Potential Models for Teacher Technology Training

Effective technology training for instructors can follow a variety of models. As with other decisions about training, available resources and the needs of the facilitators and participants should determine which methods are most appropriate for a particular context. Ideally, training should provide a range of support, including both one-on-one and group instruction and incorporating both formal and informal structures. Local factors, however, likely constrain the choices that program administers must make concerning the ethics and efficacy of different models. For instance, individual mentoring is most feasible when it can draw upon a relatively stable pool of continuing instructors. Thus, this model likely would flounder in programs with high turnover rates. Fiscal concerns also have a significant impact on training possibilities. Methods like formal courses for credit, for example, require not just a time commitment but a financial one as well. They consequently are best suited to programs in which instructors are eligible for tuition waivers or other forms of training reimbursement. A chart addressing these and other approaches is provided to help outline the potential benefits and concerns of different models. Additionally, a list of questions is included to help assess the training needs and potentials within particular contexts.

Regardless of the types of models used, instructor training can be enhanced by structures for the archiving and sharing of resources. Such structures help to build programmatic continuity and encourage shared senses of identity and purpose. Further, this sort of programmatic development can facilitate instructors' professionalization by providing spaces for the recognition and documentation of their work. Therefore, a list of potential initiatives for establishing technology training is provided to supplement the discussion of training models.

Implementing any sort of teacher training is a balancing act in which administrators must negotiate the concerns of students and teachers in relation to program resources. When setting priorities for technology training, begin with the pedagogical goals of instructors in the program. Consider the ways in which teachers might use various technologies productively in their classrooms. Such assessments then can inform choices about training models and program initiatives. Further, get instructors and other stakeholders involved in the decision making process. Rather than implementing support from the top down, coordinate efforts with those who will participate in the training. Also, continue to revise and update procedures in relation to instructors' evolving concerns. The development of programmatic initiatives should emphasize not only continuity but also flexibility. Ideally, instructors should receive support so that they can develop and pursue their own computer teaching goals and share their burgeoning expertise with one another.