 |
 |
Temple University Center for Research
in Human Development and Education |
|
|
Where Does Professional Development for Educational Technology Fit in 2004?
by
138
by
Pat Sine, Judith Conway, and Jeff Fahnoe
University of Delaware
Providers of educational technology professional development are facing an increasing number of new challenges since enactment of the No Child Left Behind (NCLB) Act (2002). First, the law, which decreed that all students should be “technology literate” by the end of Grade 8, necessitates increased professional development in the field. Second, requirements for certification, licensure, ongoing professional development, and teacher accountability have been revised in many states. Third, local administrators now play a significant role in influencing the type of professional development in which teachers participate. This Techno-Brief will discuss whether these challenges are complementary or conflicting and how professional development providers can best serve teachers.
No Child Left Behind
The most important section of NCLB, with respect to technology, is Title II, Part D—Enhancing Education Through Technology (E2T2). Its primary goal is “improving student
|
|
| |
academic achievement through the use of technology in elementary schools and secondary schools” (NCLB, 2002). To receive funding, states are to “develop a statewide, long-run, strategic educational technology plan that addresses the needs of local educational agencies that must be approved by the U.S. Department of Education” (NCLB, 2002, Sec. 2413). In addition, Section 2416 of Title II-Part D stipulates, “not less than 25 percent of funds will be used to provide ongoing, sustained, and intensive, high-quality professional development” (NCLB, 2002). This action has been building since 1998, when the National Center for Education Statistics (1998) reported that only 20% of teachers felt they were prepared to integrate technology into their teaching methods.
Professional Development Demands
Over the past several years, educators have faced new state professional development demands to maintain licensure (Table 1). In the mid-Atlantic region, all five jurisdictions have revised requirements in the past 4 years. Although the requirements vary, some general principles hold across the region. First, professional development for each state is tied to re-licensure in 5-year cycles. Second, at the state level, graduate courses are approved if they are offered by an accredited college or university or offered by a provider who has been approved by the jurisdiction. Third, additional types of professional development may also be accepted based on each state’s definition.
Page
1 2
3
4
Next |
