Why teacher CPD for technology use matters
By Al Kingsley
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Just as teachers were getting more confident with EdTech, along came AI, throwing everything up in the air and landing everyone practically back at square one. Typical!
Of course, that’s not entirely true, but to those educators who have had to work extra hard to get on board with EdTech, it could feel that way. However, with technology becoming ever more integrated into society (and, by default, into our classrooms), such change is the nature of teaching today. Nothing stands still and everyone must adapt in their personal and professional lives to keep up with how the world increasingly relies on technology.
While teachers widely acknowledge EdTech’s potential to enhance learning and communication, many still feel overwhelmed by its complexities. And it’s not surprising – there are so many different devices, programs and apps out there. Assessing a solution’s pedagogical worth, gaining the skills and confidence to use it, and incorporating it into their practice in line with the curriculum can cause teachers real anxiety. This alone is bad for their wellbeing but further pressure comes from knowing that it could even hinder their students’ progress if they can’t use it to full effect.
Meeting teachers where they are
Schools can help staff by being proactive in supporting teachers to use technology effectively – and even more so now that AI is here. Without official AI guidance in place, discussing the opportunities and concerns and what it means for your school is essential – as is coming together to adopt a cohesive approach. So, whether it’s structured in-person training sessions, opportunities for informal tips and tricks exchanges or sources of online help, finding a space in teachers’ busy timetables is essential to develop their technological skills and knowledge in this area.
It will pay off. As with all technology use, if staff are trained and confident, it alleviates their anxieties and means school leaders can be assured that the solutions they spent precious money on are being used impactfully.
Time and training
For teachers to employ EdTech’s full potential, they need more than just a cursory overview of the tools they are expected to use. We’ve all been there, having to do things repeatedly until we get them right. Repetition is the key to mastering any new skill and allowing teachers the time and space to make and learn how to correct mistakes is crucial. Nobody remembers well under the stare of 30 pairs of eyes.
When introducing new EdTech, schools should ensure that staff have timely post-training access to technology on the devices they will be expected to use in the classroom to help them consolidate what they have learned. Focusing on one feature at a time, teachers can gradually build their confidence and competence to prepare them to integrate more of the technology into their lessons more easily, naturally and without stress.
Phases of learning
It’s useful here to reference Mandinach and Cline’s (1992) phases of learning, which are: survival, mastery, impact and innovation.
- Initially, without adequate training, teachers might struggle and find themselves purely in ‘survival’ mode.
- With proper support, they can advance to ‘mastery’, where they feel confident experimenting and applying technology in lessons.
- The ‘impact’ stage sees teachers proficiently using technology, leading to effective student learning outcomes.
- Ultimately, the ‘innovation’ stage is where teachers blend their technical skills with pedagogical expertise to mentor others and drive educational innovation.
The innovation stage is where schools should be encouraging staff to aim. Merely knowing how to operate the technology does not go far enough; educators need to be sufficiently fluent with it, plus learn how to combine its use with their pedagogical and content knowledge to achieve the benefits that drive students’ achievement.
Independent CPD
Some teachers are already advanced technology users and will feel the need to search for more knowledge outside of the professional development opportunities the school provides. Through this, some will become much-valued champions of the technology your school uses, sharing their advanced know-how and additional skills with others to raise the level of use across the board. These educators may seek to network with others in similar roles to share and receive knowledge, and even create opportunities for connections with other schools.
Whatever level of skill an educator has, there are plenty of helpful peers on social media who are willing to help by chipping in with tips or signposting resources and relevant events. I know I have learned so much this way and the sharing ethic in the education sector never ceases to amaze me.
Preparing for a tech-driven future
Future education provision demands digitally literate educators so learners will have the requisite technology guidance to set them up for life. By focusing on teachers’ professional development and agency, we can empower them to use technology confidently and effectively, enabling students to benefit from not just the EdTech itself but also their teachers’ positive example and attitudes to it.