The continuation of these series is intent to show some of the most common models that can be used when planning professional development for teachers, and some of the pros and cons of each model. It is important to be creative; using diverse methods is helpful in keeping teachers encouraged and motivated. Always remember that the main objective of technology professional development is to provide tools and resources to teachers so that students can learn more efficiently.

Whether these tools are based in modern technology or traditional technologies, they must first and foremost be the most appropriate ones to achieve the main objective, which is efficient teaching for effective learning.

Not all schools or teachers are the identical; that being said, there is no absolute truth regarding what model is best. The best one will always be the one that yields the best results for your specific professional development. Always measure the results, and find out which one provides the best attainments.

Some of the models include:

Training

For numerous educators, training is a synonym for professional development. In reality, several professionals relate directly with it. Even when this model is probably the most common one, it could result insufficient in some instances. Why? Well, basically because most of the trainings are meant to teach or show a specific topic without prompting much interaction from the participants. That makes them boring and not engaging in most instances.

I have attended several “trainings” where they were actually more like a salesman explaining all the cool things a certain tool does. Unfortunately, not a few have performed similarly when providing technology training to teachers. This point in particular, in my opinion is the one that has a lesser amount of positive impact, especially if it is given in only one direction.

Workshops

These are similar to trainings, except that they are delivered in two directions and with practice involved. These are much better, in my opinion, than just training. I have seen many positive results when teachers are able to interact and practice what they are learning. However, if not planned properly, these could also result insufficient.

Past posts mentioned the need to provide a follow up, and to supplement the teachers after each professional development, especially the teachers that have just begun to integrate technology in their classes. Remember that the only way to master something is with practice; it’s almost improbable that a single workshop would provide the necessary resources for people to master a subject. Only by practicing or applying the technology in the classroom would provide them the necessary experience to succeed.

One-to-One Training or Workshops

A teacher’s favourite without a doubt. One of the biggest concerns teachers have after they finish their formal technology professional development is “Who’s going to help me when I’m back in my classroom?” The key element to this approach is having a person available to answer and assist teachers in all things needed when they are applying the acquired techniques.

Some of the best results I have experienced with teachers emerged from this type of assistance. The problem with this model is definitely timing; unless the school has enough personnel providing the theme, it will be very hard to keep and things are probably going to move somehow slower. Nevertheless, this model should be planned and budgeted to keep and improve the teacher standards. I have the idea that single group sessions are not enough in a good number of the instances.

Hands-on Labs

Conducting technology training in a laboratory setting where all participants have access to a computer is another common practice. This approach can be very effective if the learning activities are planned carefully and the trainer is skilled in this approach. In this type of training it is recommended that brief demonstrations be followed by opportunities for individual exploration and practice. The lab approach is most effective if the training is offered in short sessions spread over a period of time. This gives participants an opportunity to practice between sessions and explore what they have learned.

Technology Integration Leadership

Find and train technology leaders that can assist other teachers is used more frequently in schools where there is a need to scale up or disseminate a professional development effort quickly. The main idea is to train a small number of teachers who are then expected to share what they have learned with others. The distinct advantage of this model is that it empowers more individuals by spreading the control of professional development over a larger group.

This model has a very positive impact when we can find teachers that are leaders integrating technology in the classrooms. This model in particular is ideal as more people can be providing “professional development” to others in different times, places and occasions.

Learning Teams Development 

Teachers learn best when they can construct their own knowledge and when the best resources for teachers are often other teachers; several schools have created collaborative learning groups or teams for technology professional development.

Remember that not all professional development takes place in group settings. In fact, teachers’ most meaningful experiences tend to be those in which they learn from their colleagues, especially when it comes to translating what is learned in a workshop into everyday classroom practices.

Develop a Technology Integration Hub

Even when this might not seem like an activity that belongs properly to professional development itself, the truth is that providing and developing this type of resource results very useful for teachers, especially when it is well designed and when it has important information such as: how to, ideas, resources, examples, other teacher experiences, distinctive posts and documentation among other similar input.