Criteria: Depth of research surveyed in order to create an effective teacher technology training model, implications of “flipped” model for professional development activities
Key Takeaway: Experience a novel approach to professional development (PD) for technology integration with the flipped classroom model, emphasizing hands-on collaborative sessions and convenient online resources. This study highlights how this approach boosts teacher engagement, empowering them to share and discuss their classroom experiences on online forums. Student feedback, specialist training, and administrative awareness sessions also contribute to seamless technology adoption and improved teaching.
Summation and Insights: This academic study examines existing research on technology integration professional development activities (PD) and ultimately proposes a flipped classroom model for teacher in service training centered around technology. In this model, teachers will learn how to use technology more effectively in classrooms through a flipped PD format. Training content, such as videos and modules, will be available online to teachers, whereas PD in-person training will focus on collaborative application sessions where teachers can practice and discuss what they have learned together hands on. A second benefit of this model is that teachers can upload to an online forum examples of their real-world technology integration practices in the classroom (video recordings, examples, write ups) in order to discuss with one another. In this way, ongoing online discussion forums and virtual sharing spaces are also a component of the online materials readily available to teachers. Flipping PD activities also includes benefits such as allowing teachers more flexibility in accessing training materials and creating more collaborative learning spaces during actual in person PD sessions. This research study also proposes the following for effective PD technology training: a) face to face training conducted by experienced technology and educational professionals for teachers off site, with the idea that the teachers who partake of this training can then take ownership of their new skill sets and go on to lead PD activities for other teachers in the district, b) student feedback on the use of technology integrated classroom activities via surveys or questionnaires that can be uploaded to a virtual system, c) follow-up support in the form of awareness sessions for administrators, so that they are aware of how trainings are being adapted to classrooms and can better offer their support for successful technological adoption and high quality teaching practices.
Resource: https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12394
Year: 2020
Author: Yurtseven Avci, Z. O’ Dwyer, L. M., & Lawson, J.
Primary Author: Zeynep Yurtseven Avci https://avesis.ogu.edu.tr/zavci