200 hours of the county Teach21 program, that's inexcusable and frustrating. I have since developed a tech tip "cheat sheet" for myself so that next year, I won't need her. And that's sad--she has lost out on some job security because I won't have a tech request for her to meet.
As I've hinted previously, the key components to tech training are expedient service, differentiation, and patience. Even if the tech can't get to the problem immediately, some communication needs to happen with the classroom teacher so that they know they're not just left hanging. During a "whole class" setting, where teachers come in on their planning period, tips sheet can be sent out ahead of time, and teachers can come with a finished project or with questions, then be sent on their way or assisted in small groups dependent upon their needs. Respect for teachers' time must be paramount in a trainer's mind.
For those who need more instruction, the tech must predict the breakdown in skills and be ready for those problems, rather than get frustrated with students being unsuccessful. She should also provide some fun and meaningful activities to give students an opportunity to "play" with the technology without fear of breaking something--always the fear in adult students, who remember when IBMs used to crash at will.
Overall, tech trainers must first remember their audience, their needs and potential obstacles, then develop teaching methods that meet those needs expediently and respectfully.
Subscribe to:
Post Comments (Atom)
It is very hard to train teachers when there is no technology specialist at your school. Most teachers come to me when they can't get their computer working or a program they need for a lesson. We have a tech person for the county but we first have to put in a web ticket and report the problem we are having before they will come to my school. As the media specialist, I can't even download software on teacher's computers because the tech person has got a freeze on ALL computers. He is the only person who can download programs/software on computers. :(
ReplyDeleteAt the beginning of the year, most of the teachers at my school did not know how to get on United Streaming. I did a training and gave each teacher step-by-step directions on how to use United Streaming in their classrooms.
Some of the sentences were garbled and I got sick of using context clues and went into the edit feature to read this post. You may want to look at it so that others can read it with ease.
ReplyDeleteI agree with several of your sentiments with regard to tech training. However, you're lucky to even have what you have. Since technology isn't necessarily distributed at our school in an equitable manner there isn't a huge tech training need. I've been at my current school and can recall only a few tech trainings. I think that differentiating learning and having "play time" are critical components that should be included.
I know that letting the more proficient users be on there way after demonstrating proficiency wouldn't fly at our school though. Perhaps those more advanced teachers could assist beginners. A lot of time people are fearful of the unknown and don't want to cooperate if there is no buy in. Maybe proficient teachers could share how a particular program or device has been useful to them with novices.
I agree with Wendy on the point that there is 2 kinds of training in my county as well - the one that is required by the county and then training specific to teachers for instruction. I understand that creating excitement for the first may be minimal, but from what I have experienced people/trainers/leaders need to get involved and get excited about new technologies. Week by week, I get more and more frustrated about my media "program." There are so many things that they could be promoting and they just don't. Media Specialists should serve and support teachers, instead I feel like everyone at my school has to reinvent the wheel consistently and independently.
ReplyDeleteTechnology needs to be introduced with excitement. Media specialists or other trainers should collaborate with teachers in field about how these tools can be used and teachers need follow up. One afternoon session of quick 30 minutes is not enough especially when you have all different levels. Having written directions, in services and online modules available would put teachers in a more comfortable place, technology often scares people. I think the SLMS should be over active in promoting...you are teachers of students in regards to being in a classroom as much but you should be teaching teachers, consistently and with excitement.
This is a huge bone of contention for me! As an SLMS, I will advocate for technology and let people know it is an active part of my job and the media center. I have been at my high school (high performing, I have seen my SLMS do 2 in-services on technology - doc cam and podcast...both were 20 minutes.
I agree as with any teacher they must remember their audience and also try not to get frustrated with the student. I think it was very smart of you to make a "Tech Tip Cheat Sheet." This way you wont have to wait forever to get things up and going. I know that can be difficult, I hate it for the Tech, thats not a good thing.
ReplyDeleteIt is hard to always have a Tech right when you need them. Putting in requests and waiting for an extended amount of time is not helping anything. I understand that you must be patient but teachers should not have to wait for weeks to get a tecnology problem fixed. If they are provided with the equipment, then I believe they should be provided with someone who can help in a timely manner to fix the problem.
I am sorry to hear that the technology training in your school is so stressful. I do agree that many times tech people get easily frustrated with those who don't know as much as they should about technology. The way I look at it is job security, but they don't seem to look at it the same way.
ReplyDeleteThankfully, we have a wonderful tech who is extremely efficient. We have a tech request system and he will usually fill the tech request within 24 hours, so we usually don't have to wait too long.
As for training, we have just hired a county technician who will do all the training. This person will deliver the trainings to the media specialists and they will redeliver to the faculty at their own pace. I have found that training teachers for technology in small groups work much better than as an entire faculty. Teachers don't seem to as intimidated to ask questions when the numbers are smaller.
I'm sorry to hear how frustrating tech training is at your school. Until this year, we had a wonderful ETSS who would teach us things in small grade level groups. She created some great tip sheets to go along with the lessons as well. This year, our ETSS's were spread throughout the county, and it seems as though technology training is only implemented with schools who have new technologies to use. At my school, we haven't had a tech training in over a year. We simply don't have much of the newer technologies available at our school...and that is what is truly sad. Maybe you could share that "cheat sheet" with others and help them feel less frustrated or offer to put it on the server where everyone could access it if they need it. :O)
ReplyDelete