Benefits and Concerns of Different Models
When making decisions about which technology training models to implement, administrators should consider both the strengths and weaknesses of different options. No method is universally applicable or entirely without complications. Under appropriate circumstances, however, each model can provide opportunities for effective, ethical teacher training. Please use the information below to consider which approaches might be most feasible for your local institutional context.
Courses for Credit
Instructors enroll in a semester-long graduate level course that addresses issues related to computer teaching.
Potential Benefitscourses for credit | one-on-one mentoring | workshops | open labs | informal groups | outsourcing
Courses provide space for thorough consideration of both theory and practice. They provide a structured environment for developing proficiencies and reflecting on instructors’ relationships with technology. Further, they are institutionally supported.
Potential Concerns
Courses require consistent commitments of programmatic resources. They also assume that instructors have the time and resources to register for classes.
One-on-One Mentoring
New instructors are paired up with more experienced instructors who offer guidance and support.
Potential Benefitscourses for credit | one-on-one mentoring | workshops | open labs | informal groups | outsourcing
Individual mentoring offers opportunities for collaboration and continuing professional development. This type of one-on-one support can provide opportunities for instructors to teach each other and share knowledge.
Potential Concerns
Because this method is informal, it likely receives less institutional support and credit. Additionally, maintaining continuity also could be challenging. It also requires a pool of experienced instructors who have the time to participate.
Workshops
Instructors attend individual meetings which provide hands-on instruction in particular topics related to c-teaching.
Potential Benefitscourses for credit | one-on-one mentoring | workshops | open labs | informal groups | outsourcing
Workshops offer flexibility in terms of scheduling, and they can target specific concerns raised by instructors. They also allow instructors opportunities to teach each other and do “dry runs” of technical instruction.
Potential Concerns
Scheduling for such events also can be complicated. Additionally, the planning, advertisement, and conducting of workshops can require a great deal of preparation on the part of facilitators. Lastly, they necessitate an additional time commitment for instructors.
Open Labs
Instructors receive ad hoc support from staff working in campus labs.
Potential Benefitscourses for credit | one-on-one mentoring | workshops | open labs | informal groups | outsourcing
Open hours in a lab offer flexibility and provide opportunities for instructors to receive support while taking initiative in their training.
Potential Concerns
Well-supported labs require resources and training for staff and equipment. Also, depending upon who is able to work in the labs, the staff may not be familiar with the pedagogical needs of particular instructors.
Informal Groups
Instructors organize unofficial meeting times during which they can offer each other support.
Potential Benefitscourses for credit | one-on-one mentoring | workshops | open labs | informal groups | outsourcing
Informal meetings provide safe spaces for sharing concerns, collaborating on materials, and trying new ideas.
Potential Concerns
The informality of the group can limit continuity, access to resources, and institutional credit. Further, scheduling difficulties may arise.
Outsourcing
Instructors draw upon university or community resources in order to develop technical proficiencies.
Potential Benefitscourses for credit | one-on-one mentoring | workshops | open labs | informal groups | outsourcing
This method can be helpful if a program has limited resources. It also can provide access to expertise that may not be available within the local programmatic context.
Potential Concerns
When working with external resources, instructors and administrators may encounter a disjuncture between their pedagogical goals and other programs’ technical frameworks. Further, access to such resources may be limited if a high demand for them already exists.