udent achievement at the school? What are the technology proficiencies of various teachers and how does each team view technology's role in their instruction? Which administrators are more technology savvy? The technology specialist must understand these issues in order to design appropriate and effective planning and collaboration efforts.
Personally designed surveys based on specific school needs given to staff at the beginning of the year can help the specialist categorize the training needs of staff. Ultimately, consistent face to face contact with teachers and students add tremendously to the specialist's understanding of the school culture.
Teachers display a wide variety of skills and preferences with technology. Many teachers benefit from sessions that introduce the technology, give sample applications, then allow for guided planning time to integrate the technology into their classroom. These teachers may require follow-up support.
Then there are always a few teachers who may require significant assistance learning and integrating the technology. They benefit from smaller group or one-on-one sessions with consistent follow up.
It is also important to know which teachers are interested in expanding their skills and are willing to participate in special projects. These are the pioneers who will take risks and be supportive when implementing innovative projects through grants and other creative solutions. They will also be the "teacher trainers" who help other teachers on their team or department learn technology skills.
Having a "cadre" of high flyers who are proficient with technology and willing to share their skills is an important resource for the technology specialist.
Step 5: When teaching teachers, skills training is good, but leadership development is best.
Teaching "how to" skills is a common theme for technology training, but only when instructional applications are made to the curriculum does actual development begin.
The role of the technology specialist is part staff development: helping teachers expand their instructional repertoire with technology. With these new skills come the opportunity for encouraging teacher leadership.
A technology specialist with experience in school and countywide leadership opportunities will be in the advantageous position of helping teachers realize their potential beyond the classroom.
Perhaps that teacher is ready to become a new teacher mentor in the county mentoring program or would write curriculum during the summer.
Perhaps the teacher is ready to pursue National Board Certification.
Technology can be one avenue for a teacher's professional growth. It's important to maximize it.
A technology specialist who views technology skill building as only the beginning of professional development can help teachers grow to be better teachers and leaders.
After all, technology is about teaching and learning. Successful technology gurus remember they are teachers and teacher leaders first, before being that "techie geek" that facilitates technology use in schools.