Training+methods+effectiveness

Matt Robinson, Corey Haugen, Dave Zukor

Modified 4.30.07

2C. Training Methods/Effectiveness

Powerpoint presentation:

I. Hands-on training. II. Small Group Setting. (10-15 people max) III. Ample time for training/questions/practice. IV. Taught by someone in-house who is knowledgeable. V. Applicable to current curriculum/content/assignment. VI. Follow-up at a later date to reinforce learning.
 * Six Essential Characteristics of Effective Technology Staff Development.**


 * 1. What kind of training do schools provide teachers when a new system is purchased? Is training time sufficient? How do teachers feel about the training they receive? [Scott McLeod]**

The type of training can vary from district to district. Most districts will use an in-house approach to training teachers. When the new hardware or software is purchased, someone in-house becomes the local expert and trains the staff. A “lack of time” was sensed in the surveys when it came to technology training. It appears that most districts will give an initial introduction on how to use the technology, but follow-up is not too common. Overall, we sense that there are instances where teachers walk away happy with their “short” time spent on tech training, but most of the time, I believe it happens too fast without any formal follow-up to see how they are doing. With the constant state of change with technology, it is important to begin to follow-up with teachers and make sure they aren’t falling off the speeding wagon of technology…


 * 2. What training methods have people found to be most effective in implementing new technologies? [Kevin Champney]**

Based on our survey results, the most effective training methods would consist of the following variables: 1. Small group setting (10 – 15 people max) 2. Hands-on, must take place with technology in use. 3. Taught by someone who is knowledgeable and can apply it (on-site), not the vendors “expert”. 4. Follow-up, must have an opportunity to learn, apply knowledge, and find questions and be able to bring that back for answers. 5. Allow for time. If it is important to implement, provide time!


 * 3. Can staff development occur in an online format such as this course? (J. Dusty Johnson)**

There are districts out there that use an on-line format for some staff development. The common choice for this tool is Atomic Learning. [|Atomic Learning]provides web-based software training for more than 100 applications. This can be a powerful tool for districts, however, we see a couple potential problems with these types of applications. during a in-house training. opportunity to use it anytime they have a minute, but without any requirements, how many teachers will use it?
 * 1) 1. No human component, doesn’t allow for the questioning that may come forth
 * 1) 2. Doesn’t give you ideas on how to apply knowledge to classroom content.
 * 2) 3. Time – when will teachers have time to do it. The idea is for them to have the


 * 4. What staff development works the best with very diverse skill levels? What about training a frequently changing staff? (Pam O'Connell)**

Differentiation is important in staff development, just as it is important in the classroom. It is important to offer technology trainings that can encompass all different abilities. One important trait to effective trainings, is to keep the groups small. With that in mind, you can ability group your trainings, or use your resident experts to train the beginners.

Most districts with high turn-over have trainings at the start of the school year for new teachers to get them familiar with technology systems. The biggest problem that we recognized is that follow-up from this initial training is limited to non-existent for these new teachers. That is something that needs to be addressed if it is occurring in your district.


 * 5. How do you train all stakeholders on multiple tools so that all can be seamlessly integrated? Often this seems counter to training on more educational aspects. [DaveZukor] I want to know this too!! (Cindy Walters)**

Based on our survey results, it appears that the “model classroom/teacher” has the greatest impact on stakeholder buy-in. If the stakeholder can see the success that technology integration has on a successful classroom, they will want to implement those same concepts. It may also be helpful to create an in-house list of trainers that are the resident “masters” on those tools. This will create an environment where follow-up can be addressed easily.


 * 6. How do you get non-tech people interested in the process at all, when it will affect their daily lives? [JohnBartucz]**

The non-tech people that need a boost to get going need to see a successful model classroom. Allow these non-tech people to get out of their classroom and visit a classroom that is enriched with technology and how it can impact student success.

We also believe that it is very important that when the district considers staff development, that these individuals must have safe, non-threatening environments to learn in. If they are sitting next to an “expert”, then they won’t ask the questions that they need to, so they can enhance their own learning.


 * 7. How do you get teachers who are feeling pressed for time and overworked to get excited and motivated to integrate new technology into the classroom? (Susan Link)**

The notion that being pressed for time is interesting… Teachers are pressed for time, no doubt! However, every passing minute puts these teachers further behind. Technology is advancing exponentially and using excuses doesn’t work anymore. Non-the-less, this is a valid argument. Due to the fact there is a limit to the number of minutes in a day, I would suggest that you try a recommendation from [|David][|Warlick]. Sub out these “pressed” teacher and give them one on one or small group instruction on how technology integration can enhance their classroom and improve student achievement.


 * 8. How do instructors stay current on copyright and privacy issues affected by new technology? [David Delong-Riviera]**

This is a very good question. I would suggest that teachers begin by communicating concerns with their technology directors to make sure that you have the appropriate license to operate the software.

A very interesting article regarding this issue is below:

[|Copyright and K-12: Who pays in the Network Era?] By David H. Rothman “American public schools are spending less than three percent of their budgets each year on textbooks and other copyrighted works--approximately $5.4 billion out of current expenditures of well over $200 billion. Many teachers and students are either doing without the material or pirating it. One study found that some 32 percent of 1,349 participants had illegally copied software, a finding consistent with an informal survey for this paper.”

=Let's make a list of ideas for tackling this list.=
 * 1) What products are we talking about here?
 * 2) Where is this working well?
 * 3) A survey could be useful if people are generally happy with the results of staff dev. in their districts.
 * 4) Interviewing school leaders is also useful, but which leaders? How many?
 * 5) What about third party trainings? We have been historically unhappy with bringing in trainers from Skyward, Just 5 Clicks, and others.


 * Survey Data Compilation:**

1. How does your district build trainings that support new technologies?
 * a) Mostly through our tech coordinator at the building level. They offer training outside of school hours [Science Teacher – Stillwater Junior High School]
 * b) Staff Development/Technology Day, Options for after school courses, On-line options (Atomiclearning.com), and provides pay-day Mac tips (a variety of tips for using Macs are e-mailed out to subscribers) [Special Education Teacher – SJHS]
 * c) I don’t know [Special Education Teacher #2 – SJHS]
 * d) Trainings and technology implementation is most often part of our curriculum review process. Technology is identified to help address curriculum standards for each discipline and training is built to address those technologies. [Building Technology Integration Specialist - SJHS]
 * e) E-mail, Word-of-mouth, Strong Tech Support staff, Staff development input [Reading Teacher - SJHS]
 * f) Teachers must have 4 hours of initial training before they can use the equipment. These are paid training conducted in house. Follow up contact and training follow during the school year. [Curriculum Technology Integration - Wayzata]
 * g) Train the trainers model, initial trainings done by outside personnel (MAP testing, Just 5 Clicks, etc.), AWE classes taught by “resident experts” [Computer lab para/tech pro/web editor-Wayzata]
 * h) Typically a member of my staff will develop handouts that illustrate the technology. We usually offer large-group instruction and provide the handouts for later reference. [Director of Technology - Buffalo-Hanover-Montrose]
 * i) New teacher required training and optional ongoing staff training… primarily after school or summer academies. [Principal - Wayzata]
 * j) We have a train the trainer system. Also, a staff person who has demonstrated an excellence an area is asked to teach a class. [4th grade teacher - Wayzata]
 * k) On the fly - as needed. We subscribe to Atomic Learning for self-directed help. Bldg computer coord's are supposed to provide JIT trainings. [Director of Curriculum - Albert Lea]
 * l) Through the district technology committee, district staff development committe and will help from the media specialist. [Director of Curriculum - Winona]
 * m) We are relying on the TIES coop for training. If they don't support new tech, the vendors are expected to provide some. Some in-house. [Teacher/Tech Integration - Westonka]
 * n) Workshops on early release days, access to atomic learning. [Admin Intern - Plymouth]
 * o) Build into inservice day. This happens usually at the beginning of the year. [Dean of students - Lakeville]
 * p) New technologies are recieved, configured and tested. Training is then developed based upon the type of technology and who will use it. [Tech Coordinator - District 930]
 * q) New teacher trainings as teachers enter the district so they are up-to-speed on current applications. Technology courses offered during our summer institute session (2 days in August). Various options throughout the year for teachers to elect to attend based on need. [Tech Coordinator - Austin]

2. What percentage of trainings are in-house?
 * a) Roughly 75% [Science Teacher – Stillwater Junior High School]
 * b) 95% [Special Education Teacher – SJHS]
 * c) 90% [Special Education Teacher #2 – SJHS]
 * d) 80%-90% [Building Technology Integration Specialist - SJHS]
 * e) 90% [Reading Teacher - SJHS]
 * f) 99% [Curriculum Technology Integration - Wayzata]
 * g) 85%? Training for non-certified staff may inflate this value. [Computer lab para/tech pro/web editor-Wayzata]
 * h) 95% [Director of Technology - Buffalo-Hanover-Montrose]
 * i) 90 % are within the district / 10% are within the building [Principal - Wayzata]
 * j) Of the courses I have taken, 95% [4th grade teacher - Wayzata]
 * k) Almost all. Our Dir. of Tech. also provides trainings and the bldg coord's go to TIES to bring back new ideas and then implement them. [Director of Curriculum - Albert Lea][
 * l) 90% [Director of Curriculum - Winona]
 * m) Small amounts. Last grade book product had 2 hours of training in-house. [Teacher/Tech Integration - Westonka]
 * n) 100% (with the exception of some assistive tech training which has been done by software company. [Admin Intern - Plymouth]
 * o) 95% approximately [Dean of students - Lakeville]
 * p) Approx 90% of out training on new technologies is done in-house. [Tech Coordinator - District 930]
 * q) 90% or more! [Tech Coordinator - Austin]

3. How often are trainings cumulative, building on past trainings and skills?
 * a) Not often, but they are available [Science Teacher – Stillwater Junior High School]
 * b) Options are available, but not required [Special Education Teacher – SJHS]
 * c) 75% [Special Education Teacher #2 – SJHS]
 * d) Quite often. Our staff skills have progressed significantly since our laptop initiative 4 years ago. The most impressive technology integration often involves multiple technology skills, so our training frequently revisits, reinforces or requires prior skills. [Building Technology Integration Specialist - SJHS]
 * e) 1/2 the time. It depends on the training. If you have had training in the first of the series, then you can move on to the second portion of the series. [Reading Teacher - SJHS]
 * f) The plan is to have follow up training every three months depending on teachers needs. I go to schools once a month to meet with teachers individually. [Curriculum Technology Integration - Wayzata]
 * g) Recently, this has become a much more common practice. [Computer lab para/tech pro/web editor-Wayzata]
 * h) Rarely. Most of our training is about specific technologies on an as needed basis. [Director of Technology - Buffalo-Hanover-Montrose]
 * i) Many classes will have an intro, intermediate, and advanced option. Independent classes on Atomic Learning. [Principal - Wayzata]
 * j) I would say 40-50% [4th grade teacher - Wayzata]
 * k) I would assuem always. [Director of Curriculum - Albert Lea]
 * l) About 50%. [Director of Curriculum - Winona]
 * m) None. [Teacher/Tech Integration - Westonka]
 * n) Rarely. [Admin Intern - Plymouth]
 * o) Usually, not necessarily by design, but based on advancing knowledge technology. [Dean of students - Lakeville]
 * p) Trainings are not ver often cumulative. [Tech Coordinator - District 930]
 * q) Rarely - we sometimes will have a follow-up session, but are currently working on developing subsequent courses to address this issue. [Tech Coordinator - Austin]

4. What are the 2 or 3 most effective types of training your district has used?
 * a) The most effective for me are the longer-term training that last multiple times so we can use the skills multiple times. [Science Teacher – Stillwater Junior High School]
 * b) Small group sessions, Hands-on (bring your own computer), Summer options (longer training) [Special Education Teacher – SJHS]
 * c) Technology Day [Special Education Teacher #2 – SJHS]
 * d) 1:Training provided on a “just in time” basis. i.e., a teacher has a need and is, therefore, very motivated to learn to apply a technology to his/her problem. 2:The technology integration specialist teaches a lesson to one or more of the teacher’s classes using the new technology. The teacher takes over and teaches the same lesson to his/her subsequent classes. The integration specialist may stay to assist with those classes. 3:A group of teachers plan an interdisciplinary lesson that integrates a new technology. The teachers learn the new technology together. [Building Technology Integration Specialist - SJHS]
 * e) All district technology day, After school trainings, Saturday trainings [Reading Teacher - SJHS]
 * f) Academy of Wayzata Educators classes, Smart Board Training, Moodle Training, These were all done in-house [Curriculum Technology Integration - Wayzata]
 * g) - Large group, HANDS ON training for new technology (let’s all learn together as a grade level team or building) - training done in the buildings at a time when it is needed most. [Computer lab para/tech pro/web editor-Wayzata]
 * h) One-on-one mentoring is always best. Every staff member who gets a new computers gets a certificate redeemable for an hour of personalized training on a topic of their choice. We’re also experimenting with creating screencasts for some of our specialized systems. [Director of Technology - Buffalo-Hanover-Montrose]
 * i) Building based training with follow up, model classroom training because of follow up. Academy class with teams of teachers. [Principal - Wayzata]
 * j) Trainings that show me and require me to integrate what I have learned into my daily work. Trainings that allow peers to share ideas. Trainings that are spread out over a period of time. [4th grade teacher - Wayzata]
 * k) SmartBoard is going well; MAP training went well; Gradequick continues to run well. [Director of Curriculum - Albert Lea]
 * l) Peer coaching peers, topic centered training. [Director of Curriculum - Winona]
 * m) The gradebook training worked well. 1 hour of talk and hand-on demos, with another hour of individual follow up. [Teacher/Tech Integration - Westonka]
 * n) Hands on, product driven - making a powerpoint using digital camera vs teaching them as isolated skills, teaching skills that can be used with students. [Admin Intern - Plymouth]
 * o) Curriculum Mapper, Podcasting [Dean of students - Lakeville]
 * p) Instructor lead group training and one-onone mentoring with hands-on. [Tech Coordinator - District 930]
 * q) Hands-on small group trainings. The more personal you can make the training the better. It also has to be applicable to teacher and classroom use. [Tech Coordinator - Austin]

5. Why were they most effective?
 * a) Many opportunities to use the skills [Science Teacher – Stillwater Junior High School]
 * b) Because you had “time” to practice the skills and process the information [Special Education Teacher – SJHS]
 * c) Given a choice of different sessions that applied to your area of teaching [Special Education Teacher #2 – SJHS]
 * d) When the teacher perceives a need (#1 and #3 above), motivation is high and successful implementation is more likely. Modeling (#2 above) is always an effective way to help a teacher feel comfortable with a new skill. Having an extra pair of hands in the classroom during a new technology initiative makes success more likely. A negative first experience with a new technology can sometimes extinguish teacher enthusiasm for a second effort. [Building Technology Integration Specialist - SJHS]
 * e) Staff attend trainings most desireable to their interests. Training is tailored to individuals. [Reading Teacher - SJHS]
 * f) Teachers really were interested in the subject matter and the instructors are experts at using the tools and software that were used during the training [Curriculum Technology Integration - Wayzata]
 * g) Hands on is always best, people are more comfortable with instructors they know. Timeliness is very important as well. [Computer lab para/tech pro/web editor-Wayzata]
 * h) Staff members always prefer to ask their questions in more intimate settings. They’re just like students; they don’t want to appear dumb in front of their peers. The screencasts are good because people can follow along and repeat them as often as needed. [Director of Technology - Buffalo-Hanover-Montrose]
 * i) The follow up and support. [Principal - Wayzata]
 * j) We learn from doing. It also helps that we can work with peers and share ideas. If I go to a one-time only training, I usually store the info I have learned. I go to a class and I use what I have learned. [4th grade teacher - Wayzata]
 * k) SmartBoard - because it's cool, new, and carries a SmartBoard with it. MAP because we subbed out and did everone in small, like groups. GQ - desperation - to be used asap. [Director of Curriculum - Albert Lea]
 * l) Training from people with skills in job related areas. [Director of Curriculum - Winona]
 * m) The chance to follow-up made it effective. Individuals had many needs and appreciated the chance to ask thier questions. [Teacher/Tech Integration - Westonka]
 * n) Applicable, relevant, active participation by the learners. [Admin Intern - Plymouth]
 * o) Most people attended and saw relevance. [Dean of students - Lakeville]
 * p) Knowledgable instructor who can answer questions as needed while the "student" actually performs the tasks. [Tech Coordinator - District 930]
 * q) The learners are able to immediately apply their knowledge and inquire about questions right away. [Tech Coordinator - Austin]

6. Which trainings have been most ineffective? Why?
 * a) Generally, the ones that don’t allow for enough time to use the skills. [Science Teacher – Stillwater Junior High School]
 * b) Larger group training (more than 10 people) [Special Education Teacher – SJHS]
 * c) When highly skilled technicians do not teach well (to those who aren’t as highly skilled teacher) – pacing, some people go way too fast [Special Education Teacher #2 – SJHS]
 * d) Large group training with little or no personal follow-up generally only works for the more advanced users (who probably could have learned on their own anyway). [Building Technology Integration Specialist - SJHS]
 * e) One-size-fits-all model. If it isn't always appropriate nor timely for staff. [Reading Teacher - SJHS]
 * f) All training has had an impact on student learning. The first moodle training was the weakest class. I did not give teachers enough time and practice. I went over the moodle modules to quickly. We have correct that by having a 10 hour class (5 days x 2 hours) instead a 2-4 hour class. [Curriculum Technology Integration - Wayzata]
 * g) Reading through materials with no hands on opportunities – training done long before the tech actually arrives [Computer lab para/tech pro/web editor-Wayzata]
 * h) Large-group instruction [Director of Technology - Buffalo-Hanover-Montrose]
 * i) One time training… especially when the training is before the new program, computer etc. [Principal - Wayzata]
 * j) For me it is the one shot training. An hour before school or on a professional development day. I think what I learn is great but I rarely us it in my everyday work. [4th grade teacher - Wayzata]
 * k) Excel, ect. - nice to know tools but now immediate implementation. [Director of Curriculum - Albert Lea]
 * l) Sending people away to one day workshops. [Director of Curriculum - Winona]
 * m) We have had some demos that were presented in a lecture hall setting. No hands-on, no follow-up make for poor learning. [Teacher/Tech Integration - Westonka]
 * n) Demonstrations, not being able to apply it immediately to job or use with students. [Admin Intern - Plymouth]
 * o) Ones mid-year or toward the end of the year. [Dean of students - Lakeville]
 * p) Lack of hands-on training. Hands-on encourages quesitons and reinforces the lesson. Without hands-on, there are less questions and no reinforcement. [Tech Coordinator - District 930]
 * q) Lecture sessions - just to expose everybody to it! [Tech Coordinator - Austin]

7. What creative solutions has your district used to create ample time for training?
 * a) We have instituted late starts 6 times a year. [Science Teacher – Stillwater Junior High School]
 * b) The all-day tech training, Summer option, Classes at ties [Special Education Teacher – SJHS]
 * c) Tech day. After school opportunities [Special Education Teacher #2 – SJHS]
 * d) We use before/after school sessions, Saturday sessions, dedicated workshop days and summer academies. We also subscribe to online training (Atomic Learning). Before budget restrictions forced us to cut our middle school teams, teachers used one day per week in their team meetings to plan for technology integration. [Building Technology Integration Specialist - SJHS]
 * e) All District Training Day. After school & Saturday trainings [Reading Teacher - SJHS]
 * f) We do after school training with follow ups. Most of the materials we train teachers on are cross curricula and can be used the whole year, so teachers can learn on the job. We also will have integration coaches in each building to help support teacher’s integration efforts. We have setup Atomic Learning so teachers can complete a tutorial for CEU credit. [Curriculum Technology Integration - Wayzata]
 * g) Using staff development days, providing release time for major initiatives, paying for time spent after school (A410 open lab) BUT we really don’t have ample time ☺ [Computer lab para/tech pro/web editor-Wayzata]
 * h) Nothing very creative. [Director of Technology - Buffalo-Hanover-Montrose]
 * i) Paid after school time, released time. Adding a 2nd integration specialist should also help. Would like building level integration specialist. [Principal - Wayzata]
 * j) Train the trainer is helpful. If there is a person in your building or on your team you are more willing to ask that person questions. [4th grade teacher - Wayzata]
 * k) Atomic Learning, problem logs. [Director of Curriculum - Albert Lea]
 * l) Summer Tech academy - 3 days in august. [Director of Curriculum - Winona]
 * m) They have given me an hour a day and a fairly flexible schedule to help people with their projects. [Teacher/Tech Integration - Westonka]
 * n) Using early release or staff development time, there is never ample time for training with all of the demands for staff time.
 * o) None - [Dean of students - Lakeville]
 * p) Set times for training that best fit the "student" schedule. (ie After classes for teachers, not on Fridays) Also requiring training to use new technologies.
 * q) Offering before school sessions and going in during prep hour to assist teachers with technology needs. [Tech Coordinator - Austin]

8. What strategies has your district used that have successfully created buy-in by all stakeholders?
 * a) ? [Science Teacher – Stillwater Junior High School]
 * b) Provided resources: United Streaming, laptop carts, signing up for loaners, software, wireless net access (backed up training with resources that are applicable to our area) [Special Education Teacher – SJHS]
 * c) Scale the training to different interest groups (academic areas) [Special Education Teacher #2 – SJHS]
 * d) __Teacher buy-in__: We purchased laptops for all teachers prior to purchasing student laptops. We do not “lock down” the teacher laptops. They are given full manager rights so they can install, configure and experiment. My perception of other schools that prohibit teachers from customizing their laptops is that the teachers learn less about their computers and are hesitant to experiment less they “break” something. __Student buy-in__: Students are given meaningful projects that require the creation of products. Drill and tutorials are minimized. Students are given server directories and webpages on which they publish their products. Teachers make use of Web 2.0 tools so students can create an express themselves rather than simply using the computer as a research tool. __Parent buy-in__: We published online and distributed via DVD many examples of technology lessons in the classroom so parents could see how the technology is being used in the classroom. Our school has a student/parent portal that displays student assignments, finished projects online, current grades, a file transfer tool and home-school communication tools. [Building Technology Integration Specialist - SJHS]
 * e) Tailoring training for individuals. Requiring technology use in the classroom. [Reading Teacher - SJHS]
 * f) Lead by examples. Leader/Teachers use the equipment and other teacher see how effective the this is on student learning. Also, with every technology item bought the 2/3 of the total cost must be for staff development. Teachers see that they have support behind them. Resources to integrate are shared and explained. [Curriculum Technology Integration - Wayzata]
 * g) Models classrooms are a good start. Folks that see what’s there and how it can be used would like to have the same. [Computer lab para/tech pro/web editor-Wayzata]
 * h) I don’t think we’ve done a particularly good job of that. We’ve mostly done training around key technologies like email and basic network use. I hope to move beyond that soon, and I’ll be more concerned about buyin then. Overall, I don’t really care that much about convincing naysayers to try technology. I’d rather focus on the ones who are passionate and let them inspire their colleagues. [Director of Technology - Buffalo-Hanover-Montrose]
 * i) Model classroom, training associated with a specific need. [Principal - Wayzata]
 * j) I think the model classrooms create buy-in. People need to see technology at work in order to realize they want that technology. When you see someone using the technology with ease, you are more willing to accept the it. [4th grade teacher - Wayzata]
 * k) Buy in for what? We like and use technology. [Director of Curriculum - Albert Lea]
 * l) Survey of needs, staff suggestions for classes-especially as we upgrade hardware. [Director of Curriculum - Winona]
 * m) This district still does a top down management sytle for technology. This strategy has created problems with successfully creating buy-in. [Teacher/Tech Integration - Westonka]
 * n) Supervisor expecatations for use of technology in job and with students, making technology consistent with updating of hardware and software, use of district website for information and forms, technology support, ect... [Admin Intern - Plymouth]
 * o) None. [Dean of students - Lakeville]
 * p) Requiring training to use new technologies. Responding to stakeholders needs. [Tech Coordinator - District 930]
 * q) Teachers being able to see a successful classroom environment that is utilizing technology to enhance learning. [Tech Coordinator - Austin]

Matt & Dave, What type of trainings are taking place in your district? We have had both vendors do training and I do a lot of in-house training for our teaching staff. I question training effectiveness, because it isn't always required. Thus, we get the people who want to learn the next trick, not the people who still need to basics. Is this your experience?

{Dave} Training in my district takes on many forms. We have some mandatory training before new technology is available to staff. For example, before a teacher can receive a projector, visual presenter, smartboard, etc... they must take part in training. Also, ongoing training is available for staff in a variety of areas. Two years ago I would have agreed with you that it is ineffective and that it was geared to a small percentage of people, but recently I am seeing us hit a critical mass. I credit this to certain factors. 1. An online sign up system that provides one stop shopping. 2. QComp - Many trainings are actually classes through our Academy that teachers are paid for. 3. New equipment - An influx of money through a referendum has provided new equipment that teachers are interested in using.

[Kevin C.]- Hey guys I don't know if you saw this post on David Warlick's blog, but I found it to be a really interesting model for teacher tech training. It's in the last paragraph (3/23 post): http://davidwarlick.com/2cents/2007/03/23/a-day-of-being-overwhelmed/

[Matt]: My school has a subscription to Atomic Learning ([|http://www.atomiclearning.com/).] This is a great on-line tool for those who are independently driven to learn more about technology. We also have a yearly, all-district technology day "Navigating the Digital Landscape Conference", where a variety of teachers, outside professionals, and even some students hold 1 - 1/2 to 2 hour lessons on individual pieces of technology and how they are used (or could be used) in the classroom.