Teacher Technology Standards

Technology has become an integral part of the 21st century classroom providing teachers and students with dynamic learning tools (APTPLUS, n.d). Technology literacy is the ability to make responsible use of appropriate technology in order to solve problems, communicate, manage, integrate and create information to improve learning and to acquire lifelong knowledge and skills in the 21st century (JEFFCO, n.d). Technology standards give teachers and schools a framework for planning technology-based activities that support instructions and improve students’ technology skills as well (Burke, 2001). Having teacher technology standards is an important and crucial issue. Teachers need to be provided with professional development and training in order to make effective use of technology in the classroom. It is a requirement that those holding the reins of the educational system foresee the necessities for effective technology integration and use in schools and therefore, provide teachers with the appropriate and sufficient knowledge, background and training in order to be capable of meeting the technology standards and consequently, to make effective use of technology in the classroom. In consequence, the current essay provides an analysis of the importance of having teacher technology standards and related issues, as well as, a discussion on the issue of the need for professional development and training of teachers in the effective use of technology in the classroom. In addition, an answer is being provided to the question whether the training provided to teachers today in order to use technology effectively in the teaching and learning environment is sufficient or not, as well as an explanation and discussion about the undergraduate teacher training programs and the importance they address to the issue of technology use in the learning environment.

The 21st century is here and the literate citizen is expected to use technology to access, analyze and communicate information by knowing how to manage information from a broad array of resources and in a variety of ways (Connecticut Commission, 2003). Schools of education determine whether teachers walk into their classrooms prepared or are likely to drop out from the profession because they feel overwhelmed (Edutopia Staff, 2009). In order to have students adequately prepared for adult citizenship, technology must be used at schools and universities and therefore, new approaches to teacher education should be developed and utilized that should be based on some appropriate technology standards (Kadijevich, 2002). Teacher technology standards identify necessary skills that teachers need for effective use of technology in schools. Teaching is a process that uses diverse tools and methods, including technology and through the adoption of technology standards, expectations can be set for teachers and help direct pre-service and in-service training programs (Burke, 1998). In addition, as Burke supported, technology standards ensure that teachers who meet these standards have the training they need to integrate technology into their classroom that will result in improvement of students’ learning. As the world becomes increasingly digital and we experience the globalization of education the importance of these standards increases (Thomas and Knezek, 2008). Technology standards help teachers possess the technical competence that will enable them to enjoy the benefits of technology, understand its potential and look forward to new technological practices in order to improve the quality of students’ learning experiences (Connecticut Commission, 2003). According to ISTE (2008), the standards cover five categories: (a) facilitate and inspire student learning and creativity; (b) design and develop Digital-Age learning experiences and assessments; (c) model Digital-Age work and learning; (d) promote and model digital citizenship and responsibility; and (e) engage in professional growth and leadership. Each standard consists of specific competencies with levels of skills that grow in complexity as the teacher moves from the initial level to the proficient level (Connecticut Commission, 2003). To meet the standards of the first category (facilitate and inspire student learning and creativity), teachers among others must use their knowledge and technology to facilitate experiences that advance student learning; creativity; promote and support creative thinking; engage students in exploring real-world issues and in solving problems using digital tools and resources while they must also, model collaborative knowledge construction by engaging in learning with students and teachers as well (ISTE, 2008).

Teachers meet the standards included in the second category (design and develop Digital-Age experiences and assessments) when they plan and design effective learning environments and experiences supported by technology that apply also technology-enhanced instructional strategies to support the diverse needs of learners (Connecticut Commission, 2003). In addition, teachers design and facilitate learning experiences by integrating technologies that are responsible to diversity of learners, learning styles and social needs of all students (Alabama Board of Education, 2006). But teachers apply technology not only for designing and developing Digital-Age learning experiences but also for facilitating a variety of assessment and evaluation strategies (Greenville County, 2002). In particular, teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques while they also, use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning (Morrison and Jeffs, 2005). The standards of the third category (modeling Digital-age work and learning), refer to the teachers’ competency in demonstrating fluency in technology systems; collaborating with students, peers, and parents using digital tools and resources to support student success and in modeling and facilitating effective use of digital tools in order to locate, analyze, evaluate, and use information resources to support research and learning (ISTE, 2008). Moreover, teachers meet the standards of the fourth category (promote and model Digital citizenship and responsibility) when they understand the social, ethical, legal, and human issues and responsibilities relating to the use of technology. In particular, teachers model and teach legal and ethical practice related to the use of technology and digital information; apply technology resources to enable and empower students with diverse backgrounds and abilities; and promote safe and ethical use of technology resources (Greenville County, 2002). Teachers meet the standards of the fifth category (engage in professional growth and leadership) when they make use of technology for their own professional growth and productivity. Particularly, teachers use technology in communicating, conducting research and solving problems, planning and participating in activities that encourage lifelong learning (Burke, 1998). In addition, teachers contribute to the effectiveness and renewal of the teaching profession and of their school, participate in learning communities to explore creative applications and practices of technology to improve student learning and, exhibit leadership by demonstrating a vision of technology infusion and developing the leadership and technology skills of others (ISTE, 2008).

Moreover, teachers use technology to enhance professional growth through accessing web-based information, on-line collaboration with other educators and experts, and through on-line professional courses (Greenville County, 2002). Each of these standards is unique and has its own importance. All are necessary and crucial for helping teachers become competent in making effective use of technology. But comparing the standards in more depth, it can be denoted that the most critical are those that refer to the teachers’ promoting and modeling digital citizenship and responsibility and teachers’ engaging in professional growth and leadership. The reason lying behind the crucial importance of these two standards is the fact that if teachers meet the rest three standards that are concerned with facilitating and inspiring student learning and creativity, designing and developing Digital-Age learning experiences and assessments, and modeling Digital-Age work and learning, and they do not meet these two standards, then there is no point and use in meeting the other three standards as well. Because no teacher will ever become competent in making effective use of technology in classroom in order to improve students’ learning and enhance instruction, if all the actions and practices he achieves do not aim at promoting digital citizenship and responsibility and at being engaged in professional growth and leadership. There is no use in teachers making use of technology in the teaching and learning process if they do not model, advocate, and teach safe, ethical, and legal use of technology. Moreover, if teachers engage in professional growth and understand what it means to grow up professionally then they will do whatever it takes in order to achieve this goal and consequently, they will provide for meeting the rest three standards. Because teachers who do not aim at their professional growth and development, they do not deserve to possess a position in the teaching profession. A basic presupposition for teachers making effective use of technology in the classroom constitutes the professional development and training they are provided with. In other words, the need for professional development and training of teachers in the effective use of technology in the classroom is an imperative if teachers are going to meet technology standards and therefore, to actually make use of technology effectively in the classroom. But a question is raised here: “Who is going to provide teachers with the necessary training in the effective use of technology in the classroom?” The answer to this question as well as a discussion on related issues is next provided. Research has shown the importance of professional development emphasizing technology use (Rodriguez and Knuth, 2000). According to ERIC, professional development refers to activities to enhance professional career growth that may include individual development, continuing education, and inservice education, peer collaboration or mentoring (ncrl.org, n.d).

The purpose of these professional development experiences and activities is to improve teaching, learning, and leading and to enhance teachers’ skills (Alabama Board of Education, 2004). As supported by Rodriguez and Knuth, the ultimate goal of professional development is to improve student learning. Professional development and training of teachers in the effective use of technology in the classroom is necessary mainly for three reasons: (a) for making teachers competent in the effective use of technology; (b) it is a presupposition for making teachers competent enough to use it in the teaching and learning process in order to improve students’ learning; (c) for making teachers acquire the competencies needed for meeting the teacher technology standards. Training of teachers in the effective use of technology in the classroom is necessary because it will enable teachers to gain self-confidence in their abilities and become comfortable using technology in their classrooms (Oh and French, 2004). Teachers must cease fearing technology and get empowered by the many opportunities technology offers while they must also, become knowledgeable about technology and self-confident enough to integrate it effectively in the classroom (Rodriguez and Knuth, 2000). Technology use in classroom supports student-centered instruction, transforms the role of the teacher to the one being a coach or facilitator and supports teacher collaboration (Rodriguez and Knuth, 2000). As Rodriguez and Knuth noted, professional development for effective technology use provides opportunities for teachers to become comfortable and effective in these new roles technology encourages them to take on. Professional development and training of teachers in the effective use of technology in the classroom is necessary for making teachers capable of using it in their classrooms. In other words, if teachers are provided with the necessary training in technology use then they are more likely to make use of technology in their classrooms. As teachers become more skilled with computer equipment, they need training in applying these skills in the classroom (Burke, 1998). As Oh and French (2004) supported, in the digital age, schools will require teachers to be competent in technology skills and to be able to effectively implement technology in classrooms and, the success of technology infusion in schools depends on training both in-service and pre-service teachers. For teachers to implement technology in the classroom to increase learning and improve student achievement, a well-planned professional development program for technology use is essential (Rodriguez and Knuth, 2000). Representatives are the results of a study made by Morrison and Jeffs (2005) who found out that a positive experience with technology during the teachers’ pre-service training influenced their decision to use a particular technological device in their future classrooms.

A study conducted by Oh and French (2004), reported the pre- service teachers’ perceptions of an introductory instructional technology course. Particularly, the study revealed that pre-service teachers believed that: they were adequately prepared to implement technology in their teaching and learning practice; they had the basic skills and concepts to operate computers; they could design lessons utilizing technology for the need of diverse students; they could apply technology enhanced curriculum to support higher students’ thinking skills and creativity; and they also believed that technology use adds value to the curriculum and affects the quality of teaching practice. According to a National Center for Education Statistics report, almost two-thirds of all teachers reported feeling not at all prepared or only somewhat prepared to use technology in their teaching, compared to younger teachers who grew up with computers and were educated with them and who felt better prepared to use technology (Lonergan, 2001). In addition, the teachers who reported feeling better prepared to use technology were more likely to make use of it than those who reported they felt less prepared. Professional development and training of teachers in the effective use of technology in the classroom is necessary for improving students’ learning. Teachers are responsible for making wise use of technology in the classroom and in order for students to get the best use from technology they need teachers who are well prepared to use a variety of teaching methods (Burke, 2000). As research has found, teacher skill in using technology is a major factor in improving student learning with technology and therefore, teachers must know not only how to use technology but also when and why to use it (Burke, 1998). As Rodriguez and Knuth (2000) noted, professional development for teachers becomes the key issue in using technology to improve the quality of learning in the classroom since, teacher quality is the factor that matters most for student learning. Professional development and training of teachers in the effective use of technology in the classroom is necessary for making teachers competent in meeting the teacher technology standards. If teachers are expected to meet standards of technology competency, then quality professional development must be available to help them integrate technology into the classroom (Burke, 1998). As Oh and French (2004) noted, to assure that prospective teachers attain the technology standards, teacher education institutions will need substantial professional development in technology and prospective teachers will be need to have a fundamental understanding and necessary skills in using technology in the classroom. After identifying the need for professional development and training of teachers in the effective use of technology in the classroom, another issue is raised that refers both to the ways professional development and training can be provided to teachers and the persons or institutions that can and should provide such kind of professional development and training to teachers. Teacher education programs and institutions are responsible for preparing pre-service teachers for tomorrow’s classrooms (Oh and French, 2004).

The success and achievement of providing teachers with professional development and training in the effective use of technology in the classroom has two requirements: (a) professional development and training should be an integral part of the school technology plan, ensuring by this way that they are considered as essential factors in using technology to improve teaching and learning; and (b) professional development and training should contain the following necessary and important components: a connection to student learning, hands-on technology use, a variety of learning experiences, curriculum-specific applications, new roles for teachers, collegial learning, sufficient time, technical assistance and support, administrative support, adequate resources, continuous funding, and built-in evaluation (Rodriguez and Knuth, 2000). As Rodriguez and Knuth (2000) supported, professional development for effective technology use: (a) can come in a variety of forms such as mentoring, modeling, ongoing workshops, special courses, summer institutes since, research has indicated that teachers learn best when new information is presented over a long period of time instead of a single lesson; (b) should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content; (c) is conducted as an ongoing process not a one-shot approach because teachers need continued practice to become comfortable with and to implement change, especially in technology use; (d) provides sufficient time and support for teachers to master new content and strategies and to integrate them into their practice; (e) requires support from school administrators and leaders, who must have a clear vision of technology to support student learning and an understanding of the roles that all schools staff must play in achieving that vision; (f) cannot occur without a significant commitment of resources by the school district that must purchase the type of technical equipment necessary to meet the learning goals and provide for ongoing maintenance and upgrading; (g) requires funds to be available to provide teachers with technology while, a significant portion of the technology budget should be allocated for professional development; and (h) can be mandated either by motivating teachers to spend time and energy necessary to develop technology competency or by creating incentives for technology use such as use of contingency pay, bonuses, or a compensation system that rewards knowledge and skill along a career continuum. In general, a well-planned, ongoing professional development program that is tied to the school’s curriculum goals, designed with built-in evaluation, and is supported by adequate financial and staff support is necessary if teachers are going to use technology appropriately in the classroom to promote learning for students (Rodriguez and Knuth, 2000).

Despite the need for and the importance of having teachers provided with professional development and training in the effective use of technology in the classroom, today, teachers are not provided with sufficient training in order to get prepared to make use of technology effectively in the teaching and learning environment. Similarly, undergraduate teacher training programs are not sufficiently addressing the issue of the use of technology in the learning environment. Lack of professional development for technology use in the classroom constitutes one of the most serious obstacles in integrating technology into the classroom (Rodriguez and Knuth, 2000). When it comes to instructing teachers on technology integration, educational institutions are not always practicing what they preach (Cole, 2003). In addition, teachers have more resources available through technology than ever before but have not received sufficient training in the effective use of technology to enhance learning (U.S. Department of Education, 2006). As the U.S. Department of Education (1997) pointed out, teachers do not always receive good professional development and therefore, more attention is needed to provide teachers with the opportunity and time for acquiring the knowledge, skills, and professional development and training they actually need. Traditional sit-and-get training sessions or one-time-only workshops have not been effective in making teachers comfortable with using technology or integrating it into their lesson plans (Rodriguez and Knuth, 2000). As Rodriguez and Knuth supported, professional development in a technological age requires new definitions and resources and it cannot take the traditional forms of individual workshops or one-time training sessions but rather, it must be viewed as an ongoing and integral part of teachers’ professional lives. Many teachers do not have the technical knowledge or skills to recognize the potential for technology in teaching and learning and just knowing how to use a computer is not enough (Rodriguez and Knuth, 2000). As Rodriguez and Knuth supported, the best integration training for teachers does not simply show them how to add technology to what they are doing. Moreover, as the results of a study conducted by the Milken Exchange on Education Technology and the International Society for Technology in Education, revealed, in general, teacher training programs do not provide future teachers with the kinds of experiences needed to prepare them to make use of technology effectively in their classrooms (Lonergan, 2001).

In addition, as the U.S. Department of Education pointed out, today, schools spend an average of nine percent of their technology budgets in training and support but more than thirty percent of much larger technology budget should be invested in those areas (McKenzie, 2003). As Willis and Raines (2001) supported, although most teacher education programs provide some computer education for pre-service teachers, many do not have up-to-date equipment or faculty with technology expertise, that makes the situation no more promising for those just entering the teaching profession than for in-service teachers who report their technology training as being about computers, not learning with computers. Pre-service teacher education programs should not only teach how to use hardware and software but they should also emphasize teaching strategies and activities (Oh and French, 2004). Pre-service programs in teacher training colleges, need more attention than they presently get since, they are heavy on teaching the tools and emphasize on using the tools to teach and consequently, the low quality of technology integration in schools is the result of low quality of teachers’ professional preparation (Mallik, 2007). Therefore, it is important that colleges and other institutions of education widen their offerings to prepare pre-service teachers to make use of technology effectively, and begin modeling proper applications and practices of technology and teaching strategies in the learning process (Willis and Raines, 2001). Summing up, it can be denoted that it is very important to have teacher technology standards. All the five standards provided by ISTE (2008) are important but the most critical were found to be those relating to teachers’ promoting and modeling digital citizenship and responsibility and engaging in professional growth and leadership. These standards as well as the use of technology in classroom for improving among others students’ learning, constitute the main factors demonstrating the need for professional development and training of teachers in the effective use of technology in the classroom. Today, the training provided to pre-service and in-service teachers is not sufficient and therefore, teacher education institutions and programs must make the necessary steps that will address sufficiently the issue of the use of technology in the learning environment and consequently, will contribute to helping teachers become competent in making effective use of technology in the teaching and learning environment. Because as the Connecticut Commission (2003) noted, there is no turning back because the Technology Age is here with far-reaching implications especially for education and therefore, educational systems must open the doors and embrace technology instead of being intimidated by it, and for that to occur, teachers must accept and use the technologies that are available. Setting standards for teachers will affect teaching and learning only if teachers receive the support, preparation, professional development, and ongoing training they need to improve classroom practice (U.S. Department of Education, 1997). As the U.S. Department of Education pointed out, in every field demands are being placed on the workforce for higher levels of knowledge, skill, and performance than ever before, and teaching is no exception. Institutions that fail to educate teachers about technology integration and use inevitably fail the students of those teachers as well (Cole, 2003).

References

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