The relationship between Technology Resource Teachers and the delivery of job embedded professional development Susan A. Lancaster, Ed.D

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Title: The relationship between Technology Resource Teachers and the delivery of job embedded professional development Susan A. Lancaster, Ed.D

1
The relationship between Technology Resource
Teachers and the delivery of job embedded
professional developmentSusan A. Lancaster,
Ed.D

Presentation for
2004 Conference on Global Leadership, Learning
and Research
July, 2004

The study considered factors related to
the role of technology in education
helping teachers learn how to integrate
technology
the concept, strengths and weaknesses of job
embedded professional development
the adults who work with adults to advance the
use of technology by students
the impact of time and leadership with regard to
the overall integration of technology
the importance of support for the resource
teachers and technology integration
the ways that resource teachers feel they
can improve their role.

Participants
The study was conducted with twenty district
level TRTs who provided technology training to
school personnel
These men and women represented many years of
classroom experience, and worked to provide
technology training to students and teachers
because they believed that technology integration
was
(a) a vital element for students to obtain in
order to successfully enter the workplace in
the 21st century
(b) capable of developing critical thinking
skills
(c) responsible for changing the way a teacher
teaches and interacts with students
(d) a factor for exciting, motivating, and
involving students
(e) an integral component for life long
learning

All of the participants agreed to the importance
of getting technology into the hands of students.
teachers should not be barriers to allowing the
students to integrate technology into their work
(b) technology is a tool which can change
instruction
(c) the purpose of technology integration is to
prepare students for careers of future

5
The interview data revealed these results

(a) The teachers role is to ensure that
students have technology rich curriculum
experiences.
(b) Technology integration changes the way that
teaching occurs
(c) The principal sets the tone in a school
as the instructional leader.

Time is an issue when offering technology-related
professional development.
Technology Resource Teachers can provide training
opportunities to teachers during the school day
by offering job embedded professional development
opportunities.
Follow-up is perceived to be a key component in
moving teachers toward technology integration.
Successful integration of technology resources
occurs best when paired with content and
curriculum activities.

Educators can be fairly certain that students who
do not have access to the advantages of
technology will not have the same experiences,
preparation or perspectives as those students who
do have access to technology.

Educators are now obligated to train teachers to
adapt and revise their teaching strategies to
allow children the opportunity to expand their
horizons through the effective use of technology
integration.

Technology training for teachers has been
identified as an important component of making
technology use by students successful. In order
to successfully prepare teachers the training
should be of a high quality and intensive
(NAEP, 1996, p. 34).

The ultimate goal of infusing technology into the
schools must be to get students to learn more.
(Solomon, 1998).

Professional development for educators must be
tied to the curriculum and sustained by adequate
funding.
West (2002) and Bybbe (2002

The current literature indicates an awareness for
the shortage of time allocated to providing
effective technology professional development.
(Sandaham, 2001, Beavers, 2001, Glennan
Melmed, 2000, Smerdon, et al, 2000)

Effective use of technology depends on adequate
training of teachers which is supported by
ongoing sessions that provide the time, support
and opportunity for teachers to reflect on
technology integration in to their content area
classes. Brand, 1997, Byrom, 2001.

Teachers are the key in determining if technology
will be used effectively.
Trotter, 1999

15
Questionnaire
16

How long have you been a teacher?
_______ Less than one year
_______ 1-2 years
_______ More than 2 years
_______ Not a certified teacher

How long have you been a teacher?
_______ Less than one year
_______ 1-2 years
_______ More than 2 years 90 _______
Not a certified teacher 10

What is your gender?
________Female __________Male

What is your gender?
75 ___Female 25 ___Male

What is your age?
________ 21-29
________ 30-39
________ 40-49
________ 50-59
________ 60over

What is your age?
________ 21-29
________ 30-39 35
________ 40-49 45
________ 50-59 20
________ 60over
The National Education Association study (2003)
lists the median age for all teachers as 46.
According to the data collected in 2001, the
median age for females in education is 45
and for male the median age is 47.

What is your subject area?
(check all that apply)
________ Elementary
________ Middle
________High
________ English
________ Math ________ Math
________ Science ________ Art
________ Social Studies ________ Business
________ Related Arts
________ Other (please list)

What is your subject area?
(check all that apply)
55 Elementary
45 Middle
30 High
15 Math
20 Social Studies
10 Business
20 Other
The TRTs participating in interviews had been
teaching for between three and thirty years and
collectively had amassed a total of 305 years in
education.

How long have you been a Technology Resource
Teacher?
1-2 years
More than 2 years

How long have you been a Technology Resource
Teacher?
15 1-2 years
85 More than 2 years
A condition for participation in the study was
for the TRT to have been in that position for at
least one year.

What portion of your employment do you spend as a
Technology Resource Teacher?

What portion of your employment do you spend as
a Technology Resource Teacher?
100
One hundred percent of the technology resource
teachers who were interviewed work at the
district level and worked as a TRT one hundred
percent of their time.

Indicate the of time spent on each of your
tasks as a Technology Resource Teacher (the total
should add to 100).
Attending technology meetings
Providing training for teachers
Providing training for students
Attending training to increase your knowledge
Fixing computer problems
Planning for technology events
Other (please list)

Indicate the of time spent on each of your
tasks as a Technology Resource Teacher (the total
should add to 100).
1-10 Attending technology meetings
40-80 Providing training for teachers (17)
1-10 Providing training for students (12)

Balance of their time was spent
(a) planning for student showcases
(b) planning for and attending conferences
(c) planning for and
preparing handouts and training materials
(d) planning for and preparing workshops,
community interactions and
partnerships
(e) planning for and preparing school
technology showcases
(f) grant writing
(g) training school coordinators
(h) writing collaborative lessons and other
activities related to integrating technology in
to curriculum classes

Please indicate the technology training you have
provided to staff as the Technology Resource
Teacher. (check all that apply)
Awareness of Technology Activities
E-mail training
Internet Training
Software Training
Hardware Training
Integrated Content Training
Project Based Technology Activities
Interdisciplinary Technology Activities

Please indicate the technology training you have
provided to staff as the Technology Resource
Teacher. (check all that apply)
Awareness of Technology Activities
100 E-mail training
100 Internet Training
100 Software Training
80 Hardware Training
85 Integrated Content Training
95 Project Based Technology Activities
90 Interdisciplinary Technology Activities

Likert Scale Questions
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

The computer is an important educational tool
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

The computer is an important educational tool
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100 Agree

Technology plays a role in strengthening student
skills?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Technology plays a role in strengthening
student skills?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100 Agree

Technology helps to promote student engagement in
the classroom and project based learning?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Technology helps to promote student engagement in
the classroom and project based learning?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100 Agree

Technology contributes to strengthening
educational objectives such as engaging students
in the classroom activities
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Technology contributes to strengthening
educational objectives such as engaging students
in the classroom activities
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100 Agree

Technology helps to developing critical
thinking
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Technology helps to developing critical
thinking
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
80 Agree
20 Somewhat Agree

Technology helps in preparing students for
future jobs
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Technology helps in preparing students for
future jobs
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
100 Agree

Teachers learn differently than students
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Teachers learn differently than students
15 D Disagree
5 SD Somewhat Disagree
30 SA Somewhat Agree
50 A Agree

I receive adequate support from my staff
D Disagree
SD Somewhat Disagree SA Somewhat
Agree A Agree

I receive adequate support from my staff
D Disagree 5 SD Somewhat
Disagree 15 SA Somewhat Agree
80 A Agree
TRTs indicated in their written comments that
they received adequate support from their
district level administrators, but would like
more support from principals and teachers.
One respondent indicated that the district
administrators strongly support the job that the
TRT does. The issue of support from principals
was discussed more thoroughly in the interview
portion of the conference.

I could do more technology training if I had
more support from my staff
D Disagree SD Somewhat Disagree
SA Somewhat Agree A Agree

I could do more technology training if I had more
support from my staff
20 D Disagree 10 SD
Somewhat Disagree 20 SA
Somewhat Agree
45 A Agree

I receive adequate support from my school
administration
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

I receive adequate support from my school
administration
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree
80 Agree
20 Somewhat Agree

54
I receive adequate support from my school
administration

Some of the comments from the TRTs reflected the
various levels of support that they received.
One TRT indicated that the statement regarding
adequate support was not applicable.
Another indicated that the support could always
be better.
One TRT indicated that some principals are very
supportive and others are not at all supportive.
Finally, another TRT indicated that the central
office offered more support than the individual
school principals.

I could do more technology training if I had
more support from my administration
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

I could do more technology training if I had
more support from my administration
20 D Disagree
10 SD Somewhat Disagree
20 SA Somewhat Agree
45 A Agree

The TRTs seemed to interpret this question in a
variety of ways.
Some respondents indicated that they received as
much support as they could possibly want and that
great support was in place already.
Other TRTs replied that they could not possibly
do any more than they were currently doing.
Still others indicated in their written comments
that they would certainly be able to do more
technology training if they had greater support
from building level administrators.

I receive adequate technical support
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

I receive adequate technical support
D Disagree
5 SD Somewhat Disagree
30 SA Somewhat Agree
65 A Agree

I receive adequate training to develop my
technology skills.
What kind of additional training would you
like?
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

I receive adequate training to develop my
technology skills.
What kind of additional training would you
like?
D Disagree
15 SD Somewhat Disagree
35 SA Somewhat Agree
50 A Agree

62
What kind of additional training would you like?

FrontPage software
more math related classes
more integration ideas
specific applications of software usage and
training for strategies,

more tools and teaching strategies
attending national conferences
media skills
digital editing
distance learning.

I make a significant contribution to the
learning of technology by other teachers
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

I make a significant contribution to the
learning of technology by other teachers
D Disagree
SD Somewhat Disagree
10 SA Somewhat Agree
90 A Agree
One TRT wrote that she makes a difference to
those teachers who are willing to participate in
her workshops.
(She cant help the folks who do not attend
training sessions)

I make a significant contribution to student
learning
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

I make a significant contribution to student
learning
D Disagree
5 SD Somewhat Disagree
50 SA Somewhat Agree
45 A Agree

I make a significant contribution to student
learning
In the written comments, one TRT indicated that
she made a difference through trickle down.
Several other TRTs indicated that they indirectly
made a difference by working with the teachers of
the students.
Another TRT wrote that she would like to affect
more students by making a contribution to the
learning of more students and teachers.
Another TRT wrote, I make a significant
contribution to student learning to the classes
whose teachers utilize me.

I receive adequate training to develop my
technology skills
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

I receive adequate training to develop my
technology skills
5 D Disagree
10 SD Somewhat Disagree
10 SA Somewhat Agree
75 A Agree

Technology professional development is most
successful when it is offered to teachers after
school.
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Technology professional development is most
successful when it is offered to teachers after
school.
30 D Disagree
35 SD Somewhat Disagree
30 SA Somewhat Agree
5 A Agree

Technology professional development is most
successful when it is offered to teachers during
the summer.
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Technology professional development is most
successful when it is offered to teachers during
the summer.
10 D Disagree
15 SD Somewhat Disagree
55 SA Somewhat Agree
20 A Agree

Technology professional development is most
successful when it is offered to teachers during
the school day.
D Disagree
SD Somewhat Disagree
SA Somewhat Agree
A Agree

Technology professional development is most
successful when it is offered to teachers during
the school day.
D Disagree
15 SD Somewhat Disagree
35 SA Somewhat Agree
20 A Agree

Technology professional development is most
successful when teachers integrate technology
with their content activities. D Disagree
SD Somewhat Disagree SA
Somewhat Agree A Agree
77
Technology professional development is most
successful when teachers integrate technology
with their content activities. D
Disagree SD Somewhat Disagree
10 SA Somewhat Agree 90 A
Agree

78
Technology professional development is most
successful when I can work during the school day
with teachers and the students on curriculum
based projects. D Disagree SD
Somewhat Disagree SA Somewhat Agree
A Agree

Technology professional development is most
successful when I can work during the school day
with teachers and the students on curriculum
based projects.
D Disagree
SD Somewhat Disagree
15 SA Somewhat Agree
85 A Agree

As a Technology Resource Teacher, I am able to
work during the school day with teachers and
students ________ 100 of my time ________
90 of my time ________ less than 80 of my
time ________ less than 50 of my
time ________ rarely ________ not at all
81
As a Technology Resource Teacher, I am able to
work during the school day with teachers and
students 20 100 of my time 45 90 of
my time 15 less than 80 of my time 5
less than 50 of my time 15 rarely not at
all

82
What technology plans do you have for next
year?The answers to this question were varied
as TRTs planned to continue successful programs
such as

Technology Tuesdays for Teachers
Better Education Through Standards and Technology
Academy
One-on-one sessions with teachers
Developing a technology plan for each school
Assisting all teachers with updating web pages

Developing a Lesson Plan Template
Using Accelerated Reader data into a
PowerPoint presentation
Using technology to assist teachers with
professional duties and instructional delivery
Working on personal digital assistants, video
conferencing, and technology cadres.
Developing district wide-units of study using
technology

83
List other persons/resources that provide support
to you as a Technology Resource Teachers

District Technology Coordinator
Principals
Library Media Specialists
Kentucky Department of Education
especially from other TRTs

What is your most important need as a Technology
Resource Teacher?
TIME
a willing attitude from the teachers they were
training
more professional development to help advance
their own technology knowledge,
a willingness to avoid being spread too thin.
patience

Based on your experiences, rate the effectiveness
of the Technology Resource Teacher program as you
know it. (1 needs work ------5-
excellent) 1 2 3 4 5
86

Based on your experiences, rate the effectiveness
of the Technology Resource Teacher program as you
know it. (1 needs work ------5- excellent) 1
2 3 4
5 20 40
40
87

Additional comments
88
Technology is a part of everyday life, the work
force and everyday living, although the place
where technology is used the least is in schools.

Technology must be a part of education in order
for the students to succeed in the global world.
The whole goal of technology is to make it a
seamless part of education.
90

If schools do not prepare students, then students
will not be prepared to be productive members of
the twenty-first century work force.

Technology makes the content come alive for the
students and technology makes it easier to access
information.

The computer is a tool for research both with
the Internet and with reference software cds.

The challenge is to get past tool training
(learning how to use the software) and for
technology to be used as a tool to enhance all of
the content areas in the curriculum on a daily
basis.

Technology is a part of our students environment
and as such technology is a part of everyday life
for this generation. Technology is not an extra
or an add-on. It is what kids are using at home
and everywhere. Students are using technology
everywhere, except, too often, at school.

Technology in education is a way to get students
excited about learning.
Students can access information and communicate
globally with others.
Technology is a tool and not a separate subject,
technology is a piece of education today.

Education can not separate technology and
school because in the great vision of education,
technology is no longer the future technology is
reality now and the charge is for teachers to use
technology to support instruction.

When teachers prevent students from using
technology for school projects and explorations
(due to the teachers lack of competency or
comfort with technology), the students
unfortunately are restricted from engaging
activities that utilize technology for learning.

98
How to integrate technology?

TRTs are teachers first.
TRTs have the content knowledge and expertise in
curriculum to help teachers learn not just the
software applications, but how technology can be
used to enhance content area classes.
Teachers have come to rely on technology every
day as a part of their teaching tool kit and
technology is a necessity in education.

Technology is a part of every vocation and job
and even the UPS guy carries a computer.
There are hardly any jobs these days that do not
require some knowledge or experience with
technology.
Schools today are responsible for preparing
students for their future and to help prepare the
student to live and work and be successful in
their life. There is no way around the impact of
technology on students when they enter
the work force.

100

Technology changes teaching and has changed the
way kids learn.
Students will require a new frame of mind and
attitude to meet their future.
Students need to be taught to embrace technology
and consider every challenge as doable versus
considering that challenge to be impossible.

101

The mission of schools is to prepare students
to become productive members of society thus
students must have experiences with technology in
any field, because all fields will require the
use of technology, and technology will be used in
all aspects of the work force.

102

Technology is used in the classroom
to bring history in to classes -- to allow a
visual learner to see history through movie clips
and photos from the internet
to put journalism classes online
to develop house plans with auto cad
to study integrated systems and graphics
to engage in Global Planning Systems (GPS) for
city planning,
to create video productions for local access
cable channel

103

Technology is helping meet the goal of education
which is to prepare students as life-long
learners.

104

Technology and the tools related to education
are only as effective as the person using them.

105

Job embedded professional development ........
Defined as
offering training any time, any place (on
demand), when anyone calls and asks for
assistance
(b) providing support and resources by modeling
and offering one-on-one coaching during the day
(c) building on what the teacher needs when ever
and where ever the training was requested

106

(d) providing training which occurs during the
school day and requires the flexibility to work
with the teachers based on their schedule
(e) offering training to teachers during the day
when the teachers are ready for it mentally or
physically. The training may occur before school,
during a teachers planning period, online, after
school, wherever the teacher needs technology
assistance and support

107

assisting so that teachers can learn as they do
(g) helping teachers understand where they can
use technology in the curriculum and how to use
it in the curriculum
(h) offering technology training where teachers
need it, when teachers need it, also known as PD
Direct, and how teachers need it,
training with the teacher so that quality
outweighs the quantity.

108

Most importantly,
job embedded professional development was
defined as the best way to provide training for
teachers.

109
Features of job embedded

(a) follow-up
(b) peer interaction
(c) mentoring
(d) coaching
(e) modeling
(f) demonstration
(g) collaborative problem solving
(h) self directed learning (Hauser, 2002).

110

TRTs have experienced the greatest success with
job embedded professional development when they
focus on
Embedding technology into the content
Work to reach the teachers technology weakness
by maximizing the teachers content strength.

111

Technology has the capacity to change the way
teachers teach.
One TRT indicated that job embedded professional
development has been the most effective type of
training that has ever been done.
Job embedded training stays with teachers.

112

With job embedded professional development,
instead of technology being viewed as one more
thing for teachers to do, technology can become a
tool to help teachers in their job.
Time is an issue for teachers whose days are
full because they have a great deal on their
plate.

113
Principals

The principal serves as the instructional leader
of a school and teachers follow the leadership
model.
A principal can encourage teachers who are not
technology users.
However, without the motivation from the
principal, there will be little incentive for the
teachers to integrate technology into content
area classes.

114

TRTs reported that as the administrators feel
more comfortable with technology, they see the
need and they understand what is asked of
teachers to do with technology.
The TRT often represents a safe person for the
administrator to ask for technology assistance
and becomes the administrators own personal
resource.

115
Strengths and Weaknesses of Job Embedded PD

TRTs identified job embedded professional
development as the opportunity to offer training
that a teacher wants and can use right away.
A weakness of job embedded professional
development results from the limitation of having
only one TRT in the district.
It is impossible for
that one person to be everywhere and to meet
everyones needs.

116
Time

Whether the professional development occurs
during the school day, after school, or in the
summer, time remains a paramount concern.

117
Follow-up

Follow-up is critical.
The TRT becomes the follow-up tool.
Some teachers will contact the TRT at home, in
the evening, on the weekends, at the ball field,
in the grocery store or anywhere a TRT spends
time.
The TRTs realize that they benefit by offering
communication as a part of the service.
Communication includes e-mailing, phone calls, or
answering questions.

118
Overview of one Districts Progress in
Integrating Technology (from the perspective of
one TRT)

10 of the teachers have got it.
Next group includes 30 to 40 of the teachers who
are making strides toward integration
30 to 40 of the teachers who know they should
try but they struggle
The final 10 would rather die before using a
computer

119
Support

DTC
LMS
Superintendent
Content Resource Teachers
With the current budget crisis facing most every
school system, if the Superintendent or DTC did
not value the work of the TRT, then funding for
that job would have been eliminated

120
Training

Training opportunities for TRTs are pretty
limited and represent one of the hardest
challenges for TRTs
One TRT indicated that in the district, they
are the PD most of the time

121
Wish List

I would ask for a TRT in every building
Technology to be more reliable
I would place Smart Boards in every class, have
ceiling mounted projection devices, and
facilitate learning with Internet and wireless
networking. I would create a library media center
with electricity and wireless connections

122

I would wish for more time.
I would wish for more time, time is valuable. I
would also offer more money for teachers time,
to offer stipends to teachers.
I would wish for more time, 26 hour days. I
always want to learn more
My wish list would be topped with more patience
for everyone!
I would wish for more professional development
training for me, personally.
I would clone myself to have a technology
resource teacher in each school.

123

I would wish for continued support from
administrators at the district and school level.
We need administrators who know what good
integration looks like, we need to open
administrators eyes, and we need administrators
who know how to evaluate teachers with regard to
good technology use.

124
Additional thoughts

The role is changing. The focus was originally
on technology. Now the focus is on the
curriculum. The change which has occurred
reflects the integration of technology as a tool
for change and the belief that technology should
be a part of all lessons. Technology integration
is designed to support and enhance instruction.

125

Students have grown up expecting technology to
be a part of their world at home and at school.
One TRT voiced the belief that educators who do
not utilize technology, cheat their students.
Technology integration helps students learn to
become more critical thinkers and problem
solvers.
The question of equity in a students educational
experience is affected by a teacher who does not
use technology versus a teacher who does use
technology in the classroom.

126

One TRT indicated that test scores in the
district had been disaggregated and analyzed.
Students who had gone through technology training
received higher scores on state assessments.
Their test scores were higher than the district
average, the state average and the students who
had not been exposed to technology classes.
The technology classes had helped students learn
problem solving skills which they were able to
apply to other areas of their lives.
The scores on the state assessments reflected
those problem solving skills.
Technology experiences had educated the students
about the value of looking for alternative
solutions

127
Conclusions

The interviewed group of TRTs unanimously agreed
that technology
plays a role in strengthening student skills
helps promote student engagement in the classroom
contributes to strengthening educational
objectives
helps to prepare students for future jobs

128

Effective technology-related professional
development training sessions coupled mastery of
technology concepts with content related
activities.
Successful partnerships were being forged between
the technology specialists and the curriculum
consultants resulting in training which blended
technology skills in collaboration with the
appropriate curriculum applications.
Previous models of solely offering tool training
were no longer considered an appropriate use of
technology training time.

129

Job embedded professional development, which
provides technology training to teachers during
the school day, was considered an effective use
of time and training for already overworked,
stressed teachers.
By offering on-demand training, the technology
resource teachers were able to assist teachers
where, when, and how they needed to learn new
skills.
Job embedded professional development allowed
TRTs to
(a) offer one-on-one training for teachers
(b) model lessons for students
(c) coach teachers
(d) collaborate with administrators.

130

Follow-up to training was consistently mentioned
as a key component to successful technology
integration.
Trainers indicated that post training follow-up
provided teachers the opportunity to check for
understanding and ask additional questions.
Training without follow-up was deemed to be less
effective.

131

Newer teachers, especially teachers who have
grown up with technology, have come to the
classroom with the expectation that they will
integrate technology in to their content lessons.
The attitude of the teacher was perceived to be a
key factor in both technology integration and
successful technology use.

132