This document analyzes the effects of staff development trainings on teachers' use of technology in the classroom. It reviews literature on barriers to implementing technology after trainings. The author conducted surveys, focus groups, and observations of teachers involved in an education technology grant. The findings showed that most teachers attended trainings and implemented some new skills, but did not use technology to its fullest potential. The implications are that districts should provide better follow up support to help teachers fully utilize technology after trainings.

1. Effects of Staff
Development Trainings
Roshana Safi
EDUU 564
Brandman University
DR: Van Ourkerk
Picture obtained from Electronic School

2. Table of Contents
 Abstract
 Introduction
 Review of Literature
 Theoretical Framework
 Methodology
 Teacher Technology Survey
 Teacher Survey
 Focus Group
 Observations
 Summary of Findings
 Implications
 Further Research
 References

3. Abstract
 Look at the effects of staff development trainings
 Focus on teachers who are involved in EETT
 Data collected
 Surveys
 Focus groups
 Observations
 Staff development trainings
 Teachers attend
 Take information back and implement in their classroom
 Need more opportunities

4. Introduction
 “A variety of studies indicate that technology will have little
effect unless teachers are adequately and appropriately
trained” (Kelley & Ringstaff, 2002, p.12).
 Education is technology driven
 Accountability
 Professional development
 Competency
 Research Questions
 How much of what is learned at staff development trainings in
technology is implemented in the classroom?
 Are teachers utilizing staff development opportunities in
technology?

5. Review of Literature
 It is said that fewer than five hours of professional
development is for technology (McKenzie, 2000)
 Barriers
 Time
 Administrative support
 No follow up
 Money
 Trained in wrong areas
 Outcomes
 More successful
 Use of technology will rise
 Higher order thinking skills

6. Review of Literature
 Cons
 Geared towards basic software
 Lack of training on how to incorporate into the curriculum
 Teacher Competency
 Accountability
 Bausell and Klemick (2007), reported that only 45 states
had standards to measure competency, 9 states had
requirements tied to licensure and recertification, 39 states
offered online courses for professional development and
only 9 require teachers to demonstrate competency.
 Barriers
 Copyright laws
 Test scores
 Lack of professional development

7. Review of Literature
 Solutions
 Incentives
 All are temporary
 Technology Can Work
 Co-Nect Schools
 Whole school technology reform
 Technology changes the way you teach
 Conclusion
 Lack of professional development
 Teachers need to be motivated

8. Theoretical Framework
 Dewey
 Active participants to learn
 Progression of learning
 Learn better by doing
 Piaget
 Assimilate information
 Accommodate information
Picture obtained from dewey.pragmatism.org/ and www.marxists.org/glossary/people/p/i.htm

9. Methodology
 Setting
 Southern California School district
 Participants
 EETT teachers
 Enhancing Education through Technology Grant
 Data Collected
 Teacher Technology Surveys
 Given twice a year through the district
 Teacher Survey
 Designed after reviewing information from technology survey
 Focus Group Discussion
 Made up of EETT teachers
 Observations
 Four observations of EETT teachers

10. Teacher Technology Survey
 Competency
 Word – 60% of teachers can teach someone how to use this
while only 2% say they do not know how to use it.
 Excel – 33% say they need help while 28% do not know how
to use it.
 Presentation software – 66% do not know how to do this
while 9% can do this by themselves.
 Implementation
 Majority do not use technology to its fullest

11. Teacher Survey
 Trainings
 Of the teachers surveyed, all teachers attend staff development
trainings
 Of the 17 teachers, only 1 had attended a technology training
recently
 Implementation
 16 teachers said they learned something from the training and
immediately implemented something while 1 said they did not
implement anything.
 Technology Trainings
 Only 2 teachers had been to technology training during this
school year.
 Offered by the district
 Would like to go
 Have already been
 Would not be beneficial to me
 No time
 Need more information

12. Focus Group
 Equipment Used
 Projector, laptop, document camera, promethean board, activotes,
slate
 Implementation in the Classroom
 Make lesson more interactive
 Only 1 was not using the technology to its fullest
 Last training attended
 All had attended a training recently
 EETT institute, activote, weblockers, cluster meeting, iTree,
Google Earth
 Learning
 All teachers learned some new piece of information
 Implementation
 11 teachers implemented something write away
 Activotes
 Google earth
 2 did not implement anything “just yet”

13. Observations
 4 EETT Teachers
 Attended an Activ Studio Training on how to make flipcharts
 After training, observations took place
 3 out of 4 teachers were using new information learned.
 Flipcharts were used and student engagement was high.
 1 teacher went above and beyond
 Flipcharts
 Activates
 3 out of 4 showed competency with the equipment
 Difficulties
 First year
 Incorporating new technology

14. This is an example of
a flipchart that a
teacher created.

15. Summary of Findings
 Teachers are required to go to staff development
trainings.
 Teachers are learning and implementing new
information.
 District
 Ensure teachers get appropriate training
 Implement better staff development opportunities
 Follow up
 Make teachers aware of trainings
 Implementation of technology is successful when
the information learned is relevant to the learner.
 Trainings need to be offered at different levels.

16. Implications
 Teachers do not use technology to its fullest
potential.
 Staff development center
 Share data
 Personal mission
 Share with my colleagues
 Share knowledge about technology
 Share dates and times of technology trainings
 Teachers can use technology in different ways.
 eChalk
 Weblockers

17. Further Research
 More focused
 One staff development training
 Survey before
 Survey after
 Observe or hold discussion group
 Follow up from district
 Student perspective
 Does using technology affect student learning?
 Why do you think teachers do or do not use technology?
 Survey students

18. “Knowledgeable, skillful
teachers form the bedrock of
good schools” (Noyce, 2006,
p.1).

19. References
Bausell, C. Vinograd, Klemick, E. (2007) Tracking U.S. Trends. Education Week, 26
(30), 42-44. Retrieved June 24, 2007 from
http://www.edweek.org/ew/articles/2007/03/29/30trackingtrends.h26.html?qs=digital+equity
 Becker, H., Ravitz, J., and Wang, Y. (1999). Computer Use and Pedagogy in Co-NECT
Schools, A Comparative Study. Teaching, Learning, and Computing, 1999. Retrieved on June 24,
2007 from http://www.crito.uci.edu/tlc/findings/co-nect/startpage.html
 CDW Government, Inc., (2006). Technology as a teaching tool. CDW-G teachers talk
technology 2005, Retrieved July 8, 2007, from
http://newsroom.cdwg.com/features/feature-08-29-05.htm#contact
 McKenzie, J. (2000). Head of the Class. Electronic school, January, 2001. Retrieved June
24, 2007 from http://www.electronic-school.com/2001/01/0101f2.html
 Noyce, P. (2006). Professional Development: How Do We Know If It Works?.
Electronic School. September, 2006. Retrieved October 20, 2007 from
http://www.noycefdn.org/documents/ProfDev_HowDoWeKnowIfItWorks-EdWeek091306.pdf
 Office of Technology Assessment. Teachers and Technology: Making the Connection.
OTA Publications, April, 1995. Retrieved on June 24, 2007 from
http://www.wws.princeton.edu/ota/ns20/year_f.html
 Ringstaff, C, & Kelley, L (2002). The Learning Return on Our Educational Technology
Investment. Retrieved July 8, 2007, from
http://www.netdaycompass.org/outside_frame.cfm?thispath=instance_id=1700^category_id=5&this
 Smerdon, AuthorB., & Cronen, S. (2000). Teachers' Tools for the 21st Century: A Report
on Teachers' Use of Technology. National Center for Education Statistics.
Retrieved on July 14, 2007 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000102
 Tenbusch, J. (1998). Teaching the Teachers: Technology Staff Development that
Works. Electronic School. March, 1998. Retrieved on October 20, 2007 from
http://www.electronic-school.com/0398f1.html.