Briefing Note Issue: What is the Problem? K-12 teachers need to be trained to use available technologies in their classrooms.

The use of technology in the classroom will provide both teachers and students the opportunity to explore education using technology as a tool to learn. Without funding for this training, teachers will continue to fall behind their students in the use of technology in their classrooms. Students will continue down their current path of disinterest and disengagement in schools. Background: How did we reach this point? The teaching profession has become an aging one, where there are a large number of senior teachers still in the teaching system. Many of these teachers do not implement new technologies as a tool in their classrooms for a variety of reasons, including comfort level, time and training in this area. Many teachers are comfortable with how they are currently teaching, and see no need to change their practice to adapt to a changing student body. Students on the other hand have become well versed in technology, using many different pieces every day. With the ever growing student technology boom, teachers must not be left behind, or else students will lose interest in course material and school. Current Situation: Where are we now? Who is involved? Currently the push towards more online technology (or 21st century teaching tools) in learning is led by the various school boards across the province. In turn, school administration is trying to encourage the use of technologies in schools. They are encouraging teachers to try new and different technologies in their classrooms. Many teachers are currently implementing various forms on online technology in their classrooms on their own accord. Very little professional development or guidance has been provided by schools, and there has been little direction in what exactly 21st century learning should look like. Key Concerns: What are the factors we have to consider? Many teachers do not feel comfortable enough with different types of technologies to implement it in their classrooms. They do not appreciate the fact that their students may be well-versed with the technology, more so than they are. There are a number of different online tools available to teachers causing angst because there is not enough time to fully understand and utilize these tools. There is not nearly enough training in the field, which acts a deterrent to technology use. Most teachers must find the technologies on their own, analyze its use, learn its intricacies, and then implement in their classrooms. This is often difficult and time consuming, and is a major deterrent in its use.

Parent support of online technologies is not especially strong. Parents do not understand its complement to learning, as they grew up in an education system where rote learning was prevalent. Many schools do not have the basic tools, (wireless internet) present in classrooms that will allow teachers and students to access the web and use online tools as a resource for their students. Options: How might we address these concerns

In order to address the above concerns, the following should be implemented: Make more professional development time available for teachers to learn technologies and collaborate with colleagues. Create web based learning seminars for teachers to allow them to learn technologies at their own pace and with guidance. Have IT personnel available to work through any technological issues that may arise when learning to use these technologies, and have teacher community support, where teachers can help their colleagues with issues. Promote the use of the SECTIONS model to help teachers, administration and school boards choose tools which will support effective online technology use in the classroom. Promote online technologies in schools Recommendation: What should we do? There must be funding dedicated to training teachers in the use of technology in the classroom. Teachers must be given access to technology (wi-fi, computers etc) in their classrooms immediately, to help them create and engage students in their learning. There must professional development opportunities for teachers to collaborate and work on learning and using these tools in their classrooms. Implementation: What is our course of action? What are the next steps? School boards should take the following actions Send a poll to all teachers and inquire as to what online tools are currently being used or that would like to be used Ask for teacher volunteers to work alongside IT personnel to come up with learning modules to relate the importance of the technology and go through how it works Allocate funds for training for teachers to include the use of technology in their classrooms Set up wi-fi access in all classrooms across the province, with at least one computer in every classroom

Appendix How the SECTIONS model can be used as a tool for online technology use There is a vast amount of online technologies available in education. Without a framework in place, it is oftentimes difficult to evaluate a tools use or worth. The SECTIONS model provides the framework for the usefulness of a tool and can be used to help select technologies that can be implement in the classroom (Centre for Teaching and Learning and Technology, nd). SECTIONS (Students, ease of use, costs, teaching and learning, interactivity, organizational issue, novelty and speed) is a way to allow teachers, administrators, and school board personnel to assess potential technologies that they feel should be introduced in the school environment (Centre for Teaching and Learning and Technology, nd). By going through each of the eight criteria, educators have the opportunity to see the usefulness of online tools, and determine whether or not these tools would be appropriate to use in a classroom setting. One of the benefits of applying the SECTIONS model is that it allows for a critical assessment of the tool in question. The model asks for a critique of the tool that includes: Defining what you are trying to accomplish with the tool, assessing what you what to tool to do, implementing the tool and observing its benefits or drawbacks, and refining the use of the tool in the classroom (Centre for Teaching and Learning and Technology, nd). These considerations help educators in the assessment of any tool. Once certain tools are seen to meet the SECTIONS criteria, they can be introduced in a school environment through training in their use. The Need for Teacher Training The training of teachers in the use of online technology is especially important in order to encourage its use. Professional development is desperately needed, because a majority of teachers have limited experience implementing instructional technologies (Corliss, Gerard, Linn,

Varma, 2011). A challenge typically faced by teachers using technology is their ability to utilize and navigate a new environment or tool (Corliss et al,. 2011). Without proper training, teachers often become disinterested in its use. Without the knowledge to troubleshoot technical difficulties, or questions about the tools, teachers often feel incompetent, and out of control of the learning environment. They must be trained on the management of their students while using these tools, as teachers often struggle with the loss of control in their classroom (Corliss et al, 2011). One way to help support teachers is through an increase in professional development relating specifically to online technologies. The use of Professional development (PD) days should be geared towards the training and use of technology in the classroom. Professional development programs that prompt interest, excitement and promotion of technologies are vital to its integration in schools (Corliss et al., 2011). These programs must provide opportunities for teachers to add new ideas about using technology, and guide teachers to reflect on and integrate new ideas with their existing practices (Corliss et al., 2011). Teachers have a variety of different ideas about teaching with technology, and it is important that they are able to express their experiences, ideas and concerns to help make the information accessible. Androgogy, which is the focus of adult learning (Forest, Peterson, 2006) must play a significant role when it comes to encouraging teachers to embrace technology and be willing to learn how to utilize it in their classrooms. As learners, adults come into education with a variety of experiences. It is important that in professional development, we allow these experiences to act as a stepping stone in teachers learning. Experiences are very important as adults are much more focused on the process rather than the content being taught (Kroth and Taylor, 2009). Teachers must be able to see the reasoning behind why certain technologies are

being used, in order to fully appreciate and be willing to learn their use (Folgeman, Fishman, Krajcik, 2006). Without the knowledge behind its use, teachers will not support online technologies use, and without the support of teachers, it will never truly be integrated in schools. In order for professional development to be truly successful, teachers must not be working in isolation. By sharing thoughts and ideas with colleagues, it allows for ongoing reflection, an increase in the thought process, and an engaging way for adults to work together to achieve a collective goal (Kroth and Taylor, 2009). Having teachers work together to teach others about technologies, and troubleshoot together should also help encourage their use. When adults teach in learn in each other company, they appear to be more engaged in the activity (Brookfield, 1986 from Taylor and Kroth, 2009). The Importance of Technology Upgrades and IT support One of the biggest challenges that arise from technology implementation occurs because of technological issues that occur within a school. Technical issues related to internet connectivity, the setup of specialized equipment, outdated school software and hardware, Internet security and technical bugs often hinder and stifle the use of technologies in schools (Corliss et al,.2011). One of the most easily fixed issues is internet connectivity in schools. The implementation of school wide wireless access is necessary to help with the implementation of any technology. Without easy access to the internet, it is highly unlikely that teachers will be willing to use online tools in their classroom. Security for students and teachers is also important when using wireless connections. The Government of Alberta has outlined the securest network setup for schools (WPA2), which provides the strongest level of security for school today. It provides simple access for many wireless devices, (Ipads, tablets, laptops), while still providing a secure and safe way to connect the the internet. (Government of Alberta, 2011). This WPA2

network is what should be provided to all schools. As outlined in the Government of Alberta (2011) document, setting up a Wireless Local Area Network (WLAN), increases productivity, broadens access areas that were limited with wired networks, and improves efficiency (p. 26). Each of these three are valuable in any technological environment, and without the internet being readily accessible to teachers in their classroom, the use of online tools will not materialize. It is the responsibility of the school board to allow teachers and students easy access to the internet, and to provide teachers the necessary tools to explore and utilize technology in their classrooms. There must also be support from an IT department which focuses on the use of these online technologies. Currently, many IT support workers only help with technical issues. There is little support for programs and software from school boards. Working with teachers to create online modules for technology for be an effective way to bridge this gap. It provides teachers with the necessary background information to begin to learn a specific tool. It also provides teachers who are interested in learning a tool work at their own pace, with some guidance. This should result in more teachers willing to try online tools during professional development session. Also having IT workers become familiar with technologies being used will be beneficial for troubleshooting, problems solving and technical issues.

References

Centre for Teaching, Learning and Technology. (n.d.). Assessing Technology: Using the SECTIONS model (pp. 1-10). Vancouver, Canada: The University of British Columbia. Retrieved from http://wiki.ubc.ca/images/1/19/SECTIONS_Framework.pdf Corliss, S.B. Gerard, L.F. Linn, M.C. Varma, K. (2011). Professional Development for Technology- Enhanced Inquiry Science. Review of Educational Research. 81, 408-448. Retrieved from http://journals1.scholarsportal.info.uproxy.library.dcuoit.ca/tmp/13963006294462257732.pdf Forrest, S.P Petterson, T. (2006). Its Called Androgogy. Academy of management Learning and Education. 5, 113-122 Fogleman, J., Fishman, B., & Krajcik, J. S. (2006). Sustaining innovations through lead teacher learning: A learning sciences perspective on supporting professional development. Teaching Education, 17, 181194. Retrieved from http://journals1.scholarsportal.info.uproxy.library.dcuoit.ca/tmp/9912520665229230063.pdf Government of Alberta. (2011). Wireless Local Area Network(WLAN) Best Practices Guide. Retrieved from http://education.alberta.ca/media/6607528/wireless%20guide%202011%20publication% 20edition.pdf Kroth, M. Taylor, B. (2009). Androgogys Transition into the future: Meta-analysis of andragogy and its search for a measurable instrument. Journal of Adult Education. (38). Retrieved from