1+Problem+Statement

=Problem Statement What type of professional learning experiences do teachers find meaningful? =

To ensure that teachers receive quality training that they will implement in their classroom practice, it is important to evaluate the aspects of professional learning that teachers find meaningful. Today’s society is filled with technology. In this technology-rich environment, information-on-demand is a prevalent force. Children growing up in this era learn much differently than their teachers and parents did. Unfortunately, adults often gravitate toward teaching the way they were taught as children. This can no longer be the case. The use of technology is a critical component in education today. However, teachers have not been adequately trained on how to effectively use the wealth of technology that is available to them. Having access to technology is not enough. Teachers need to learn how to use what they have and to learn how technology can enhance their teaching practice. Current research reveals the following patterns for effective professional learning:
 * It must be based on the content of the curriculum. Teachers should find professional development relevant to their daily activity (Armour-Thomas, 2008, Bennison & Goos, 2010 and Garet, Porter, Desimone, Birman, & Yoon, 2001).
 * Professional development should consist of “hands-on” activities (Sugar & Wilson, 2005 and Garet, Porter, Desimone, Birman, & Yoon, 2001).
 * Teachers should have time to collaborate, interact and share ideas with other teachers during the professional learning session (Bennison & Goos, 2010 and Sugar & Wilson, 2005).
 * Participants in professional development need time to implement what they learn while receiving on-going support (Bennison & Goos, 2010).
 * Professional developers should recognize that teachers have a wide array of experience with technology. Provide a “pick & mix” format so that teachers have a choice about the type of professional development they attend (Tearle, 2003 and Lee, 2005).
 * Professional learning should always positively align with goals of the school, the district and the state (Lee, 2005).
 * Teachers need access to the materials featured in professional learning sessions (Bennison & Goos, 2010 and Karagiorgi & Charalambous, 2006).
 * Teachers share positive feedback on professional development when their colleagues serve as the instructors (Hickey & Harris, 2005).

By using this current research as a guideline, professional development designers have an opportunity to create meaningful instructional opportunities for teachers.

=References=

Armour-Thomas, E. (2008). In search of evidence for the effectiveness of professional development: An exploratory study. //Journal of Urban Learning, Teaching, and Research//, //4//1-12. Retrieved from ERIC database.

Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. //Mathematics Education Research Journal//, //22//(1), 31-56. Retrieved from ERIC database.

Garet, M.S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. //American Educational Research Journal//, //38//, 915-945. Retrieved from ERIC database.

Hickey, W., & Harris, S. (2005). Improved professional development through teacher leadership. //Rural Educator//, //26//(2), 12-16. Retrieved from ERIC database.

Karagiorgi, Y., & Charalambous, K. (2006). ICT in-service training and school practices: In search for the impact. //Journal of Education for Teaching: International Research and Pedagogy//, //32//(4), 395-411. Retrieved from ERIC database.

Lee, H. (2005). Developing a professional development program model based on teachers' needs. //Professional Educator//, //27//(1-2), 39-49. Retrieved from ERIC database.

Sugar, W., & Wilson, K. (2005). Seeking alternatives to inservice technology workshops from teachers' perspectives. //Journal of Computing in Teacher Education//, //21//(4), 91-98. Retrieved from ERIC database.

Tearle, P. (2003) Enabling teachers to use information and communications technology for teaching and learning through professional development: influential factors, //Teacher Development, 7(3),// 457–472. Retrieved from ERIC database.