Tuesday, August 3, 2010
Professional Development in the use of Emerging Web Technology
Having done this course, I recognize the tremendous contribution emerging web technologies have to offer students in schools in Trinidad and Tobago. As reading specialists, we may be presented the opportunity to implement some of what we have learnt with some students. The greater benefits to be derived from the use of the technology, however comes from meeting as many students as possible. This notion leads us to the need for professional development of teachers.
When more and more teachers are able to use the technology in the classroom, and to understand the positive impact it can have on students, the very face of education can change. If used widely, especially considering students’ affinity to the technology, success can be tremendous. Its resources that aid students can help reduce the number of students underperforming, can motivate, and can extend the time dedicated to school work. Many other benefits can be realized, but these three basic advantages are indeed great motivators to educators like me who are concerned with the alarming number of students who are currently underperforming.
Professional Development will do two essential things that will benefit education as a whole. The first is that it will empower teachers with the knowledge and competence necessary to apply the technology in the classroom. Secondly, and perhaps more importantly, it will give the teacher a positive attitude to the technology. The negativity and unwillingness that currently exists may in fact be the greatest deterrent to the implementation of modern changes in today’s classrooms. Do you think teachers’ professional development in emerging web technologies will have a significant impact on students’ success in school? I do.
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Hi Chandai,
ReplyDeleteVery interesting blog. I too believe that Web 2.0 technologies have a lot to offer students in a rapidly evolving technological world.
However, whilst professional development of teachers hold promise for empowering teachers, from my experience, teachers attend these workshops where a lot of time, money and expertise are expended; they gain the knowledge and very few of them attempt to use it in the classroom. Why this is so may require some real research.
On the other hand, we cannot say that professional development will not work because it is important to try everything and anything that might result in increased learning for students in today's classroom.
Teachers' professional development with special emphasis on emerging web technologies is definitely the way to go! I think you have presented a convincing argument in support of this initiative. In further support of your views, I would like to reiterate the need to change teachers' perception on the use of technology in the classroom. There are many teachers in the system who have developed a negative approach towards technology. Some of them honestly think that it is a complex process which requires extensive training and skills. In this regard, they are reluctant to use it for fear of failure. The Ministry of Education needs to embark on a rigorous programme of professional development in this area. This training has to be initiated at the pre-service level. All teachers entering into the system should be computer literate and able to use technology for educational purposes. Another way in which this can be achieved is through the provision of professional development workshops in this area during the vacation periods. However, we both know that some teachers will never attend these workshops. To deal with this issue, the Ministry needs to make the training mandatory at the school level and provide trainers for all schools. It would be even better if each school is supplied with an expert ICT personnel who is available to assist the staff on a full time basis. I know that this process has begun with teachers being asked to participate in the computer literacy programme at NESC. The course is also available online at alison.com for teachers who are unwilling or unable to go to these centres.
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