Teacher
Training for BYOD Programs
Teacher training
is an essential element of successful BYOD programs. School districts interested in developing
professional development opportunities for teachers synchronously using
multiple mobile devices must consider several factors including: teacher
familiarity with current technology, teacher willingness to adapt curricula to
emerging technology, and integrating technology into the curricula. Current research provides insight into the
strategies districts are implementing to conquer the challenge of preparing
teachers for the 21st century classroom.
Lorne
Olfman and Pimpaka Prasertsilp suggest that the Constructivist Learning Theory
framework is the foundation for creating effective professional development for
teachers. Active engagement in the
learning process is necessary for the trainees since they come from a variety
of backgrounds, demonstrate diverse levels of comfort with technology, and
different motivations for integrating technology in the classroom. Through active engagement a teacher can be
trained individually to use mobile devices to teach a particular lesson about a
particular subject or trained as part of a group where the success of the group
depends on the level of collaboration of its members (Olfman & Prasertsilp,
2014).
Training
teachers to integrate the use of personal mobile devices into technology is a
multi-step process. Olfman and
Prasersilp (2014) contend that, “the key domains and teaching competencies that
are needed to support the in-service teacher training process are technology,
curricula, methodology, evaluation, communication, and attitude” (Olfman &
Prasertsilp, 2014, p. 56). They continue
by focusing their research on the domain of curricula arguing that teacher
training in the area of pedagogy should concentrate on “making pedagogical and
curricular decisions, mobile technology integration…, systematic planning of
technology application, and…implementing processes for applying the technology”
(Olfman & Prasertsilp, 2014, p. 56).
The
chief technology officer (CTO) has an important role for helping develop
communication amongst teachers (Raths, 2014).
When teachers work collaboratively in groups, the learning outcomes of
their students are more easily achievable.
Developing good attitudes in teachers about the use of technology takes
more than an in-service. Training must
extend beyond the in-service and create a lasting network of professionals who
seek to meet specific goals: namely active learning for students in both formal
and informal settings (Lai, Khaddage, &
Knezek., 2013). It is the duty of
the CTO to provide teachers with long-term opportunities to collaborate and the
technology support they need to maintain up-to-date familiarity with existing
and emerging technology.
There
are many challenges facing school districts that wish to train teachers for the
BYOD paradigm. The attitude of educators
toward allowing students to use mobile devices in the classroom is not determined
by any single factor. However, Blanche
O’Bannon and Kevin Thomas point out that teachers over the age of 50 seem most
reluctant to implement the use of mobile technology in the classroom. They suggest that the reluctance is due, in
part, to a lack of necessary technology skills and, in part, to a lack of
understanding the implications of implementing technology into curricula (O’Bannon
& Thomas, 2014).
Each
school district must consider the benefits and challenges of providing BYOD
training for its staff. The cost of
training must clearly outweigh the financial burden and time restrictions of
the teachers and technology instructors in order to motivate school boards to
approve spending. As universities adjust
teacher competencies to include the integration of mobile technology in the
classroom, the burden to school districts will likely decrease. Teachers, already in the classroom, will be
forced to adapt or make way for newer, more flexible, candidates.
Cartoon courtesy of Chief & Chuck. (2011).
No comments:
Post a Comment