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__The Scenario__
Ford Prefect Middle School has been upgraded slightly since the last time we visited it. Each classroom now has at least 4 computers and most are operational. There is one computer lab with 30 desktop computers.

Several teachers have received grants for SmartBoards. However, these are mostly used as projectors and nothing more. There is a wireless network available in the school, but there is only one access point in the library. You cannot connect to this network from 50% of the school.

__**Desired Situation**__
A small team of 3 has been selected to develop a plan for staff professional development with a focus on technology over the next 3 years. The team has determined that it will be beneficial to select some staff members to be on the technology professional learning community (plc) at the school. We would like to involve teachers who are at different levels of comfort with technology but are willing to learn more. There are two reasons for selecting members at different levels: 1) we need input from teachers that are both very comfortable with technology and also from those less comfortable. 2) we want the rest of the staff to see that these teachers who may currently use very little technology in their classrooms are beginning to learn and use it more and the students are responding.

The first task of the PLC will be to do some research on trends and issues in the field of instructional technology. The PLC has gotten approval from the principal to go to one off-site conference each and all of them have registered for one additional online conference. The focus will be for the PLC to understand and learn more about the importance of using technology in the classroom for students in the 21st century. As Nussbaum-Beach explains in her work "Creating Learning Organizations", PLC's allow teachers to become co-learners which would be very beneficial in this situation.

After the PLC has gotten a little background on the subject, the focus of the first year will be for the PLC to implement some of the tools that they have learned into their classrooms. The PLC will also use some of these same tools to collaborate with each other. The principal is also interested in three areas specifically: increasing use of wirelessly connected laptops, use of wikis in collaborating between teachers and between students in the classroom, and using tools to more effectively share internet resources and sites between teachers and also using this tool with the students.

The first milestone for the PLC will be to develop the “desired situation” so that we can begin the needs assessment. The PLC will list 5 different technologies that will be the focus of staff development during the next school year. In addition to the 3 technologies that the principal has mandated, the PLC will select two others based on their research and training.

__**Data about Current Situation**__
In order to determine the current status of technology being used at the school, several tools will be used. The first is a technology inventory that each teacher will complete. This inventory will ask teachers to list what forms of technology are available in their classroom, how often they use each piece, and reasons for using or not using the tool. Once the results of the inventories have been compiled, a committee will be formed with two staff members from each grade level to discuss current usage. This committee will discuss the findings of the inventory as well as analyze Ohio Achievement Assessment scores from the past three years in order to determine the academic gaps the school would like to address.

Face to face interviews will be conducted with teachers throughout the building. The goal of these interviews is to gain a better understanding of teachers' attitudes toward technology. Meeting with the principal and other administrators will also be necessary. It is imperative to gain a well rounded view of the current situation by having discussions with staff members at all levels.

__**Gaps Between the Current and Desired Situations**__
There is currently a gap between the current utilization of technology at the school and the desired utilization. Teachers are having to learn and entirely new way of teaching in today’s classrooms. Seminars and workshops geared towards use of technology are only available a few times a year, leaving teachers on their own for the remainder of the year. Teachers are fearful of branching out on their own; they are seeking a source of help to give them the foundation needed to use the technology on their own (Plair 2008).

This is a struggle in particular for veteran teachers (those with fifteen years of experience or more). Previously, computer skills were taught in a separate course, and those skills did not apply to other subject areas, such as English or Science. However, in the modern classroom, technology should be a part of daily classes. Teachers, who previously had no affiliation with technology, are now fumbling to learn computer skills needed to keep their classrooms up-to-date. Veteran teachers, as well as schools, are facing a “lack of time and funding” when it comes to technology training (Booher 1999).

The PLC will determine how to promote the use of technology in our classrooms. There is a need for all teachers to use 21st century teaching methods to ensure the success of our students. Currently, the school has wireless laptops available, Internet access and an online grade book, but these are only being used minimally. All teachers should update their currently teaching methods and revitalize their current curriculum with the resources available at the school.

**__Goal__**

The goal of the PLC is to implement a plan that will encourage every teacher to update his/her curriculum with the available technology in the school.

**__Conclusion__**

Using the framework described above, Ford Prefect Middle School is in a position to implement a professional development plan that is flexible and effective for all teachers at all levels. The Professional Learning Community will research and make recommendations on the desired situation at the school. Next, they will collect information on the current situation. After comparing the two, they will make recommendations on what, when, and how to implement a professional development plan that will close the gap between the two.

__**Data Gathering Instruments**__


__**Ohio Achievement Assessment Scores**__



__**Resources**__
Booher, A., & Taylor, M. (1999). Byte-sized Technology Sessions; Teachers Training Teachers. //Book Report//, //18// (3), 46. Retrieved from MAS Ultra - School Edition database.

Nussbaum-Beach, Sheryl. (2009). Creating Learning Organizations. Education Week. Accessed November 5, 2010.

Plair, S. (2008). Revamping Professional Development for Technology Integration and Fluency. //Clearing House//, //82// (2), 70-74. Retrieved from Vocational and Career Collection database.

Tiene, D., & Ingram, A. (2001). // Exploring Current Issues in Educational // // Technology //. New York: McGraw-Hill.