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Most ed-tech experts agree on this point: Professional development to help teachers use technology to improve schools is not as good as it could be.. It still relies heavily on one-on-one, “dog-and-pony show” training with little or no supervision. It does not show how teachers can become critical evaluators of ed-tech products and services. And it’s not personal to the personal needs of classroom teachers.
For example, a July survey of teachers, principals and district leaders by the EdWick Research Center found that nearly half of teachers — 48 percent — report that they or their teachers receive moderate or poor training in using educational technology tools. More than half of ed-tech professional development experiences teachers participate in are mostly one-time events with little or no follow-up training or coaching. And 7 out of 10 trainee teachers say their acceptance of evaluating ed-tech products is moderate, poor or non-existent.
But for ed-tech PD, the glass may be half full and half empty – there are reasons to think things are moving in a better direction. Important lessons were learned during the pandemic. How to effectively deliver technology training to teachers, principals, and district leaders. And 46 percent of those surveyed in July said that ed-tech PD teachers receive is “very good.”
The following charts—from a nationwide EdWick Research Center survey of 1,042 teachers, principals and district leaders conducted in July—paint a picture of the challenges and opportunities facing educators in training them to use technology wisely and effectively.:
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