Classroom Technology Resources and Professional Development
I teach mathematics at the College of Agriculture Science and Education (CASE). The college is committed to the task of producing graduates who are ready to assume leadership roles in agriculture, science, education and allied disciplines in Jamaica and globally. To accomplish this mission, it has become mandatory that all lecturers integrate the use of technology in the teaching and learning process. CASE has invested in some powerful software tools for use in all classes where the lecturers may see the need for using it to facilitate students’ learning. Among the software available for use at the college are: laptop computers, learning management system, interactive whiteboard, Mobile phone/iPad/tablet apps and graphing calculators.
The administration of the college has recognized the importance of professional development as it relates to empowering all members of the academic to be proficient users of technology. Introducing new technology into the classroom in order to transform teaching and learning is a well-established policy at my college. Learning new computer skills require significant amounts of time and, as such it is an integral part of the college’s strategic policy to upgrade the skills of the academic staff. Monthly workshops are planned and executed by a team of lecturers from the Department of Computer Science and Education. The workshops are used to help lecturers and all members of the administrative staff who may have difficulties using the technologies that are available for use. The e-Learning Jamaica Company, an Agency of the Ministry of Telecommunication, promotes the integration and infusion of technology in the education system; this company also provides professional development for educators. The Ministry of Education under the auspices of the National Mathematics Coordinator provides training for mathematics lecturers on how to use technology to teach mathematics.
The training opportunities that are available give me the chance to remain current and relevant as I adjust to the challenge of integrating the use of technology into my teaching. The workshops give me access to instructional or web designer and other information technology specialist who can advise me on mathematics best practices as it relates to my use of technology in teaching mathematics. In spite of the policy decision of CASE to integrate technology into the teaching and learning process to enhance students’ learning, there is still room for improvement. Bradshaw (2002) states that one strategy that colleges may adopt for improving its support of classroom technology is to accept personal concerns and encourage teachers to talk about the technology during its implementation. The administration of the college should also provide information about the technology that is being used in a variety of ways; this can be done individually in groups and through any available media. The teaching staff should be encouraged to visit other educational institutions where the technology is used appropriately. The academic staff should also be encouraged to research the development on the use of technology for instructing students with disabilities.
References
Bradshaw, L. (2002). Technology for teaching and learning: strategies for staff development and follow-up support. Journal of Technology and Teacher Education 10 (1), 131- 150. Retrieved from the Walden University Library databases.
Higher Education Compliance Alliance. (n.d.). Americans with Disabilities Act & Section 504. Retrieved from http://www.higheredcompliance.org/resources/disabilities-accommodations.html
We have training on how to use our LMS, some training programs are accessed via said LMS. However, workshops are mandated for full-time staff. What about part-time staff who go above and beyond because they want to be full-time? I digress. You bring up a good point about being relevant, and literature shows that using mobile devices or technology in the classroom does depend on how integrated the instructors are. Web 2.0 applications and mobile devices evolve educational beliefs and faculty who impractically restrict using devices as learning tools are fighting a losing battle (Geist, 2011). I agree when Bradshaw desribes that colleges should accept that teachers need aid with technology (2002). Not everyone is a digital native in that they understand how to play around with technology.
ReplyDeleteReferences
Bradshaw, L. (2002). Technology for teaching and learning: strategies for staff development and follow-up support. Journal of Technology and Teacher Education 10 (1), 131- 150. Retrieved from the Walden University Library databases.
Geist, E. (2011). The game changer: Using iPads in college teacher education classes. College Student Journal, 45(4), 758.
Here's a professional development site where by being online, international instructors can inquire about training in STEM courses: http://nysci.org/stem-connect/
ReplyDeleteI do agree that instructors need to be trained. But there are always a handful who do not attend professional development training and do not integrate technology. Efforts must be taken to encourage these instructors.
ReplyDeleteHere is a website with some information:
http://usm.maine.edu/pdc/epc-508-integrating-technology-classroom-mac