PROFESSIONAL DEVELOPMENT IN THE K-12 CLASSROOM SUSAN GIASSON

INFLUENCED BY STATE AND LOCAL DISTRICT POLICIES DISTRICT PHILOSOPHY DISTRICT GOALS ADMINISTRATION BUDGET

professional development and implementation support for teachers/teacher lack of knowledge or experience (69.6%) Opposition or lack of motivation to use from teachers (27.6%) “In terms of professional development for technology for the K-12 teacher PD may need to focus on elements specific to the technology and not on general best teaching practices”. (Dawley L., Rice K.) . Districts need to treat the implementation of classroom technology with the same care that any new concept or teaching practice is introduced. Often the introduction of a new curriculum is inclusive of classroom technology and can be paired with practices that tie into both.

One of the most critical things in classroom technology professional development is the level of access to technology in the district. For instance it would not be suitable to have all the district’s teachers participate in a professional development session for a specific technology if only the middle schools in the district will be implementing the technology.

The necessity is clear, “Ongoing professional development needs to be valued and integrated into the culture of the schools.” (Horizon 2013) Without continual reinforcement the value will not be recognized.