Hubbard’s chapter, Critical Issues: Professional Development, discussed the vital importance of continuous training in the CALL discipline. With so many topics that need to be covered during professional development sessions, it is no surprise that technology usually takes a backseat. In the three years that I have worked at my current school, we have only had one PD session that was about technology, which was how to use the Smart Board in the classroom.
Since standards and accountability practices are not in place regarding technology use and training, it is difficult for teachers to supplement their knowledge unless they have personal motivation to do so. Often the learning will only take place when the specific need is there, such as wanting to incorporate a new software program into a lesson. As Hubbard (2005) stated, “teachers have an individual responsibility for the maintenance and growth of their own CALL proficiency” (p. 280), which is, unfortunately, why some teachers have not ‘kept up with the times’ when it comes to technology.
At my school, one of our Academic Coaches is also the Technology Expert (equivalent to Hubbard’s definition of a mentor) and is responsible for assisting teachers with new software rollouts and troubleshooting issues related to technology. The challenging aspect of having a Technology Expert is that she is the only individual who is focused on technology and it is difficult for her to impart her knowledge unless she is specifically asked. While the expert is very knowledgeable in a lot of areas, she only trains teachers on an as-needed basis.
I think the most effective way to maintain the development of CALL principles would be formal training supplemented with collaborative learning. If all of the staff attends formal training sessions and then is held accountable for the information by utilizing communities of practice, the growth would continue over time between peers. The resources and strategies that Hubbard mentioned, such as professional journals, books, and websites, would be useful ways to supplement the learning process between formal training sessions. However, the community of practice would be necessary to maintain the accountability for the learning so that it doesn’t become something that “I’ll do tomorrow” and tomorrow never comes. With all of everything teachers have on their plates, it is easy for technology to fall to the wayside if you do not have personal motivation for your learning.
I strongly agree with Hubbard’s (2005) final statement that, “professional development in CALL is an area deserving serious and ongoing attention” (p. 291).
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I really agree with you when you say, "If all of the staff attends formal training sessions and then is held accountable for the information by utilizing communities of practice, the growth would continue over time between peers."
ReplyDeleteThe fact that technological learning always comes after other sorts of professional development coupled with the fact that tech learning, like language learning, must be practiced to be maintained, I am not surprised that few teachers remember what they have learned tech-wise long-term. Considering how fundamantal technology is to our students' probable success as adults, it's interesting too that we are not held more accountable for knowing and using it.
Hi Kristie,
ReplyDeleteI think it's important to expand on your following statement:
"As Hubbard (2005) stated, 'teachers have an individual responsibility for the maintenance and growth of their own CALL proficiency' (p. 280), which is, unfortunately, why some teachers have not ‘kept up with the times’ when it comes to technology."
I think there are two reasons why this statement is so very true: Time and Money. Teachers are already pressured to get a great deal done during their day and they simply don't have the time to participate in professional development activities outside of school. They already must grade and prepare for their lessons outside of school. It's appalling, but most of the teachers I know say that due to budget cuts, they don't have planning periods anymore. They usually are not paid for time worked outside of school, so there isn't much motivation to do more than what is minimally required.
I think teachers need more support - both with time and money - for professional development.
Kristie,
ReplyDeleteYour story about the tech expert at your school, I think, is happening everywhere where technology is needes, especially at school. If there is one expert, then many times, people tend to rely on that expert, instead of trying it by themselves. I think this is becaue, those tech gurus are available at hand and just asking them might be a better way to get "quick" answers.
Tara mentioned two reasons why teachers might not be able to be responsible for the technolgoy: time and money. I think this is very true, especially the time issues. I think at schools, teachers can organize a small (or informal) workshop of technology with their experts, but I don't know how many teachers can participated in the workshop give very tight schedule and time allowance.