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Offer individual, small-group, and even large-group PD sessions. At times, teachers will want to
work alone, but other times they might want to
seek out colleagues they can learn from without
feeling intimidated or embarrassed. Small or large,
topic-focused or interdisciplinary—a mix of groups
is important to allow colleagues to share ideas and
individual teachers to get extra one-on-one help.
Differentiation is a key component. Just as classroom instruction needs to reach all types of learners, PD offerings need to address the full technology
spectrum. The professional development system
should support all levels of technology proficiency
and allow for growth.
Teachers aren’t the only people who will feel the
impact of changes in instruction. Administrators
and students may also go through some of these
stages. Many times, students expect to be spoon-
fed information because it is easy for them to sit
through a lecture, but it takes effort to be involved
and engaged in the lesson. Administrators, like
teachers, were often taught in a more traditional
setting. It can be difficult for an administrator to
visit a classroom and hear multiple conversations
happening at once, see students out of their seats,
and get a feeling of organized chaos. Regardless
of who is going through the stages, there is no
correct path, only a desired destination: transfor-
mation of learning and teaching.
—LeAnne Wagner is the teacher librarian at Bettendorf High
School in Bettendorf, Iowa, USA. Bettendorf is in its second
year of a 1: 1 iPad implementation.
Differentiation is a key component. Just as classroom instruction needs to reach all
types of learners, PD offerings need to address the full technology spectrum.
