Helping Teachers Integrate Technology to Transform Teaching and Learning
September 2008, Volume 1, Issue 3
One-to-One Computing & Professional Development: Helping Teachers Integrate Technology to Transform Teaching and Learning
by Eric Jones, Director of High School Education, Henrico County Public Schools, Richmond, Va.
When Henrico County Public Schools) launched a one-to-one computing initiative in 2001, its approach to professional development was driven more by products than by instruction. As a result, it did not achieve the results it expected for teachers or students. In 2004-05 when the district switched to a new computer platform, it initiated a new professional development program based on its experiences.
While Henrico County Public Schools cannot assert a causal relationship between its one-to-one computing initiative and increased test scores, its high schools have made substantial gains in the years it has had a one-to-one environment. On the Virginia Standards of Learning, HCPS high schools have seen a 7.7 point increase in reading, 17.01 point increase in algebra I, 49.65 point increase in United States and Virginia history, and 13.25 point increase in geometry.
The district conducted large-scale surveys of students, teachers, administrators, and parents. All groups showed overwhelming support for the initiative. Nearly 90 percent of teachers found professional development activities related to E-learning worthwhile. In a survey of high school teachers, teachers reported they integrated the technology into their instruction more than in previous years and that the professional development was so valuable they needed more to keep current with the rapidly changing technology world.
Eric Jones, Director of High School Education, HCPS, and Adam Garry from Pearson will present a workshop on this topic at NSBA’s upcoming T+L Conference in Seattle.
In this session, participants will learn how districts can initiate a process to create a clear vision for one-to-one computing by asking critical questions, and how to use data to effectively plan for professional development.
Participants also will learn a critical lesson that resulted in a fundamental shift in HCPS professional development program -- that all professional development must be approached from an instructional, rather than technical, viewpoint. Rather than simply learning the basics of how to use technology, teachers must learn how to use the tool to improve teaching and learning in their classrooms.
Through this session, participants will understand how districts can:
- Initiate a process to create a clear vision for a one-to-one computing initiative.
Use data to effectively plan for professional development. Approach professional development from an instructional, rather than technical, viewpoint.
Implement a “train the trainer” model to create an instructional expert on each campus.
Incrementally build teachers’ skills through ongoing workshops and coaching to help them become comfortable with technology.
Employ programs such as study groups to allow teachers to explore technology, curriculum, instruction and professional development issues in depth.
Ensure accountability.
Be sure to check-out this session in Seattle...
Click here for this and other program information.
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