New TeacherThoughts on New Teacher Technology Induction Programs
James Bates
Dalton Public Schools

My recent attendance at the GAETC Conference in Atlanta, Ga. has prompted me to start thinking more seriously about new teacher technology induction.  In my new position as Instructional Technology Improvement Specialist, I believe new teacher technology induction to be a great need.  Teachers have access to increasingly more technology resources, and school systems increasingly use technology to provide teachers more efficient and effective methods of instructional delivery, communication, clerical chores, and administrative necessities.  New teachers, however, often come into a school system totally unaware of the resources, the guidelines, the passwords, and the assistance available to them.

Craig Ellison, a technology teacher at Pepperell Middle School in Floyd County, gave a presentation at the 2005 GAETC entitled "Creating a New Teacher Technology Induction Program."  Mr. Ellison took the audience through his own journey to establish a new teacher technology induction program at his own school.  Most of the problems and needs he saw at the school level are existent to some extent (or to a great extent) at the system level in almost every school system in the state of Georgia.

Too often, the little precious time of new teacher pre-service provided (and afforded) by a school system is consumed by completing administrative paperwork and an overview of the curriculum in the district.  Ideally, these new teachers should begin their school year aware of the technology resources available and the understanding (skills) of how to apply these resources to their work.  Realistically, teachers often have to rely on their colleagues in the adjoining classrooms to deliver this knowledge to them, a method that has proven to be a very unreliable, "hit and miss" approach.  This is not meant to diminish the assistance of a teacher's peers or seasoned mentor.  While peer assistance is greatly valued in helping a new teacher become acclimated to the responsibilities and nuances of their position, it should not be relied on to be the delivery vehicle for needed technological knowledge.

TrainingTeachers should be aware of the technological applications in their school district.  Since it should be a given that a recent college prepared teacher is familiar with Microsoft Word, Excel, and Powerpoint, no induction regarding those basic programs should be necessary.  Most school systems have programs and procedures used in their specific system that probably aren't universally used, are not part of most college teacher preparation programs, but are important to the new teacher.  Using my current school system as an example, I will list some of the technologically related tasks a new teacher will need to perform and programs a new teacher will need to use.

  • System Login - This is used to logon to the school system network.  This is a unique login ID and password.
  • MyPDC - The MyPDC software resides on a system server, is accessed through the Internet, and allows teachers to access their individual professional development credentials, register for system supported professional development courses, access most system level forms a teacher may need, and includes a variety of pieces designed to assist the teacher in technological and classroom related tasks.  This requires a unique login ID and password.
  • Lotus Notes - This program is used for e-mail communication.  Teachers may be more familiar with Outlook than with this type of email.  Teachers will have an internal identity and a different address for external communication.  This requires a unique login ID and password.  Teachers also need to know how to access their Lotus Notes via the web (iNotes) and be familiar with email Netiquette.
  • Submitting a Technology Help Desk Request - Teachers may submit a Technology Help Desk Request anytime they need any type of technology assistance.  This is a locally designed feature available through Lotus Notes.
  • Backing up teacher data to their individual folder on the district server - Knowing how to accomplish this task prevents a teacher from losing their important data should the hard drive crash or become corrupted on the teacher computer.
  • TestTrax - Access to this web based program allows teachers to access and analyze standardized test results of their students.  This requires a unique login ID and password.
  • Identification/Key Card - The ID card must be worn by all system personnel at all times while at work or work associated events.  It also serves as the door key and gives the teacher access to their school after hours or to outside doors that are normally locked for security purposes during school hours.  The card must be swiped through a card reader and a unique ID code keyed in to open a locked door.
  • EdLine Web Pages - This template web service allows each teacher to easily create a web page for their class, enhancing parental and student communication.
  • Student access to individual student folders on the district server - Every student has a folder available on a system server for them to save student work.  This is useful since software exists on most workstations available for student use that prohibit students from saving their work on that workstation.  This requires a unique login ID and password for each student.
  • Online Assessment System - A Georgia DOE sponsored program that allows teachers to create specific grade level and subject matter criterion referenced tests for the purpose of pre-assessment, skill evaluation, practice, and learning.  This requires a unique login ID and password for teacher use and a unique login ID and password for each student to use.
  • United Video Streaming - A Georgia DOE sponsored program that allows teachers to download specific grade level and subject matter instructional videos for immediate or later showing to students.  This requires a unique login ID and password for teacher access.
  • Grade Quick - Teachers use this grade compilation (spreadsheet looking) program to assist them in grade computation, term reporting, and allows parents to keep up with their child's progress via the web.  This requires a unique login ID and password for the teacher to open the program.  It also requires a unique login ID and password for parents to access their child's grades via the web.
  • How to display the laptop computer on a TV or projector - This is useful skill to teach computer use, demonstrate an assignment, use video streaming, or show a PowerPoint presentation (all teachers have a teacher computer and wall mounted television in the classroom).

This is a partial list and does not include other operations such as Accelerated Reader, Star, effective use of the SmartBoard, Compass Learning, SuccessMaker, and many others.  This list also barely even touches on the skills needed to successfully integrate technology into instruction.
I think we can agree that there is a lot of technology information that new teachers need to know.  What choices are available for a school system to deliver this information to new teachers in a timely manner?

1. If a school systems brings the new teachers into the system for a few days before the returning teachers start back, technology could use a full day (or two half days) to teach the teachers about the programs and technology available.  This is difficult time to acquire since new teachers' time is limited and in great demand by other departments who have greater control of the induction schedule.  Usually, only Superintendent involvement can clear time for technology induction.

2. If the new teachers start at the same time the returning teachers start, then only a few days exist for the new teachers to accomplish many tasks, attend many district and school level meetings, and be prepared for the students' arrival.  Much of this time is controlled by the local school principal, who may or may not be sympathetic with the need for technology induction.

3. If time has not been made available for new teacher technology induction during the in-service days or pre in-service days (if existing), it may be possible to schedule a day for technology induction shortly after the school year starts.  Obstacles to this would be A)the cost of substitute teachers, and B) the administrators' desire to keep the teachers in the classroom as much as possible (an admirable goal!)

4. If none of the previous scenarios are feasible, I suggest planning some one-hour (immediately after school) sessions for new teacher technology induction.  These sessions should be scheduled sometime during the first two weeks of school.  This will cost no extra funds, will not take the teacher from the classroom, and should get the new teacher up to speed (technologically at least) soon after the school year begins.  To be completely successfully, the technology department needs the support of the superintendent to require that all new teachers attend all of these sessions and communicate this expectation to the principals and new teachers.

5. Another possibility is to regularly offer after-school new teacher technology induction sessions throughout the first semester, announcing the topic(s) to be covered in advance of each session, letting the new teachers choose to attend as they wish or feel the need.  This model may require more dependence on the peers or mentor teacher to deliver information to the new teachers if the information is needed by the new teacher before the training is scheduled.

6. Probably the least effective choice (other than just ignoring the need) would be to provide a detailed handout to the new teachers that describes each of the technology programs, contains meaningful screen shots, and detailed, how-to instructions.

7. Another possibility is to use a technique called Screen Capture Video, which allows the technology department to make training videos for virtually any software and post them on a website for your new and veteran teachers to view at a time that is convenient for them.  Screen Capture Video captures the movements of the mouse and computer software and saves them in video format.  Audio narration may be added to enhance the video.  This approach contrasts sharply with the traditional technology training most school systems provide.  The new teachers could access the site at their convenience, access the specific training video they need, watch as many times as needed, and literally train themselves.  This model would take some extra effort and time initially, but could be well worth it in the long run. (Editor's comment: There is a new section of the GaETC EJournal devoted to just this type of professional development. Visit this section if you are interested.)

Classroom technology use is increasing in our school systems.  This increase causes the need for a well-defined and implemented new teacher technology induction program to be magnified.  Each school system will need to find a solution that will suit their needs, budget, and time constraints.  The one thread that joins all of the school systems is that new teacher technology induction should be addressed.

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