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Conference helps educators implement technology in classroom By David Jwanier
Dr. Kyle Peck, professor and head of the Department of Adult Education, Instructional Systems and Workforce Education and Development at Penn State, presents the keynote address at the Educators Empowering Educators program held at Penn State Great Valley School of Graduate Professional Studies. Photos by David Jwanier During the Educators Empowering Educators program, Karen Florentine (left), superintendent of Owen J. Roberts School District, and Nan Wodarz, instructor at Penn State Great Valley, present a seminar on a technology-training program the graduate school provides for the school district.	Putting computers in the classroom was a common refrain five years ago and, despite stretching the limits of some school district budgets, that goal has been largely accomplished. Now, a larger and more complicated goal must be met: putting the computers to good use in the classroom to maximize the return on investment.   That was the focus of Educators Empowering Educators, an innovative program held in the Safeguard Scientifics Building at Penn State Great Valley School of Graduate Professional Studies. Dr. Kyle Peck, professor and head of the Department of Adult Education, Instructional Systems and Workforce Education and Development at Penn State, gave the keynote address. He told some 125 educators that implementing technology properly into the curriculum means focusing on worthwhile and achievable goals that are supported throughout the organization.   “Technology, by itself, doesn’t solve problems,” Peck said. “It can save you money or cost you money, depending on the (success of) implementation. That’s the people side. If you want to make good use of technology, you have to focus on a problem that’s big, that makes a difference to you, so you will be willing to dedicate the time and energy to improve the situation. You have to create interest and support that overpowers other pressing demands.”   Peck said school districts need to take a holistic approach to implementing technology, taking into account the many ways that it can be used as a learning aid, as well as how its expense and necessary manpower will impact other objectives within the organization. Once a practical plan is drafted and earns support throughout the organization, Peck recommended the following: Prepare the players, so they know what the plan is and have the tools to make it work. Assess early and often and fine-tune implementation as necessary. Do not rush to evaluate the success or failure of the program too early in the process. When implementation is complete, evaluate whether the program has met its planned objectives.   Along the way, it’s vital that the whole organization, including high-ranking administrators, have a good enough understanding of the plan to monitor the ability of teachers to use technology in the classroom, as well as provide motivation. In the end, when teachers are willing to embrace technology, it usually proves rewarding.   Peck said when teachers see kids learning through the use of technology, their attitudes about using technology in the classroom change. He predicts the implementation of technology into schools in this day and age will someday be viewed as a “renaissance” in education.   As for the futuristic view that teachers may someday be replaced by technology, Peck said, “Any teacher who can be replaced by technology should be. Technology will not replace teachers, but teachers who make use of technology will replace those who don’t.”   Lois Grasso, a computer applications specialist at Lionville Middle School in Downingtown, Pa., agreed with many of Peck’s ideas.   “He was right on the money in terms of the fact that technology is just a tool, that it can’t be used as an end in itself. You have to use it to enhance student learning,” she said. “He demonstrated expert use of technology during his presentation, and I think that’s what I need to be doing as a teacher.”   In one of the many seminars available to participants during the conference, Owen J. Roberts School District Superintendent Karen Florentine, and Penn State Great Valley Instructor Nan Wodarz, highlighted a unique technology-training program the graduate school provides for the school district. Penn State Great Valley has developed a series of four courses for educators in Owen J. Roberts School District, and the school district has shown its commitment to integrating technology into the classroom by paying 100 percent of tuition and associated costs for the training. All courses are conducted at school district facilities, so that teachers and others already are familiar with the hardware and software being used.   “We want to improve learning and teaching in the classroom,” Florentine said, “and we believe that staff development is a key to achieving our goal of improving student performance. In the end, students will be self-directed learners who have some say in how and what they learn.”   This seminar was one of three that were Web cast live on the Internet, thanks to the Souderton Area High School Media Club. All in all, the conference proved to be quite a success.   “Technology in education right now is going through massive changes, and being able to talk with other educators at a marvelous facility like this is really helpful,” said Fern Entrekin, integrator of learning technologies at the Milton Hershey School in Hershey, Pa.
© 2002 Outreach Communications,   Outreach & Cooperative Extension,   The Pennsylvania State University phone: (814) 865-8108,   fax: (814) 863-2765,   e-mail: outreachnews@outreach.psu.edu