Professional Development for Educational Leaders on Integrating Technology into Classrooms Part III by Diane H. Zack

Educational leaders have a professional responsibility to provide focused professional learning to support teachers learning to create engaging lessons and curricula that incorporate technology and 21^stCentury skills.  The following is the third part of a five-part series designed to provide educational leaders insights on the content, structure, and strategies necessary for developing effective professional learning to support their teachers learning to integrate technology. 

Part III Characteristics for Professional Learning Designed to Support Teachers Incorporating Technology and 21^stCentury Skills into their Curriculum 

Organizations such as Partnership for 21^stCentury Skills, the International Society for Technology in Education [ISTE], and the U.S. DE Office of Educational Technology, are promoting 21^st Century skills for 21^st Century classrooms (ISTE, 2016; Jacobs, 2012; Office of Educational Technology, 2016; P21, 2016).  Educational leaders have a responsibility to provide effective professional learning designed to support teachers integrating technology into their classrooms.  Part I of this series provided research confirming that educational leaders and teachers must first understand why integrating technology is essential.  Part II reviewed educational research providing insight that teachers’ professional learning must include content related to understanding the changing role of the classroom teacher, instructional design, and strategies on coping with changing technology. Content for professional learning on integrating digital technology is different from the structure and design of an effective professional learning opportunity. Part III of this series focusses educational leaders’ attention on the characteristics necessary to create effective professional learning opportunities concentrated on incorporating technology and 21^st Century skills into the classroom.

Learning to incorporate classroom technology and 21^stCentury skills into lessons requires effective professional learning.  “Effective professional development” is defined as professional learning that increases teachers’ knowledge, which can lead to changes in instructional practices that can result in improved student outcomes (Cohen & Hill, 2001; Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009; Desimone, Porter, Garet, Yoon, & Birman, 2002; Garet, Porter, Desimone, Birman, & Yoon, 2001; Graham, 2007; Supovitz, Mayer, & Kahle, 2000). Effective professional learning results from professional learning structures and characteristics that: (1) are focused on a content area specific to the learner’s grade level or needs; (2) have coherence with state and district initiatives; (3) allow for extended meeting times and sustainability; (4) involve active learning strategies; and (5) allow for collaborative participation (Darling-Hammond et al., 2009; Garet et al., 2001).   Educational leaders need guidance on how to design effective professional learning that strategically incorporates both the content and the characteristics that support teachers learning how to write lessons while incorporating 21^st Century skills into their curriculum. Characteristics of effective professional learning must provide the framework to present content related to understanding the changing role of the classroom teacher, instructional design, and strategies on coping with evolving technology.

Focus on a Content Area Specific to the Learner’s Grade Level or Needs

Educational leaders must provide teachers learning opportunities to integrate their expertise on curricula, learning theory, and pedagogy to create lessons while utilizing 21^st Century skills (Law, 2003; Thomas & Knezek, 2008; Webb & Cox, 2004).  These professional learning opportunities ought to focus on developing technological, pedagogical, and content knowledge [TPACK] (Mishra & Koehler, 2006). Emphasis on TPACK includes exploring integrating relationships between the intended curricula, learning theories related to pedagogy, and the use of technology to fuse learning of the curriculum with 21st Century skills (Law, 2003; Thomas & Knezek, 2008; Web & Cox, 2004). Specifically, each teachers’ professional learning must focus on utilizing digital tools and integrating technology suitable to their content area. By increasing teachers’ knowledge related to TPACK, teachers are more likely to change their instructional practices and increase students’ 21^st Century skills and knowledge of the intended curricula (Darling-Hammond et al., 2009; Desimone et al.,  2002;Garet et al., 2001; Graham, 2007; Supovitz, et al., 2002).

Coherence with State and District Initiatives

The US Department of Education and ISTE in partnership with organizations such as P21 have developed standards and policies to guide states and school districts on writing curriculum that allow students to become digital citizens, empowered learners, and knowledge constructors (ISTE, 2016; Jacobs, 2012; Office of Educational Technology, 2016; P21, 2016).  Administrators and teachers must incorporate these new standards into their district and building initiatives.  For professional learning to be effective, teachers must understand how their students will benefit from the changes and why these changes are important (Cohen & Hill, 2001; Guskey, 2002).  Lessons and curricula ought to evolve so that digital technology is included because it can: (1) increase student motivation to learn; (2) enhance understanding of core subject areas; (3) allow for flexibility in communication and assessments; and (4) promote 21^stCentury skills (Zack, 2018).

Allow for Extended Meeting Times and Sustainability

Professional development that is characterized as intensive, ongoing, and connected to best practices is likely to lead toward more effective professional development (Darling-Hammond et al., 2009; Garet et al., 2001; Webster-Wright, 2009). Teachers engaging in planning curriculum or instructional inquiry on a regular basis will experience “transformative learning” (Servage, 2008, p 65). Transformative learning allows teachers’ practices to evolve and therefore is an effective characteristic to consider for professional learning (Servage, 2008). Professional learning related to TPACK must be sustainable, provide time to disseminate ideas, and allow for an ongoing commitment from the district and participants (Blank, 2008; Kent, 2004; Tondeur, Forkosh-Baruch, Prestridge, Albion, & Edirisinghe, 2016).  

Allowing for extended meeting times is often a difficult structure to create within the confines of a teacher’s workday.  However, educational leaders can use technology to be innovative in their efforts to make time for intensive and ongoing professional learning.  Ideas for educational leaders to explore include asynchronous learning, blended learning, flipped professional development, meeting online, or creating online learning communities.  Professional development spread throughout a longer timeframe will encourage more teacher learning and knowledge because there is an opportunity for in-depth discussion about content, student ideas, and pedagogical strategies (Garet, 2001).  A stable setting that supports teacher learning to improve continuously will help a teacher gain skills and knowledge (Gallimore, Ermeling, Saunders & Goldenberg, 2009).

Professional Learning Involves Active Learning Strategies

Learners require a variety of experiences and practices to engage and construct their knowledge. Active engagement offers excellent opportunities for learners to construct their knowledge.  Professional learning should include opportunities for the teacher to practice the skills they are learning and create lessons in which they implement the innovation or technology examined (Crandell & Loucks, 1983).  Learners should interact with the content and with one another; this type of collaboration allows participants a voice in shaping their learning, increases motivation, and allows for purposeful discourse and reflection about learning (Guskey, 2014; Killion & Crow, 2011).  

Active learning includes discussion, dialogue, writing, demonstrations, inquiry, reflection, metacognition, co-construction of knowledge, practice with feedback, coaching, modeling, and problem-solving (Killion & Crow, 2011). For example, teachers ought to have an opportunity to create tangible artifacts to demonstrate their knowledge of TPACK; these activities might include developing and presenting sample lessons or assessments focused on content, pedagogy, and technology (Blank, 2008; Desimone et al., 2002; Garet et al., 2001; Mishra & Koehler, 2006). Active learning includes practice aligning curriculum and linking student outcomes to instruction (Buzzetto-More & Alade 2006).  Teachers must actively reflect upon the sequence in which student competencies are constructed (Buzzetto-More & Alade 2006). Lastly, active learning allows for teachers’ insight into students’ need for active engagement in the learning process (Buzzetto-More & Alade 2006). 

To support their teachers’ learning, educational leaders can provide well-structured professional learning with content focused on why integrating technology is essential.

Professional Learning Allows for Collaborative Participation

Teachers should be made to feel empowered to engage as contributors in a knowledge-building community where teachers can support one another in their capacity to change, take risk, and foster trust (Blank, 2008; Borko, 2004; Law, 2003; Lee & Kim, 2014; Looi, Lim, & Chen, 2008; Oshima et al., 2003).  Teachers who learn to integrate digital technology within a supportive, collaborative environment, commit to their learning community and benefit through their collective participation (Blank, 2008; Desimone et al., 2002; Garet et al., 2001; Kent, 2007; Tondeur et al., 2016).  The literature also suggests that professional learning opportunities be designed so that teachers can easily share and disseminate their ideas and receive follow-up on the lessons and assessments developed during professional learning sessions (Kent, 2004; Tondeur et al., 2016).  Collaboration and sharing knowledge potentially leads to good practices, facilitates understanding, and knowledge transfers between different disciplines (Kent 2004; Tondeur et al., 2016).

Educational leaders are well versed in creating traditional forms of professional learning, such as workshops, seminars, conferences, mentoring, and coaching (Guskey, 2014).  However, teachers must increase their expertise in integrating curricula, learning theory and pedagogy, and integrating technology into their classrooms to develop lessons for our 21st Century learners.  To support their teachers’ learning, educational leaders can provide well-structured professional learning with content focused on why integrating technology is essential. Understanding the changing role of the classroom teacher, instructional design, and strategies for coping with changing technology are critical to the success of fostering 21^stCentury skills. Effective professional learning is essential so that teachers can change their instructional practices and lead to improved student outcomes. 

Diane H. Zack is currently completing a Certificate in Administration through the Pennsylvania State World Campus and recently earned an Ed.D. from the University of Delaware in Educational Leadership with concentrations in Curriculum, Technology and Higher Education.  Diane has worked for years as a public high school math teacher, curriculum writer & coordinator, and as a writer and presenter of teachers’ professional development. Diane is dedicated to providing teachers with professional development to increase students’ opportunities to learn 21st Century Skills.

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Zack, D. (2018). Professional development for educational leaders on integrating technology into classrooms (part1). American Journal Education Forum, December 10, 2018. Retrieved http://www.ajeforum.com/professional-development-for-educational-leaders-on-integrating-technology-into-classrooms-by-diana-h-zack/?fbclid=IwAR1AAqk6m8HKBnFSaPnO68yOJ-QCfEYbywl3yZhIXtcAhJX9C5_4Y5p_D90