Introduction
In order to take full advantage of the exciting resources networks have to offer, teachers and other school staff must be provided comprehensive training. The best training is pragmatic, with instruction focusing on how the technology will be used, not just the mechanics of its operation. Well-designed training supports educators in identifying ways in which technology can enhance classroom practice, improve student achievement, and contribute to teacher and student productivity.
As with Network Support (Part III, Chapter 8), training cannot be an afterthought. Rather, it must be an integral part of the network technology plan. This chapter provides an overview of the primary training components to consider when developing a training strategy. If there existed a single blueprint for such training, it would be included here as well. However, given the unique qualities of each school, such a blueprint is precluded. The key to developing an effective training program is to constantly strive to implement a flexible program that changes with the evolving needs of the learning community.
Training School Personnel
Two types of training have been identified as critical to the successful integration and use of networking technology in a school environment. These two components are interconnected, and neither can be excluded in a truly effective training strategy. These are:
- Hands-on technical training for hardware and software support staff; and
- Hands-on use training for teachers, librarians, administrators, and other school personnel, (including learning to integrate the use of the network across the curriculum).
Technical Training for Support Personnel
The first training made available should be directed to those individuals responsible for maintaining the network's technical infrastructure. Training for these individuals will need to include: management and maintenance of central office computer systems; establishment and administration of network servers; management of electronic mail accounts; investigation and resolution of technical problems; and time management and prioritization for ongoing support responsibilities. Technical support staff have the complex task of trying to stay current with the latest technological developments while simultaneously servicing the current system. Therefore, on site technical staff may wish to rely on vendors, county or district personnel, regional support staff (e.g., California Technology Project regional leaders), business partners, and outside training consultants to provide supplementary support.
Like their colleagues in technical support, individuals responsible for introducing new software tools onto the network must be well trained and afforded time to stay current with latest developments; (in some organizations these responsibilities overlap). Those who will be choosing software and applications for the network must understand the network's inherent capabilities, limitations, and priorities and must work closely with network support staff to ensure the integrity and security of the network.
Comprehensive training is essential for technical support personnel for several reasons. First, proper training regarding the network infrastructure will allow these staff members to make informed decisions regarding expansion and upgrading of the network. Second, only well- trained, confident staff can effectively train and support others. Third, the more thorough the staff's understanding of the tools, the more likely they are to produce thorough, customized, easy-to-use classes and documentation for other users. Finally, technical personnel assume the critical responsibility of ensuring the network's security and in this area. Thorough preparation is essential for avoiding destructive and time-consuming problems.
Training for Teachers, Librarians, Administrators, and Other School Personnel
Teachers, librarians, administrators, and other school personnel will all want to know how they can use the technology to support their particular practices and responsibilities. While a broad array of network uses may be of interest to them, these individuals are typically greatly pressed for time and will initially prefer training that directly supports their work. Nonetheless, the best Internet training is broad enough to open the minds and imaginations of the users. Training for non-technical personnel must include three critical, interconnected components:
- Mechanics (e.g., turning on the workstation, accessing email and other communication tools, using search and retrieval tools);
- Discussions of how the network can be integrated into daily activities rather than "added on" as a separate entity;
- And integration of the technology across the curriculum.
Another important aspect of training is providing an overview of the network in a broader context. Topics might include:
- Familiarizing staff with the school's overall technology plan;
- Information regarding other courses on the use of computers, including: hardware, software, and network services;
- Education on how the tools can enhance productivity;
- Guidelines for involving other faculty, parents, businesses, and the community in the network community;
- Exploring funding sources for technology projects;
- Identifying technology resources for special needs students;
- And creating an awareness of new and emerging technologies.
1) Mechanics
Anyone who has discussed technology with two people knows that no two people view technology in exactly the same way, learn at exactly the same pace, or develop their interest in technology via one linear, predictable course of events. Training staff are therefore faced with the complex task of designing and making available training that covers a core curriculum, but is flexible enough to support each individual learner. Several models exist to support such training, including, but by no means limited to: workshops which begin with standardized group instruction and then allow time for users to explore on their own, asking questions as they arise; one-on-one instruction; and small-group instruction in which individuals with like skills and/or interests are grouped together. In all of these scenarios, learners should be encouraged to rely on one another whenever possible. This will not only encourage communication and collaboration but also will help prepare staff to assist one another when technical staff are otherwise occupied.
Training in the mechanics of the network may begin with elementary computer lessons (e.g., turning on the computer, using the mouse) or, if the participants are all familiar with computers, can move directly into the introductory mechanics of the network (e.g., email, listservs). A suggested list of topics to cover in introductory, intermediate and advanced "mechanics" training sessions are listed under Suggested Training Curriculum.
Mechanics training for non-technical staff can be provided by the site's technical personnel and, when available, can be supplemented through the cooperation of vendors, district and county staff, regional support personnel, business partners, and other outside consultants.
2) Network Integration
Teachers, librarians, and others often have concerns and doubts about how the technology fits in to effective instruction. Many who want to begin using the technology have concerns about parent and board priorities and whether they will be supported in redesigning classroom activities to include the new tools.
The most effective strategy for addressing these concerns is to include in training discussions and demonstrations of the ways in which network use can enhance curriculum, support teamwork and collaboration, expand the resources available to students and teachers, and support students in becoming self-directed, lifelong learners. The best training incites teachers to think of the network as a springboard for improving existing instruction and creating new practices which better prepare students for life in the information age. In addition, effective training prepares teachers to explain the tool to parents so that they too understand the importance of its integration into all aspects of learning.
This aspect of training should complement and, if possible, be woven throughout the technical training.
3) Networks and Curriculum
The third critical component of network training is demonstration and hands-on practice, integrating the use of the network across the curriculum. As with many new tools, networks offer an opportunity for rethinking the way instruction is delivered and the benchmarks upon which student success is measured. This aspect of training must occur on an ongoing basis, increasing in depth as users become more familiar with the tool and observe which aspects of the network prove most compelling to their students. Teachers whose students are using the network discover that research and critical thinking become integral to all student projects. These teachers find themselves coaching students in methods of collecting, synthesizing, and analyzing data from a number of sources. Often initial problem solving leads to further questions. Learning to keep curriculum open to such exploration while still "covering" the material is a skill acquired with time, practice, and coaching.
Coaching in this area need not necessarily be provided by technical training staff. For example, the district's curriculum specialists might provide in-service training which gives participants the opportunity to review curriculum developed by others, discuss assessment, and practice the skills necessary for coaching and facilitating student learning in an environment in which students are researchers. Teachers who have had success developing problem-solving or project-based curriculum may be asked to share with others the processes they went through in designing these units and the ways in which the network supported student research. Technical trainers can be called in to these workshops to demonstrate new applications as necessary. (For a more in-depth discussion of integration of the network across the curriculum see Part II, Chapter 4, Focus on the School.)
4) Placing The Network in a Broader Context
Placing the network in the broader context of school and societal reform is an important aspect of training which can be integrated across the earlier discussed trainings or provided separately. The value of this aspect of training is that it provides a rationale for the inclusion of the network across all activities in the learning community.
One of the nicest features of this aspect of training is that a large and varied number of staff can participate in its delivery. For example, administrators may speak about financing, school restructuring teams can discuss the importance of technology in the school's vision, teachers can discuss their experiences with increased productivity as a result of the network, parents and other community members can discuss ways in which networking is incorporated into their home or work lives, grant writers can share experiences they've had looking for project funding, etc.
Discussions of this nature should be ongoing. Staff meetings and other inservices are ideal forums for these dialogues, as are online conferences and bulletin boards.
Suggested Training Curriculum- Mechanics and Integration of Internet Use
Although each site's training model will vary, many schools have found similarity in the progression of topics they choose to cover in network training. Listed below are commonly shared suggestions regarding introductory, intermediate, and advanced training. The topics listed below cover the mechanics of network use only. As mentioned in several sections above, other topics should be woven throughout these trainings (e.g., network integration, networks and curriculum, and placing the network in a broader context).
Introductory Sessions
- Introduction to electronic communications and overview of the Internet.
- Demonstration (using LCD panel or other projection device) of electronic mail.
- Hands on session-electronic mail (user accounts should be set up in advance so that learners can access their mail boxes, read, send, delete, and save mail, and become familiar with their e-mail addresses).
- Discussion of listservs and mail lists and demonstration of their use.
- Hands on session. Learners should be guided in selecting and subscribing to listservs and mail lists, getting a feeling for the way in which they are used and the different "cultures" which accompany them.
- Discussion of USENET News and demonstration of its use.
- Hands-on session. Learners peruse lists and develop a feel for the way in which they are used.
- Review of day's activities.
Intermediate Sessions
- Review of electronic mail, listservs, mail lists and USENET News.
- Discussion of FTP and demonstration of its use.
- Hands on session. Learners download applications, text, and graphics; discuss various decoding schemes.
- Discussion of Telnet (and Archie) and demonstrations of its use.
- Hands on session. Learners use telnet (Archie) to perform database searches, access bulletin boards and multiple user devices. Provide a list of addresses for learners to practice accessing.
- Discussion of Gopher, WWW, and WAIS and demonstration of their uses.
- Hands on session-learners practice, using Gopher, WAIS, and WWW as productivity assistants.
- Review of day's activities.
Advanced Sessions
Advanced learners should be guided in navigating the network in search of resources. Trainers/coaches should be available to answer questions and encourage learners to increase the depth and breadth of their searches. Learners should come to the workshops with ideas regarding integration of the Internet into the curriculum and should be assisted in developing the skills they will need to succeed in the development of this curriculum (e.g., collaboration, mentorship, assessment).
Who Should Deliver the Training
In the past, some schools have successfully integrated technology into their environment through the efforts of an individual (usually a dedicated teacher) who volunteered to be the school's technology resource person. While this may have been sufficient in an environment where technology use was not viewed as critical to an adequate education, it proves ineffective when technology becomes truly integrated into the school's identity.
Schools wishing to maximize the benefits of a network must think in terms of funding part- and full-time personnel (and/or consultants) who will be responsible for purchasing, managing, and introducing technology into classrooms and the curriculum.
There are three primary strategies for providing teacher training as listed below:
- A school staff member develops and administers a structured training curriculum;
- A training consultant provides training on an "as needed" basis;
- A district, county, and/or state develops workshops and encourages a trainer-of-trainers model.
Training Provided by School Staff
The most positive aspect of this method of training is that a member of the school staff typically has a personal knowledge of the needs and interests of his/her site and community. As the technology is introduced, the local trainer can customize the training with information known to be of interest to the trainees. In addition, as questions arise it is nice to have the trainer on site. The drawback of this method of training is that in order to be effective it will likely require more of the individual's time than most schools can afford, (remember, training includes familiarity with all resident technology, research and preparation of material, hands-on workshops, and follow-up support). Many schools combine the roles of system manager and trainer. The efficacy of this strategy depends upon the complexity of the network, its ongoing maintenance and management, support provided by the district or county, and the amount of ongoing support for staff required in order to maximize their use of the network.
Consultants
Consultants often deliver excellent training. However, the use of consultants can prove to be very expensive. Technology trainers and consultants are in great demand by the business community (networks are new to many businesses, too). As a result, well-respected, credible consultants can demand fees which are out of line with school budgets. In rural environments, consultants also include travel and lodging in their fees. Many schools find it useful to employ consultants on an as-needed basis to demonstrate new technology or to train technical staff in new applications and tools.
District, County, and State Training Models
As with network support, combining the resources of a district, county, and/or state provides an excellent strategy for maximizing resources and minimizing costs. Trainers who travel from site to site can be employed to train on-site trainers, thereby enabling the school to have resident "experts" and be kept abreast of latest developments and technologies. In addition, this strategy supports a model in which everyone receives a core of standardized instruction followed by customized training as needed. Examples of trainers in this model are county technology specialists and regional representatives of state funded efforts such as the California Technology Project and the Telemation Project.
Delivery of the Training Program
Delivery of network instruction can take many forms. A sampling of these are listed below, however schools are strongly encouraged to be creative in combining these various forms of delivery and creating their own.
Workshops
Workshops can be an effective means for bringing learners together to share the experience of becoming familiar with a new topic. A supportive workshop environment can help new users feel more comfortable, particularly if they are able to watch more experienced users make mistakes as they navigate new aspects of the network. Workshops provide the most effective means for presenting dynamic information (e.g., information not well communicated through videos or written materials) and also offer an ideal opportunity to combine group and one-on-one instruction (e.g., a topic can be introduced, then learners can practice, receiving assistance as needed).
Printed Materials
Pamphlets, booklets, and notebooks are effective for presenting information that is more technical or intricate in nature. Printed materials provide a reference library for users and well-written documentation provides a first line of assistance to users who have forgotten protocols and/or other routine instructions. Illustrative exercises and tutorials are extremely effective for users who have inconsistent opportunities to practice using the network, or those who learn best when self-directed.
Videos
Video tapes can be used to deliver non-technical and/or highly technical information. Taping an informative lecture, for example, greatly increases the number of staff members and students who can benefit from it. Video is also an excellent vehicle for allowing teachers to learn at their convenience and at their own pace. Further, videos can provide an effective review of skills that are highly technical and easy to forget.
The Network
Finally, it is extremely important not to forget the power of using the network to continue to support and train users as they encounter obstacles and difficulties. On-line user discussions can allow teachers to ask questions and receive immediate responses once they have left the training environment and are working on their own. The complexity and frequency of issues brought up in these on-line discussions can also assist the training staff in determining the types of additional workshops and documentation needed.
When and Where to Provide Training
It is highly recommended that network training be provided after the network (hardware and software) has been installed and is functioning so that learners are able to practice what they have learned without delay. As mentioned earlier, workshops should always be followed with ongoing support. Refresher courses and more advanced instruction should be scheduled throughout the year (and if the staff are agreeable, during the summer as well).
Most training will occur among groups (rather than one-on-one in individual classrooms). It is important to remember that when groups are brought together in a lab setting, the computers they use should, if possible, resemble the systems they will use back in their classrooms and libraries.
Following training, learners must have easy access to the technology so that they can practice enough to become productive users. This means that whenever possible teachers should have access to computers in their rooms. When such access is not available it becomes very difficult for teachers to find the time to practice, and enthusiasm wanes.
When it comes to networks, nothing has proved to inspire teachers more than having the opportunity to observe their students' engaged in research, communication, problem-solving, and exploration with others worldwide. In addition, it is often the case that at least one student in a given class will become highly proficient at using the technology. A teacher that invites such a student to coach others (including him/herself) gains a technical assistant and increases the likelihood that the network's potential can be maximized.
Training Incentives
Teachers and other school staff may not be receptive to attending technology training for a number of reasons. These range from extremely tight schedules to spending time on other projects to a general dislike and fear of the technology. One effective means of combating reticence is to offer incentives which encourage participation. The following incentives may prove to be effective:
- Stipends for hours spent in training;
- Career ladder credit;
- Release time so training is not always after hours and on weekends;
- Summer loan computers on which teachers can practice and become proficient;
- Special offers from vendors in which teachers are offered substantial discounts after completion of an agreed upon number of training hours; and,
- Access to materials they can use immediately in the classroom to improve the learning environment.
