EdTechProfile by the Numbers – December 2007
Submitted by Gregg Legutki on Wed, 2007-12-12 11:07.
Planning staff development?
At this time of year, many districts are in the process of deciding on topics for effective staff development during the second half of the school year or for next summer. In many cases, districts and school sites are determining what areas of technology-related staff development are needed by their teaching staff. As a result, many districts are using the data that is available in EdTechProfile to help make informed decisions about possible topics for technology-related staff development.
By this time of the year, many teachers are aware of their personal needs in enhancing their technology skills. This is a result of using–or failing to use due to lack of skills or knowledge–the electronic resources that are now being made available by the publishers of adopted materials. It is this combination of EdTechProfile data and personal awareness that can make the staff developer’s job a bit easy.
But when to provide staff development and how to provide it?
In a recent analysis of the data that is currently available for Region 10 teachers, of the 26,261 respondents with current EdTechProfile accounts, 73% indicated that they are in need of professional development opportunities that focus on integrating technology into the curriculum. A goodly number, but the remainder, a significant 27% of the teachers in the region (7,003) reported that they still need professional development in basic computer/technology skills! This may be a good time for districts to look at their numbers to determine the best direction to go for some possible technology-related professional development in basic skills.
When asked how they preferred obtaining professional development, almost 2/3 (62%) reported that they preferred small group training. The remainder was almost evenly divided between one-on-one informal technology training (18%) and online web-based technology training (20%). For those who are looking at an online option for their teaching staff, TechSETS has made special arrangements with Atomic Learning for $20 per license. However, this special pricing is only good through December 31, 2007. Go to http://www.techsets.org/training/atomic_learning.php for further details.
The third factor in the professional development schema is when teachers prefer to receive professional development. With budget constraints, time in classroom and substitute teacher restraints, as well as facilities impact, this might be the most difficult factor to manage. The highest preference for teachers (33,590 respondents in Region 10) would be during the school day (40%). Surprisingly, 28% would like their training to be after the school day. This might indicate that teachers are looking for short, focused periods of professional development a couple of hours after the school day, rather than a full day of training hitting on a multitude of skills. Running in third place (21%) would be during the summer or off track time frame. Only a few teachers would prefer professional development in the evening (5%) or on the weekend (6%).
All sites and districts have access to their EdTechProfile data through their EdTechProfile accounts. Any person who has been given administration rights to EdTechProfile can access their respective site or district level Technology Assessment Profile report by logging into their EdTechProfile account then clicking on the Administration tab. In the lower right hand corner in the My Reports section is a link to the respective Proficiency Analysis Report. The results on professional development referred to above are found in the section titled “Staff Development Needs.”
Regardless of your district’s needs for professional development, Region 10 RIMS CTAP may be able to assist in planning, developing, or providing technology-related professional development. Please contact your CTAP liaison for details.
At this time of year, many districts are in the process of deciding on topics for effective staff development during the second half of the school year or for next summer. In many cases, districts and school sites are determining what areas of technology-related staff development are needed by their teaching staff. As a result, many districts are using the data that is available in EdTechProfile to help make informed decisions about possible topics for technology-related staff development.
By this time of the year, many teachers are aware of their personal needs in enhancing their technology skills. This is a result of using–or failing to use due to lack of skills or knowledge–the electronic resources that are now being made available by the publishers of adopted materials. It is this combination of EdTechProfile data and personal awareness that can make the staff developer’s job a bit easy.
But when to provide staff development and how to provide it?
In a recent analysis of the data that is currently available for Region 10 teachers, of the 26,261 respondents with current EdTechProfile accounts, 73% indicated that they are in need of professional development opportunities that focus on integrating technology into the curriculum. A goodly number, but the remainder, a significant 27% of the teachers in the region (7,003) reported that they still need professional development in basic computer/technology skills! This may be a good time for districts to look at their numbers to determine the best direction to go for some possible technology-related professional development in basic skills.
When asked how they preferred obtaining professional development, almost 2/3 (62%) reported that they preferred small group training. The remainder was almost evenly divided between one-on-one informal technology training (18%) and online web-based technology training (20%). For those who are looking at an online option for their teaching staff, TechSETS has made special arrangements with Atomic Learning for $20 per license. However, this special pricing is only good through December 31, 2007. Go to http://www.techsets.org/training/atomic_learning.php for further details.
The third factor in the professional development schema is when teachers prefer to receive professional development. With budget constraints, time in classroom and substitute teacher restraints, as well as facilities impact, this might be the most difficult factor to manage. The highest preference for teachers (33,590 respondents in Region 10) would be during the school day (40%). Surprisingly, 28% would like their training to be after the school day. This might indicate that teachers are looking for short, focused periods of professional development a couple of hours after the school day, rather than a full day of training hitting on a multitude of skills. Running in third place (21%) would be during the summer or off track time frame. Only a few teachers would prefer professional development in the evening (5%) or on the weekend (6%).
All sites and districts have access to their EdTechProfile data through their EdTechProfile accounts. Any person who has been given administration rights to EdTechProfile can access their respective site or district level Technology Assessment Profile report by logging into their EdTechProfile account then clicking on the Administration tab. In the lower right hand corner in the My Reports section is a link to the respective Proficiency Analysis Report. The results on professional development referred to above are found in the section titled “Staff Development Needs.”
Regardless of your district’s needs for professional development, Region 10 RIMS CTAP may be able to assist in planning, developing, or providing technology-related professional development. Please contact your CTAP liaison for details.
