Implementing an Effective Technology Training Program in Higher Education

1. The 4th Annual Emerging Technologies for Online Learning Symposium- Empowering Next Generation Teaching - 10 Implementing an EffectiveTechnology Training Program in Higher Education Do’s Don’ts Presenter: E. John Shinsky, Ph.D. Associate Professor Grand Valley State University College of Education

2. Grand Valley State University • A Liberal Arts University in Grand Rapids Michigan • College of Education Information • Students • 24, 500 Total • 3, 405 Students in the COE • 719 Undergraduate Students • 2,686 Graduate Students • Faculty & Staff • 191 Faculty and Staff • 51 (26.7%) Tenured/Tenure Track Faculty • 71 (37.2 %) Non-Tenured/Tenure Track Faculty (Affil &Visit) • 69 (36.1 %) Adjuncts

3. Professional Development Considerations • Urgency • Multi-generations • Attitude • Time of Training • Return on Investment • Incentives • Community • Flexibility • Experimentation & Risk-Taking • Ongoing Training – Lifelong Learning

4. Professional Development Philosophy • Priority • Full Support for Faculty and Staff • Responsiveness • Use of Effective Training Model - Process Oriented Perspective • (Sprague, Kopfman, & Dorsey, 1998). • - Awareness of what the technology can offer • - Opportunity to explore technology integration • - Time to learn technology • - Application of technology to teaching • - Reflection on teaching • A Rich Learning Community • Experimentation and Risk-Taking • Ongoing Training – Lifelong Learning • Sensitivity and Patience

5. Do’s Make technology training a priority, while intentionally designing and developing a technology infrastructure that is part of the strategic plan, and complements university goals. 1 2 Establish a Technology Committee that represents all faculty and staff, and provides ongoing leadership for the infusion of technology with a focus on students, faculty and staff performance. 3 Clearly define expected technology outcomes of training based on assessment data. 4 Provide technology training with staff who are recognized for their expertise, are credible, respectful, and patient. 5 Identify and address the barriers to the successful integration of technology that faculty members will likely face.

6. Do’s Prepare faculty members to integrate technology tools into their instruction, with a focus on solving authentic School problems, while facilitating collaboration between students. 6 Provide professional development that allows educators to exert control over the type of training provided, the content shared, practice and follow-up support needed. 7 8 Provide training opportunities that best fit with faculty preferences. Provide face-to-face instruction as the predominant training mode so faculty can get immediate feedback, establish personal contacts, obtain peer assistance and ongoing support. 9 Arrange opportunities for faculty members to model authentic use of technology and discuss the successes and challenges faced with learning and applying the technology. 10

7. Don’ts 1 Establish a technology training program without working closely with instructional technology. 2 Provide technology training without an array of supports that can be easily accessed. 3 Assume that everyone has the appropriate technology equipment. 4 Provide technology training without building a sustainable learning community. 5 Integrate technology for technology’s sake as opposed to facilitating the use of technology in meeting curriculum goals.

8. Don’ts 6 Assume that faculty will ask all of their technology questions when participating in training sessions. 7 Provide technology training without the opportunity for faculty members to observe the effective use of technology in instruction. 8 Provide technology training without establishing a routine equipment upgrade program. 9 Provide technology training without having a balance between learning the technology and effectively integrating it into teaching. 10 Provide technology training without incentives.

9. Professional Development Options • Individual Consultation with a Staff Member from IT • Individual Consultation with Peer • Hands-on Workshops with Food • University-wide Training • Technology Mentors • Training Newsletters • Online Training/Tutorial • Conferences • Peer Mentoring • Focused Training Teams

10. References Finley, L. & Hartman, D. (2004). Institutional Change and Resistance: Teacher Preparatory Faculty and Technology Integration. Journal of Technology and Teacher Education, 12(3), 319-337. Norfolk, VA: AACE.Retrieved from http://www.editlib.org/p/11460. Howland, J., & Wedman, J., (2004). A Process Model for Faculty Development: Individualizing Technology Learning. Journal of Technology and Teacher Education, v12 n2 p239-262 2004. Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). New York: Longman. Sprague, D., Kopfman, K., & Dorsey, S. (1998). Faculty development in the integration of technology in teacher education courses. Journal of Computing in Teacher Education, 2(14), 24-28. Vannatta, R.A. (1999). Evaluating NCATE Technology Standards Implementation in a School of Education. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp. 1483-1488). Chesapeake, VA: AACE.Retrieved from http://www.editlib.org/p/8200.

11. References Vannatta, R.A. (2000). Evaluation to Planning: Technology Integration in a School of Education. Journal of Technology and Teacher Education, v8 n3 p231-46 2000. Wilson, S., & Berne, J. (1998). Teacher learning and acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-206. Weaver, D., Robbie, D. & Borland, R. (2008). The Practitioner’s Model: Designing a Professional Development Program for Online Teaching. International Journal on E-Learning, 7(4), 759-774. Chesapeake, VA: AACE.Retrieved from http://www.editlib.org/p/24411.