Ongoing Training and Technical Support

Means et al. (1993) describe the importance of providing ongoing training and technological support for teachers:

"Wiske et al. (1988) interviewed 76 teachers concerning their experiences with integrating computers into their classrooms. The teachers were nearly unanimous in concluding that initially the use of computers made teaching more difficult. They not only had to plan how technology could be incorporated into their lessons but also had to work through the logistical problems of deciding which students would use the computers at what times. Hardware and software problems are common in the early stages of an implementation. Evaluations of the Model Technology Schools in California (Stearns et al., 1991) documented similar problems and found that the presence of on-site assistance with the technology is critical for success. Districts found that moving technical assistance personnel from a central site out into the schools during the implementation process was important in making curricular and instructional improvements happen.

The need to train teachers when introducing technology was illustrated also in the experience of the San Francisco schools with multimedia systems. Seventeen systems were installed in 1989 along with social studies and history software developed by the National Geographic Society. Most of the machines were idle at the end of that school year, however. Only after teachers were given training in how to work the multimedia content into their lesson plans did teachers start using the technology available to them (Yoder, 1991).

Even if the technology and its content did not pose challenges to teachers, the new curricula and teaching strategies associated with education reform would. Introducing complex, multidisciplinary projects and a strong element of student control means opening the door for students to explore content areas that are unknown to the teacher. Acting as a coach for small groups of students [who are] working cooperatively requires diagnostic and management skills that are not called on when teaching is equated with lecturing. Smith and O'Day (1990) point out that pre-service education for teachers does not equip them for these roles. Teachers need support for deepening their knowledge of content areas and for learning new teaching skills. Both outside advisors and fellow teachers trying to implement the same or similar innovations can serve this function effectively." (p. 89)

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