1. Presenter: E. John Shinsky, Ph.D. Grand Valley State University
The 4th Annual Emerging Technologies for Online Learning Symposium Empowering Next Generation Teaching - 10
Implementing an Effective Technology Training Program in Higher Education
Do’s
Don’ts
Presenter: E. John Shinsky, Ph.D.
Associate Professor
Grand Valley State University
College of Education

2. Grand Valley State University
A Liberal Arts University in Grand Rapids Michigan
College of Education Information
Students
24, 500 Total
3, 405 Students in the COE
719 Undergraduate Students
2,686 Graduate Students
Faculty & Staff
191 Faculty and Staff
51 (26.7%) Tenured/Tenure Track Faculty
71 (37.2 %) Non-Tenured/Tenure Track Faculty (Affil &Visit)
69 (36.1 %) Adjuncts

3. Professional Development Considerations
Urgency
Multi-generations
Attitude
Time of Training
Return on Investment
Incentives
Community
Flexibility
Experimentation & Risk-Taking
Ongoing Training – Lifelong Learning

4. Professional Development Philosophy
Priority
Full Support for Faculty and Staff
Responsiveness
Use of Effective Training Model - Process Oriented Perspective
(Sprague, Kopfman, & Dorsey, 1998).
- Awareness of what the technology can offer
- Opportunity to explore technology integration
- Time to learn technology
- Application of technology to teaching
- Reflection on teaching
A Rich Learning Community
Experimentation and Risk-Taking
Ongoing Training – Lifelong Learning
Sensitivity and Patience

5. Do’s 1 2 3 4 5 Make technology training a priority, while
intentionally designing and developing a technology
infrastructure that is part of the strategic plan, and
complements university goals. 1 2
Establish a Technology Committee that represents all faculty and staff, and provides ongoing leadership for the infusion of technology with a focus on students, faculty and staff performance. 3
Clearly define expected technology outcomes of training based on assessment data. 4
Provide technology training with staff who are recognized for their expertise, are credible, respectful, and patient. 5
Identify and address the barriers to the successful integration of technology that faculty members will likely face.

6. Do’s 6 7 8 9 10 Prepare faculty members to integrate technology tools
into their instruction, with a focus on solving authentic
School problems, while facilitating collaboration
between students. 6 7
Provide professional development that allows educators to exert control over the type of training provided, the content shared, practice and follow-up support needed. 8
Provide training opportunities that best fit with faculty preferences.
Provide face-to-face instruction as the predominant training mode so faculty can get immediate feedback, establish personal contacts, obtain peer assistance and ongoing support. 9
Arrange opportunities for faculty members to model
authentic use of technology and discuss the successes
and challenges faced with learning and applying the
technology. 10

7. Don’ts 1
Establish a technology training program without working closely with instructional technology. 2
Provide technology training without an array of supports that can be easily accessed. 3
Assume that everyone has the appropriate technology
equipment. 4
Provide technology training without building a
sustainable learning community. 5
Integrate technology for technology’s sake as
opposed to facilitating the use of technology in
meeting curriculum goals.

8. Don’ts 6 7 8 9 10 Assume that faculty will ask all of their technology
questions when participating in training sessions. 7
Provide technology training without the opportunity
for faculty members to observe the effective use of
technology in instruction. 8
Provide technology training without establishing a routine equipment upgrade program. 9
Provide technology training without having a balance
between learning the technology and effectively
integrating it into teaching. 10
Provide technology training without incentives.

9. Professional Development Options
Individual Consultation with a Staff Member from IT
Individual Consultation with Peer
Hands-on Workshops with Food
University-wide Training
Technology Mentors
Training Newsletters
Online Training/Tutorial
Conferences
Peer Mentoring
Focused Training Teams

10. References
Finley, L. & Hartman, D. (2004). Institutional Change and Resistance: Teacher Preparatory Faculty and Technology Integration. Journal of Technology and Teacher Education, 12(3), Norfolk, VA: AACE. Retrieved from
Howland, J., & Wedman, J., (2004). A Process Model for Faculty Development: Individualizing Technology Learning. Journal of Technology and Teacher Education, v12 n2 p
Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). New York: Longman.
Sprague, D., Kopfman, K., & Dorsey, S. (1998). Faculty development in the integration of technology in teacher education courses. Journal of Computing in Teacher Education, 2(14),
Vannatta, R.A. (1999). Evaluating NCATE Technology Standards Implementation in a School of Education. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp ). Chesapeake, VA: AACE. Retrieved from

11. References
Vannatta, R.A. (2000). Evaluation to Planning: Technology Integration in a School of Education. Journal of Technology and Teacher Education, v8 n3 p
Wilson, S., & Berne, J. (1998). Teacher learning and acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24,
Weaver, D., Robbie, D. & Borland, R. (2008). The Practitioner’s Model: Designing a Professional Development Program for Online Teaching. International Journal on E-Learning, 7(4), Chesapeake, VA: AACE. Retrieved from