The Only Thing Constant Is Change
Building a Professional Development Community that Embraces Change
When
visiting Pine Street elementary school, you quickly recognize that this is a
family friendly school. Since its
inception in 1957, many students are the children and even the grandchildren of
former students. One might even begin to consider, with all of this history that there might be some resistance to change but that couldn't be further from the truth. In spite of its mature facade, technology is thriving.
Six years ago, every classroom was equipped
with an active boards and today, these are in constant use throughout the day. Every classroom teacher has approximately 5 –
6 IPads and each 3rd
grade teacher has recently received an additional 10. Of course there are those
days when the internet is down or a particular program is not loading but in
spite of these moments, students are constantly making use of these tools and activities
which support the local, state and national Common Core standards. Teachers are also collaborating and sharing
as they make use of these resources. A “Fabulous
Friday” might include the use of virtual clickers in one room and IPads in
another and yet technology continues to review, reinvent and renew.
How can teachers continue to provide the most up to date resources when
it is constantly changing and evolving? How can these resources be integrated effectively
and efficiently through the LMC program and into the classroom to create an
environment that is rich in technology? According to a study commissioned by Richard
W. Riley College of Education and Leadership, it teachers which use technology more frequently in the classroom report a high
gain in a student’s engagement, skill and learning (Beglau and Hare, 2011). As obvious as this appears there are still those who have difficulty embracing new technology and applying these new skills in the classroom.
As a first year employee at my school, I have not had the opportunity to
experience how these new resources are introduced. However, most teachers will agree that Professional
Development (PD) in the areas of technology, tend to occur in the following
ways:
Ø By a county office staff member
Ø by our Technology Specialist
Ø by our LMCS
Ø through fellow teachers and mentors
In many cases, you will
find that teachers have received the training but have not had an opportunity
to explore how it can be used in the classroom.
Others might jump right in and determine its use along the way. Teachers might feel isolated in their pursuits and
miss the collaborative efforts that occured at the initial training stage. Providing a coach or a partner to check in, communicate,
provide suggestions, or point out areas where the software might be most
effective is a support system that an LMCS can provide. According ISTE (International Society for Technology in Education), having that kind of support
can improve the chances of a software being used vs. not being used at all. ISTE also provides an online resource
for teachers where they can receive that extra technological support. As a new teacher, there are the standard operating procedures, paperwork
and protocols that must be instilled.
Within that initial training, a minute amount of software coaching might
be provided but most cases, these teachers are paired with a mentor for more
detailed instruction. This is an area
where we can assist. Working alongside
the other mentors by providing resources and knowledge will assist the new
staff as they matriculate into this new environment. It is also important to create an environment that encourages questions. Teachers are more willing to try new software when their insufficiencies are not placed in the spotlight. They should know that when approaching the LMS if she (or he) does not know the answer then they will find it together.
Approximately 3 years
ago, our current Media Center Specialist introduced a software called, Tumblebooks. She had to continually promote the benefits
of this package before it really began to catch on and take off among the
teachers. This might be the case for
many resources or new forms of technology that we are introducting but it is
worth the persistence. Our kindest
intentions might not always be received with open arms but we must be
diligent an know that our efforts are most certainly worth the education of our library community. There will always be meetings
and the need for more planning. There will
always be tests and preparations for more testing. A teacher’s job is daunting and ongoing. Yet as LMCS
we can offer that encouragement to move our teachers, students and
administrators forward. We can help them to move ahead and possibly Embrace Change.
