Problem of Practice: Defining the Relationship

At Roxboro Community School, the professional development that has been provided for the technology tools that are available to students and faculty has been scattered, minimal, and often times off the mark of what is needed.  In short, I hope to devise a plan for delivering professional development focused on technology usage to the diverse population of teachers that call Roxboro Community School home.

My audience is a faculty that consists of roughly 40 teachers that range in experience from one year to 40 years, have varying experience and comfort with technology, have different learning styles, teach different topics, and desire very different outcomes from their professional development.

problem-98377_1920As noted, the audience that I am trying to reach is quite diverse which will make creating a plan that meets all of their needs difficult.  Additionally, the school has limited financial resources for professional development and for purchasing of technology programs.  Teachers are expected to utilize our CMS to full capacity by next school year.

The causes of the problem of professional development can be seen in the audience and root causes.  Much like teachers experience in the classroom, I am facing a myriad of different ability levels and motivation levels, as well.

As a former teacher, I can still empathize with the teachers of my school.  I believe that the problem of delivering technology professional development in such a way that it meets teachers where they are in terms of their content, comfort with technology, and preferred delivery method is difficult but not impossible.

Where to go from here?

  1. I need to find a delivery method
  2. I need to narrow down specifically what teachers have to be able to use and what they may be interested in learning
  3. I need to develop materials (or find materials) that will match up with the varying needs (content, experience, comfort level) of the teachers of my school

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