Professional Library - Articles
An,
H., Wilder, H., & Lim, K. (2011). Preparing Elementary Pre-Service Teachers
from a
Non-Traditional Student Population to Teach with Technology. Computers in the
Schools, 28(2), 170-193.
This article is an examination of a curriculum for pre-service teachers that focuses on the need for a technology based learning environment. The goal was to do a research study that focused on a college’s education program and fully prepare those future teachers to integrate technology into the curriculum in order to meet the needs of their students. The two-stage curriculum consisted of a basic technology skills course followed by an online educational technology course. This article was helpful in examining the needs of teachers (or future teachers) when it comes to preparation and planning for a technology-rich curriculum and learning environment. It showed me the importance of making sure that each student (or fellow teacher) has the basic skills necessary to take on the new technologies in their classroom and feel confident and capable to utilize them to the best of their abilities. It is important to have a pre-professional development survey that helps the leader or planner to prepare a PD opportunity that is appropriate and adapted to meet the needs and learning styles of the teachers involved. Another major thing to take into consideration is the teachers’ attitudes and beliefs toward technology integration. Numerous researchers have found that the attitudes and beliefs of a teacher played a key role in the way they integrated technology into their classroom environment and curriculum.
Beavers, A. (2009). Teachers as Learners: Implications of Adult Education for Professional
Development. Journal of College Teaching & Learning, 6(7), 25-30.
This article includes many suggestions for the planning and preparation of a successful and effective professional development. Most importantly, this article takes into consideration the characteristics of adult learners and how those affect how and what individuals learn. These article helped me focus on these characteristics and plan an effective PD program knowing that teachers a) are problem-solvers, b) utilize the support and resources from their colleagues, and c) have had experiences that may shape their learning and ideas. Research shows that having a PD based around a collaborative setting will allow teachers to share experiences, brainstorm ideas, and problem solve. This, in turn, will build a community of learners and an atmosphere of trust. This article has helped me to focus on the uniqueness of adult learners when planning PD programs. Adults learn differently than children do and it is important to keep that in mind at all times.
Garet, M., Porter, A., Desimone, L., Birman, B. & Yoon, K. (2001). What Makes Professional
Development Effective? Results from a National Sample of Teachers. American
Educational Research Journal, 38 (4), 915-945.
This article is a study that compares the effects of different characteristics of professional development on teachers’ learning. The three main activities that were found to have a positive effect on teachers were a) focus on content knowledge, b) opportunities for active learning and c) coherence with other learning activities.
Geist, E. A. (2012). A Qualitative Examination of Two Year-Olds Interaction with Tablet Based
Interactive Technology. Journal of Instructional Psychology, 39(1), 26-35.
This article is a study conducted as an examination of early childhood children interacting with touch screen devices. The children were given very little direct instruction about how to use the tablets, and yet, they were able to maneuver them with ease. This article also discusses many of the conflicting beliefs about technology integration in the classroom. Some view it as a “digital distraction” and many people feel as if technology should be kept to a minimum. Most articles that I have researched examine the benefits and positive impact that technology has on students. It was interesting to read other opinions and gain perspective on other points of view. In the end, this article makes a strong point to have an equal balance of “screen play” and “actual play.” As beneficial and important as technology is in a child’s life nowadays, it is important to remember that they have other needs to and need to experience life without using technology. When planning PD, it is important to take this into consideration and push for technology integration within the classroom setting, while at the same time promoting creative, active, and imaginary play in our young children.
Hanover Research. (April 2012). Effective Teacher Professional Development: What the
Literature Says. Hanover Research. Retrieved April 19, 2013, from http://isminc.com
/documents/research/general/Effective-Teacher-Professional-Development-What-the-
Literature-Says-Hanover.pdf.
This article focuses on three types of professional development models: self-directed, site-based, and standardized. It is mainly a literature review that presents research, survey results, and general consensus among researchers and practitioners of best practices in teacher professional development programs.
Harris, J. (2008). One Size Doesn't Fit All: Customizing Educational Technology Professional
Development. Learning and Leading With Technology, 35(8), 22-25.
This article is part three of a large study that reviewed the range of educational technology professional development program goals and explained various educational technology professional development models. In part three, the author addresses how to combine goals and models to fit teachers’ characteristics. This article helps PD leaders plan professional development opportunities by offering tips and strategies when designing them. The author states that it is important to set goals for the PD and that these goals need to be based on the needs and preferences of those involved. Once these goals are set, the PD leader can match certain models to those goals. (The models are discussed in the second article of the series). This article helped me familiarize myself with my different PD models and how an effective PD is planned. It is easy to read and follow and gives a nice, brief recap of the twenty different PD models discussed in part two.
Hixon, E., & Buckenmeyer, J. (2009). Revisiting Technology Integration in Schools: Implications
for Professional Development. Computers In The Schools, 26(2), 130-146.
This article addresses the concern of underutilization of technology in schools. Many teachers are to blame for the lack of technology integration, and this article examines the real reasons behind this underutilization. It is interesting to read about the “real reasons” including resources, knowledge and skills, institution, attitudes and beliefs, and subject culture. All of these in some way can be changed, enhanced, or helped with the introduction of more professional development opportunities. This article also addresses the concerns of a “one-size-fits-all” PD model where individual needs and styles are not taken into consideration. Without this major factor, PDs are bound to be a failure. Effective technology PD must show how technology can fit into instruction, how it will impact learning, and offer long-term support that is consistent with teachers’ needs.
Keengwe, J., & Onchwari, G. (2009). Technology and Early Childhood Education: A Technology
Integration Professional Development Model for Practicing Teachers. Early Childhood
Education Journal, 37(3), 209-218.
This article describes a project involving early childhood educators and the introduction of various technology tools. The PD model used in this study was a standardized model that took place over an 8 week summer session. This PD was mainly a hands-on experience where the focus was on integrating technology into specific content covered in early childhood. When planning PD, it is important to focus the tasks and content on specific needs and interests of the teachers. The topics and tasks need to be geared towards the specific early childhood curriculum at the school in order for teachers to keep high-level interest in learning about how to integrate and incorporate new technologies into their specific curriculum. The “Strategies for Technology Integration” were extremely helpful for my research. I took the five ideas listed in the article and focused on them as a means to an effective PD program.
Oji, S. N. (1980). Adult Development is Implicit in Staff Development. Journal of Staff
Development, 1(2), 7-56.
This was a study conducted by Sharon Oji that looks at adult learning as it applies to teacher professional development. Oji found that teachers want to problem solve with their colleagues and learn things that are applicable to practices in their classrooms.
Parnell, W., & Bartlett, J. (2012). iDocument: How Smartphones and Tablets Are Changing
Documentation in Preschool and Primary Classrooms. Young Children, 67(3), 50-57.
This article examines the effectiveness of documenting early childhood students with a technological approach. The two authors worked together to investigate what technological documentation processes looked like and how these can interpret a child’s learning. This is an excellent article for teachers who have access to technology at their school and want to learn more about new tools and strategies to enhance their practice and their students’ learning. This article discusses the importance of documenting a child’s learning in the early childhood classroom. Once a teacher has this documentation, he or she can use it as a tool for reporting and understanding learning. One valuable tip for teachers within this article is to document the learning process, not only the product.
This article also includes two stories from real teachers that demonstrate the power of using technology in classroom practices: especially for documentation and evaluation. Reading the stories of Will and Jackie helped me gain a greater understanding of how technological documentation works in the early childhood classroom and showed me the many benefits of doing it. This article is very recent (May 2012) and the authors realize that much more research and studies need to be done surrounding this topic in order to corroborate the evidence shown in this study.
Potter, S. L., & Rockinson-Szapkiw, A. J. (2012). Technology Integration for Instructional
Improvement: The Impact of Professional Development. Performance Improvement,
51(2), 22-27.
This article focuses on one main reason that technology goes underutilized in classrooms: ineffectively developed professional development opportunities for teachers. After researching and examining constructivist learning theories and adult learning theories, the authors recommend and administrative-supported and mentor-supported approach to professional development. This article states that a one-day or several-hour lecture approach with no follow up is an extremely ineffective form of PD. In the past, Saint John Berchmans has used that model of PD and I can see why it is ineffective. Teachers leave after the PD day being more informed and knowledgeable about the topic discussed, but lack ways to integrate the new information into their learning environment. It is important for the administrative staff to be supportive and available when new technology is introduced. Feedback, mentoring, training sessions, etc. are all excellent approaches as an addition to PD programs that will help teachers effectively integrate technology into their curriculums.
Shifflet, R., Toledo, C., & Mattoon, C. (2012). Touch Tablet Surprises: A Preschool Teacher's
Story. Young Children, 67(3), 36-41.
This article was written by three early childhood educators that shared an interest in integrating new technologies into the curriculum. It describes one of the authors’ preschool classrooms and how they are testing out their ideas of technology integration in a real-life setting. This article gave great insight into a preschool classroom and the four surprises that came with technology integration: a) cooperation, b) collaboration, c) digital citizenship, and d) connection to the real world. Of course, many individuals will argue that touch screens and tablets are not developmentally appropriate for young children, but it does have many benefits that are often overlooked. This article helped me to focus on the ideal balance of technology and traditional teaching approaches. Being selective and intentional in the use of technology can enhance early childhood education.
Trotter, Y. (2006). Adult Learning Theories: Impacting Professional Development Programs.
Delta Kappa Gamma Bulletin, 72 (2), 8-13.
This article focus on how adult learning theories impact professional development programs. It provides an overview of cognitive development theory, age and stage theory, and functional theory and how these theories impact professional development.
Non-Traditional Student Population to Teach with Technology. Computers in the
Schools, 28(2), 170-193.
This article is an examination of a curriculum for pre-service teachers that focuses on the need for a technology based learning environment. The goal was to do a research study that focused on a college’s education program and fully prepare those future teachers to integrate technology into the curriculum in order to meet the needs of their students. The two-stage curriculum consisted of a basic technology skills course followed by an online educational technology course. This article was helpful in examining the needs of teachers (or future teachers) when it comes to preparation and planning for a technology-rich curriculum and learning environment. It showed me the importance of making sure that each student (or fellow teacher) has the basic skills necessary to take on the new technologies in their classroom and feel confident and capable to utilize them to the best of their abilities. It is important to have a pre-professional development survey that helps the leader or planner to prepare a PD opportunity that is appropriate and adapted to meet the needs and learning styles of the teachers involved. Another major thing to take into consideration is the teachers’ attitudes and beliefs toward technology integration. Numerous researchers have found that the attitudes and beliefs of a teacher played a key role in the way they integrated technology into their classroom environment and curriculum.
Beavers, A. (2009). Teachers as Learners: Implications of Adult Education for Professional
Development. Journal of College Teaching & Learning, 6(7), 25-30.
This article includes many suggestions for the planning and preparation of a successful and effective professional development. Most importantly, this article takes into consideration the characteristics of adult learners and how those affect how and what individuals learn. These article helped me focus on these characteristics and plan an effective PD program knowing that teachers a) are problem-solvers, b) utilize the support and resources from their colleagues, and c) have had experiences that may shape their learning and ideas. Research shows that having a PD based around a collaborative setting will allow teachers to share experiences, brainstorm ideas, and problem solve. This, in turn, will build a community of learners and an atmosphere of trust. This article has helped me to focus on the uniqueness of adult learners when planning PD programs. Adults learn differently than children do and it is important to keep that in mind at all times.
Garet, M., Porter, A., Desimone, L., Birman, B. & Yoon, K. (2001). What Makes Professional
Development Effective? Results from a National Sample of Teachers. American
Educational Research Journal, 38 (4), 915-945.
This article is a study that compares the effects of different characteristics of professional development on teachers’ learning. The three main activities that were found to have a positive effect on teachers were a) focus on content knowledge, b) opportunities for active learning and c) coherence with other learning activities.
Geist, E. A. (2012). A Qualitative Examination of Two Year-Olds Interaction with Tablet Based
Interactive Technology. Journal of Instructional Psychology, 39(1), 26-35.
This article is a study conducted as an examination of early childhood children interacting with touch screen devices. The children were given very little direct instruction about how to use the tablets, and yet, they were able to maneuver them with ease. This article also discusses many of the conflicting beliefs about technology integration in the classroom. Some view it as a “digital distraction” and many people feel as if technology should be kept to a minimum. Most articles that I have researched examine the benefits and positive impact that technology has on students. It was interesting to read other opinions and gain perspective on other points of view. In the end, this article makes a strong point to have an equal balance of “screen play” and “actual play.” As beneficial and important as technology is in a child’s life nowadays, it is important to remember that they have other needs to and need to experience life without using technology. When planning PD, it is important to take this into consideration and push for technology integration within the classroom setting, while at the same time promoting creative, active, and imaginary play in our young children.
Hanover Research. (April 2012). Effective Teacher Professional Development: What the
Literature Says. Hanover Research. Retrieved April 19, 2013, from http://isminc.com
/documents/research/general/Effective-Teacher-Professional-Development-What-the-
Literature-Says-Hanover.pdf.
This article focuses on three types of professional development models: self-directed, site-based, and standardized. It is mainly a literature review that presents research, survey results, and general consensus among researchers and practitioners of best practices in teacher professional development programs.
Harris, J. (2008). One Size Doesn't Fit All: Customizing Educational Technology Professional
Development. Learning and Leading With Technology, 35(8), 22-25.
This article is part three of a large study that reviewed the range of educational technology professional development program goals and explained various educational technology professional development models. In part three, the author addresses how to combine goals and models to fit teachers’ characteristics. This article helps PD leaders plan professional development opportunities by offering tips and strategies when designing them. The author states that it is important to set goals for the PD and that these goals need to be based on the needs and preferences of those involved. Once these goals are set, the PD leader can match certain models to those goals. (The models are discussed in the second article of the series). This article helped me familiarize myself with my different PD models and how an effective PD is planned. It is easy to read and follow and gives a nice, brief recap of the twenty different PD models discussed in part two.
Hixon, E., & Buckenmeyer, J. (2009). Revisiting Technology Integration in Schools: Implications
for Professional Development. Computers In The Schools, 26(2), 130-146.
This article addresses the concern of underutilization of technology in schools. Many teachers are to blame for the lack of technology integration, and this article examines the real reasons behind this underutilization. It is interesting to read about the “real reasons” including resources, knowledge and skills, institution, attitudes and beliefs, and subject culture. All of these in some way can be changed, enhanced, or helped with the introduction of more professional development opportunities. This article also addresses the concerns of a “one-size-fits-all” PD model where individual needs and styles are not taken into consideration. Without this major factor, PDs are bound to be a failure. Effective technology PD must show how technology can fit into instruction, how it will impact learning, and offer long-term support that is consistent with teachers’ needs.
Keengwe, J., & Onchwari, G. (2009). Technology and Early Childhood Education: A Technology
Integration Professional Development Model for Practicing Teachers. Early Childhood
Education Journal, 37(3), 209-218.
This article describes a project involving early childhood educators and the introduction of various technology tools. The PD model used in this study was a standardized model that took place over an 8 week summer session. This PD was mainly a hands-on experience where the focus was on integrating technology into specific content covered in early childhood. When planning PD, it is important to focus the tasks and content on specific needs and interests of the teachers. The topics and tasks need to be geared towards the specific early childhood curriculum at the school in order for teachers to keep high-level interest in learning about how to integrate and incorporate new technologies into their specific curriculum. The “Strategies for Technology Integration” were extremely helpful for my research. I took the five ideas listed in the article and focused on them as a means to an effective PD program.
Oji, S. N. (1980). Adult Development is Implicit in Staff Development. Journal of Staff
Development, 1(2), 7-56.
This was a study conducted by Sharon Oji that looks at adult learning as it applies to teacher professional development. Oji found that teachers want to problem solve with their colleagues and learn things that are applicable to practices in their classrooms.
Parnell, W., & Bartlett, J. (2012). iDocument: How Smartphones and Tablets Are Changing
Documentation in Preschool and Primary Classrooms. Young Children, 67(3), 50-57.
This article examines the effectiveness of documenting early childhood students with a technological approach. The two authors worked together to investigate what technological documentation processes looked like and how these can interpret a child’s learning. This is an excellent article for teachers who have access to technology at their school and want to learn more about new tools and strategies to enhance their practice and their students’ learning. This article discusses the importance of documenting a child’s learning in the early childhood classroom. Once a teacher has this documentation, he or she can use it as a tool for reporting and understanding learning. One valuable tip for teachers within this article is to document the learning process, not only the product.
This article also includes two stories from real teachers that demonstrate the power of using technology in classroom practices: especially for documentation and evaluation. Reading the stories of Will and Jackie helped me gain a greater understanding of how technological documentation works in the early childhood classroom and showed me the many benefits of doing it. This article is very recent (May 2012) and the authors realize that much more research and studies need to be done surrounding this topic in order to corroborate the evidence shown in this study.
Potter, S. L., & Rockinson-Szapkiw, A. J. (2012). Technology Integration for Instructional
Improvement: The Impact of Professional Development. Performance Improvement,
51(2), 22-27.
This article focuses on one main reason that technology goes underutilized in classrooms: ineffectively developed professional development opportunities for teachers. After researching and examining constructivist learning theories and adult learning theories, the authors recommend and administrative-supported and mentor-supported approach to professional development. This article states that a one-day or several-hour lecture approach with no follow up is an extremely ineffective form of PD. In the past, Saint John Berchmans has used that model of PD and I can see why it is ineffective. Teachers leave after the PD day being more informed and knowledgeable about the topic discussed, but lack ways to integrate the new information into their learning environment. It is important for the administrative staff to be supportive and available when new technology is introduced. Feedback, mentoring, training sessions, etc. are all excellent approaches as an addition to PD programs that will help teachers effectively integrate technology into their curriculums.
Shifflet, R., Toledo, C., & Mattoon, C. (2012). Touch Tablet Surprises: A Preschool Teacher's
Story. Young Children, 67(3), 36-41.
This article was written by three early childhood educators that shared an interest in integrating new technologies into the curriculum. It describes one of the authors’ preschool classrooms and how they are testing out their ideas of technology integration in a real-life setting. This article gave great insight into a preschool classroom and the four surprises that came with technology integration: a) cooperation, b) collaboration, c) digital citizenship, and d) connection to the real world. Of course, many individuals will argue that touch screens and tablets are not developmentally appropriate for young children, but it does have many benefits that are often overlooked. This article helped me to focus on the ideal balance of technology and traditional teaching approaches. Being selective and intentional in the use of technology can enhance early childhood education.
Trotter, Y. (2006). Adult Learning Theories: Impacting Professional Development Programs.
Delta Kappa Gamma Bulletin, 72 (2), 8-13.
This article focus on how adult learning theories impact professional development programs. It provides an overview of cognitive development theory, age and stage theory, and functional theory and how these theories impact professional development.