Instructional Technology/Instructional

Design/Design Models for Professional

Development
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This project is being created for IT 7310

It will discuss a Professional Development Model for Technology Integration

Contents
[hide]

1 INTRODUCTION

2 PROFESSIONAL DEVELOPMENT MODEL

3 Performance Analysis

4 Needs Assessment

5 Development

6 Assessment

7 Seels and Glasgow ISD Model II: For Practitioners

INTRODUCTION[edit]
Staff development models that usually focus on school improvement often deal with specific
problems. For example, MEAP scores are down, how do we improve? Teachers are often required to
gain skills or knowledge in a certain area. The main objective in implementing professional
development through a model would be to develop and implement a comprehensive model for
technological professional development that facilitates technology integration into the curriculum.
The model theory that I researched is based on the simple fact that adults learn when they have a
need to know or to help solve a real-life problem. (Knowles, 1980) Adults have a need to be selfdirecting. Adults bring a wealth of experience that should be used in a learning situation. Adults
readiness to learn is based on a need to solve a problem. Adults want to make immediate
application of knowledge.
Advances in technology require that educators prepare students not only academically but also to
meet the challenges of 21st century demands. Recent studies have shown that teachers are fully
aware of the need for their students to be prepared for the rapid growth of the Information Society,
and that it is their reponsibility to provide chidren with the opportunity to learn technology.(Loveless,

2004) We have to create personal learning experiences to encourage teachers to embrace this
technology. Pressures from high stakes testing has increased the demand for teachers to integrate
technology in the classroom.Journals and research have suggested that integrating technology will
promote better standardized test scores and motivate students to achieve in all areas of content.
Many districts depend on state testing scores for funding and accreditation. Schools are mandated
by state and national levels to meet adequate yearly progress. Educational software vendors
proclaim that using their software will accommodate these issues regarding state and national
requirements. In implementing technology and purchasing software, many decisions are focused on
if the program be worth the money and would it help with high stakes testing? Will our teachers be
able to successfully implement this learning tool effectively and efficiently?

PROFESSIONAL DEVELOPMENT MODEL[edit]

The Professional Development Plan was based on the principles of Instructional System
Design. The model expects that the four phases are done in order with a final assessment.

Performance Analysis

Needs Assessment

Development and Implementation (professional development plan)

Assessment (impact of the professional development plan)

References Facilitating Technology Integration through effective Professional Development: Local

School Model Authors: Gale Smith and Mary Shoffner

Performance Analysis[edit]
In my elementary environment teachers have to have meaning behind change. The teachers were
not adequately prepared to use the new technology tools in instructions. Often teachers don't fully
use the technology that is available for productivity or integration. Computers are left unused and
computer labs are mainly used for drill and practice. Completing a performance analysis to
determine how the current work environment is being utilized and making sure that monies spent on
technology is being used effectively helps to determine the next step, which is the needs
assessment.

Needs Assessment[edit]
Surveys need to be prepared to determine the interests, values, and perspectives of the
stakeholders. (stakeholders in this model included teachers, assistant teachers, students and
parents) Veteran teachers need to be surveyed on staff development preferences. New teachers
would need to be surveyed to identify baseline skills.

Development[edit]
After a detailed analysis of the surveys to determine the needs and interest of the school staff. The
goal is to develop a long range plan which included professional development for the entire year.
The yearly plan can contain detailed implementation for each objective. Each objective should list
indicators of success, measurement tools, plan of activities, responsible parties and completion
dates.

Assessment[edit]
Pre-test should be at the being of the school semester. Post- test should be completed in the spring.
Both tests result data should remain confidential. The analysis should give a percentile score for
example a beginner, intermediate, or advanced skill level for each teacher as well as an average for
the entire staff.

Seels and Glasgow ISD Model II: For Practitioners [edit]

Instructional systems design (ISD) is based on the premise that learning should not occur in a
haphazard manner, but should be developed in accordance with orderly processes and have
outcomes that can be measured. Basically, ISD requires defining what is to be learned, planning an
intervention that will allow learning to occur, measuring learning to determine if objectives were met,
and refining the intervention until objectives are met.
The Seels and Glasgow Model II: For Practitioners is a design model for practitioners that includes
many of the components identified in this article. Click the link to view the modelSeels and Glasgow
Model II.
-Seels & Glasgow, (1998, p. 7)
Loveless, Avril M. (2004) The interaction between primary teachers' perceptions of ICT and their
pedagogy. Education and Information Technologies, 8(4), 313-326.
Seels, B., & Glasgow, Z. (1998). Making Instructional Design Decisions. (2nd ed.) Upper Saddle
River, NJ: Merrill.
--Cicely Douglas 04:48, 26 Apr 2005 (UTC)