Technology Budgeting and Professional Development

In the twenty-first century, both technology and professional development are crucial and imperative aspects of all schools and educational organizations. While they are imperative, both require a great deal of funding, which requires systematic financial planning. Many administrators, instructional coordinators and other school leaders question the cost effectiveness of technology purchases. According to Piccano (2011), the basic question concerning the cost-effectiveness of technology is, “are the funds expended on technology worth the improvement in learning when compared to costs of other types of instructional delivery?" (p. 250). Additionally, although school leaders know the importance of professional development, often times it is overlooked when combined with instructional technology purchases because of the expenses associated with software and devices. The answer to Piccano's question about the cost effectiveness of technology is hard to justify and often convoluted. I would argue that the lack of funding toward professionally development is only inhibiting the cost effectiveness of technology purchases on learning because barriers that teachers and students hit interrupt instructional time and often discourage teachers from using technology in their curriculum, which therefore negatively impact the cost effectiveness of technology on learning. 

The Center for Implementing Technology in Education (CITEd) reviewed a variety of case studies related to technology integration.  "Four common strategies that teachers face in their efforts to integrate technology into their curriculum were identified: adequate time, both to identify and learn compatible and relevant software; scheduling of access to computers; adequate equipment and use; and adequate and timely professional development. These findings are consistent with national findings."  Of the four challenges, at least two of the four could be tackled with adequate professional development and training. The fact that appropriate monies are not allocated to training on use and implementation of instructional technology is negatively impacting any research conducted on the effectiveness of technology on learning. I would argue that if sufficient attention was given to professional development then the effectiveness of technology on learning would be much more apparent and would drastically increase because faculty and staff would know how to effectively and efficiently implement it into their curriculum.

In Chapter 11 of Educational Leadership and Planning for Technology, Piccano suggests a professional development planning model to be integrated with technology planning and that "professional development is a product of the larger technology planning model" (pg. 217). After technology planning , the professional development model includes: planning for professional development; assessing needs; designing a program that meets the needs of both district and school; and providing incentives for staff to participate; implementing the program and evaluating and reviewing the program" (pg. 217). There are multiple ways to design technology professional development, including hands-on activities, one-on-one coaching, and training the trainer. Furthermore, CITEd's review shows that "in addition to effective professional development, supporting technology integration also entails the following elements: establishing communities of practice, providing administrative support, and creating relevance to context and curriculum." In conclusion, school leaders should take measures to ensure that the technology budget includes monies for professional development and training. Securing devices and equipment is only half of the battle. Faculty must be educated on the need, use and implementation of instructional technology purchases so that they can effectively and efficiently integrate it into their curriculum.

References

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Center for Implementing Technology in Education. Learning from case studies of technology integration. http://www.cited.org/index.aspx?page_id=149#case

Piccano, A.G. (2011). Educational leadership and planning for technology. (5^th ed.) Upper Saddle River, NJ: Pearson