As educational technology evolves, training various school constituents effectively and efficiently presents a unique challenge, especially when resources are limited and interest levels are low.
Traditionally, schools excitedly kick off their school years with opening workshop agendas stuffed with information delivery, department meetings, planning sessions, and training in many different areas. Faced with a summer of student laptop reimaging and refurbishment, deployment of new laptops for staff, and refreshers and updates on many software and hardware tools, our small technology team decided to abandon the Ransom Everglades School auditorium in Miami during the workshop’s allotted technology training time slot. Instead, faculty and staff members received personalized training schedules, and the technology services department delivered impactful and energized, hands-on exploratory interactive experiences on more than 20 topics.
The primary hurdles in any training program, especially in educational settings, are limited time and scarce resources. Technology training tends to be time-consuming and resource-intensive, often requiring extensive preparation by the trainers and prolonged attention spans from the trainees. This traditional model can be impractical in a school setting. Time is a precious commodity for educators; consequently, technology training sessions usually default to shortened time slots with large audiences attempting to comprehend the message, method, and purpose of a canned demonstration or static presentation. Once these professionals return to their computers and try to apply what is new and exciting, questions naturally arise, and members of the technology department find themselves providing one-on-one training.
In addressing these constraints and demands, our updated approach to technology training was to educate our professionals with the same intention and methods as we educate our students. We established the goals for our technology professional development: Find new approaches to lecture-based training; make the committed time memorable, fun, and worthwhile; and ensure relevance and retention.
To ensure relevance, faculty and staff members were surveyed during the prior spring semester to identify the top three areas in which they would benefit from technology training. These results, combined with the technology department’s review of necessary training, provided numerous offerings to achieve the following desired outcomes:
- Technology proficiency: Ensure faculty and staff are proficient in basic and advanced functionalities of new and existing technologies while developing the skills to adapt to emerging technologies and update existing knowledge continuously.
- Integration of technology in curriculum: Be able to seamlessly integrate technology into the curriculum to enhance learning outcomes and engage students.
- Digital literacy and citizenship: Understand digital literacy in terms of skill and teaching students responsible and ethical use of technology.
- Troubleshooting and problem-solving: Strengthen basic troubleshooting skills for common technological issues to reduce dependency on technology services sup- port for minor problems.
- Enhanced communication and collaboration: Use technology to improve communication and collaboration among all constituents.
- Data management and security: Understand data management, privacy, and security protocols related to educational technology.
- Trends and best practices: Be informed of educational technology’s latest trends, research, and best practices.
Creating an educational technology training program that achieves these outcomes better positions our faculty and staff to provide a technology-rich learning environment that is dynamic and student-centered as well as aligned with contemporary educational needs and standards.
A line item in the opening workshop agenda stated “EdTech Expo” with a starting time. The buzz began, along with many coffee maker conversations: “Where do we go? What are we going to do for three hours? Do you have anything relevant for me? Why is this mandatory?” The consistent, sometimes frustratingly received answer was, “Check the resource board; you will find your schedule there. You’re going to love it! And bring your laptop because you have a choice and the ability to practice what you learn.”
The format for the EdTech Expo concentrated on movement, engagement, exploration, and relevance. Key elements provided the following new approach to lecture-based delivery while also making the offering relevant:
- Rotating schedule: The time allotment for the technology professional development was divided into nine 20 minute periods. Frequently switching topics allowed individuals to move and refresh while keeping the content delivery on time. The rotation also resulted in smaller class sizes, providing more freedom to explore, collaborate, and answer questions.
- Facilitated instruction: Essential topics that required direct instruction or demonstration were identified. Each of the six members of the technology services department selected a topic, and critical owners for the remaining three mandatory subjects were enlisted.
- Personalized schedules: For each employee, a plan was first determined by the mandatory training offerings for their position. For instance, every employee had to rotate through the cybersecurity session. All staff members had to be scheduled for their laptop upgrade, while all faculty had to attend sessions on best technology practices in the classroom. Once the schedule accounted for all requisites, electives filled the remaining schedule blocks. Everyone was required to participate in eight of the nine sessions.
- “Try it” exhibits: New tools available for classroom use were on display and ready for test drives within the exhibit space. QR codes linking to product explanations and helpful videos guided these hands-on training exercises.
- On-demand asynchronous training: Each personalized schedule offered suggestions for the elective periods within a plan. These training sessions were interactive video assessments guiding individuals through the topics.
The key innovation of this professional development was its format and launch. Inspiration for the design came from basic models: Speed dating delivers personal interaction within short time frames; conference exhibit halls provide hands-on, open-ended exploration; student schedules combine mandatory curriculum requirements with choice electives; and asynchronous sessions provide access to resources for additional learning on demand.
The element of fun was crucial to the success of the EdTech Expo. People were delighted they had a variety of choices in their schedules. The expo also capitalized on the social aspect of learning. By encouraging collaboration and discussion among peers, the training became a communal experience, enhancing the enjoyment factor and reinforcing learning through social interaction.
Evaluation was also a critical component. Each participant completed a feedback questionnaire at the end of each session to assess participation, relevance, and retention of the training material. Attendees could express their views on the relevance of each topic to their specific teaching or business needs. This feedback was invaluable in assessing whether the training content aligned with the participants’ actual technology needs and interests. Software tools assessed progress and understanding within each asynchronous resource topic. The assessment continues regarding the relevance and retention of these topics since the tool records views and assessment scores per user.
The EdTech Expo is a testament to how creative approaches can revolutionize technology training in educational settings. Adopting a hands-on, interactive approach and intelligent assessment strategies, the school’s technology team delivered effective training despite the constraints of limited time, trainers, and attention spans. This case study serves as a blueprint for other schools facing similar challenges and underscores the importance of innovation in educational technology training.