TQ #8

These are some of the main obstacles to effective staff development

Lack of Coordination between Subject areas for ICT skills
The work of the CTCs may not be coordinate with the needs of subject departments and pupils in terms of their needs and abilities to use software on the laptops. Some teachers may expect pupils to be able to use certain software packages, but the pupils may have learned about these sometime prior to this need arising in class. A greater co-ordination between CTCs and subject department use, providing for drop-in classes, or developing peer-to-peer support could all help to support this need. The school should develop a cross-curricular plan so that the teaching of the Communications and Information Technology is linked more closely to the needs of subject departments in the school. Subject departments should provide lists of software used, with ideas of subject contexts so that the CTCs can produce a supportive scheme of work. The fact that pupils can forget details of software application use after a short time needs to be built into the overall plan to provide for pupil needs. Pupils should be encouraged to use help files to explore new features and uses of software, and to review use of software prior to subject lessons using particular software applications.

Inadequate Classroom Management with Laptops There may be a need for a range of teachers to develop appropriate classroom management techniques to support the use of the laptops. The development of group work, discussion and homework practice would also support a greater effectiveness in terms of anytime anywhere use. Uses of laptops enable homework to be more effectively focused on preparatory activities, rather than upon completion activities. The need for pupils to be able to undertake national examinations may be a reason by which teachers question the use of the laptops. This is clearly a separate issue to that of learning with laptops, as examination practice and technique is inappropriately developed through the use of laptops. Each subject area ought to consider ways to provide examination practice with technology support in a way that results are not jeopardized by the inadequate use of laptops.

Insufficient Student Involvement Uses of laptops should not be teacher oriented and teacher centered, but rather than this, they should be pupil centered. Teachers may concentrate a great deal of their work in terms of using laptops to support teaching, while expectations for pupils to use laptops beyond classroom uses may be left aside. Such expectations could be greater in terms of pupils’ involvement with uses of laptops that would support the school and the teachers (for example, identifying web sites for review by teachers, and creating web pages). In this way pupils could gain an increased view of ownership with the developments and with the school, and take a more active part in the use of laptops for learning on a wider social as well as cognitive front.

Insufficient Professional Development Professional development is vital to vitalize the efforts of technological change in a school. Not being able to provide relevant and meaningful topics for staff development courses results in poor attendance and lack of support from the staff. It is completely valid that many teachers are not at all experts in the use of computers and other information technology. It is most likely that a great number of teachers are even teaching as they were once taught; this is why it is difficult to break a pattern of instruction that has existed for generations. For this reason, teachers need a great deal of support. This need will not be met by offering occasional workshops on one topic or another. Teachers need "just-in-time training."

Insufficient Technical Support
The worst thing that can happen in a school that has committed to using technology at a large scale is to provide poor technical support. There will be many problems along the way with students breaking and damaging the equipment and technicians ought to be able to quickly respond to the repairs. In the absence of proper support, students, teachers and parents will feel left aside and this will create discontent amongst the people in the school community. On the other hand, it is not realistic to expect teachers to become experts in technology itself. Hence, full-time specialists in technology must be employed to keep networks operating and equipment in good repair. Nothing will obliterate a technology initiative faster than unreliable networks and equipment prone to failure. Increasingly teachers are likely to want to have access to streaming video and audio material available via the intranet, however, the system may not support such demand. There are implications here for server capacities and functionality, which should be addressed in the medium term by the technology coordinators.

Insufficient Support for Experimentation

Teachers need to turn themselves into learners and fully experiment in the application of technology. However, this is not easy, as teachers do not like to appear incompetent in front of their tutees. Some teachers will be uncomfortable exposing their weaknesses and turning to their students for support. Nevertheless, the effort to integrate technology into the teacher education curriculum provides an extraordinary opportunity to demonstrate to their students what it means to be a lifelong learner. Providing time for teachers to learn new skills and offering assistance from someone who possesses the skill are essential to the integration of technology across the school.

Insufficient Technology Budget
For long, lack of money has often been the first reason to justify poor implementation of technology. Surely, money is needed to buy equipment and software, hire the staff to provide technical support services, and supply training for faculty and staff. Furthermore, investments in technology are not one-time events. Equipment must be replaced, new software must be purchased, maintenance is ongoing, and new skills must be learned. For all these reasons, technology expenses must be built into the operating budget just as funds are set aside for telephone, library, and photocopying services. A one-time investment will not sustain the effort of implementing technology in a school. One-time appropriations can help a school get started, but the costs have to become part of the cost of doing the business of teacher education.

Insufficient Incentives
Teachers respond to incentives. It is essential for schools to recognize when teachers successfully meet professional targets in the use of technology. Funds should be set aside to send teachers to professional conferences and to visit other schools doing notable work. In the absence of such incentives, few teachers will respond eagerly to the suggestion that they discard what they have been doing successfully for years and begin to employ technology in their instruction.


These are some of the aspects to take into account for successful planning of a staff developing program

Allocation of Staff Development Budget
It is a fact that staff development represents a considerable cost for the school. It is a wise action to separate an adequate budget for staff development activities in-house and also by third parties. Teachers can also look for opportunities of developing their skills through online courses or face-to-face contact at local universities or selected institutions.

Suitable In-service Training
Teachers must be encouraged to participate in in-service training according to the requirements of the topic. There will be times in which all the teachers will be required to assist at certain presentations. Other times, representatives of departments within a section of the school will receive training with the commitment to pass the information to their colleagues withing each of their departments. There should be no doubt in bringing in people to the school to carry out in-service sessions.

Suitable Staff Development Manager
Many times, schools appoint a senior teacher with certain experience to lead professional development in the school. This may not be a good practice after all. Staff development is a crucial matter and must be directed by a person that will dedicate full-time to researching, planning and organizing in-service training and outside opportunities of development for staff. It must be clear to all the members of the community that this is a crucial role and constant feedback should allow the person responsible for this position to take corrective measures in the sort of work that is being planned for all.

General Community Involvement
It is essential that all the members of the community be involved in professional development. Not only should professional deveopment be the realm of teachers alone. Parents, tutors and care givers would greatly benefit as well from development programs in issues that deal with sex, alcohol, drugs and other issues of concern. There may also be interest in learning how to get organized, acquire reading techniques and using ICT to become an effective learner.

Planning in Advance
The only way that planning can be accomplished successfully is by requesting teachers to send the topics that they think need to be considered in staff development meetings. With all this information, relevant and realistic workshops can be organized during the year. Teachers ought to be able to know when such meetings are to take place. The talks can be given by people within the school or third parties from reknown institutions.


References

Mehlinger, H. D., & Powers, S. M. (2002). Technology & teacher education: A guide for educators and policymakers. (pp. 26-30). Boston, NY: Houghton Mifflin Company.