Increasing Teacher Access to Ongoing Computer Training

Increasing Teacher Access to Ongoing Computer Training In 1984, the Michigan Department of Education (MDE) mandated that teachers and administrators in the state would have “access to training…in the classroom application of computer technology.” In order to provide a basis for this training, the University of Michigan was selected to develop a series of training materials that would address major topics in computer literacy. The Training Modules for Trainers Project (TMT) was created at the university to meet this need. The work of the project was, in large part, a continuation of the efforts of many educators, efforts that had begun as early as 1980. It was clear that if the potential of computers as teaching and learning devices is to be realized, teachers need comprehensive training in the instructional uses of computers. The task of training these teachers requires knowledgeable teacher trainers who, themselves, need extensive instruction. Project TMT sought to fill these unique needs of inservice teacher trainers. Project TMT was one of six projects funded by MDE grants awarded as part of the Technology in Michigan Education (TIME) program. The other grants established five Regional Software Evaluation and Training Centers to support Project TMT. While TMT was responsible for creating materials and providing training, the centers identified exemplary software and selected local teachers to become part of a cadre of trainers. The directors of all six projects met each month as the Microcomputer Network Committee. Ongoing communication among Project TMT and these centers was facilitated by the use of an electronic conferencing system. The Training Modules for Trainers Project was guided by the idea that trainers should not have to re-invent the wheel. They should be able to easily locate ideas that others have found useful and modify them to meet their local requirements. The goal of the project was not only to produce an organized and relevant set of materials, but to suggest specific methods for planning and conducting inservice training. This was accomplished by focusing on the question “What is the job that trainers do, and what do they need to do it?” Creating Competency-Based Materials Fourteen modules were designed by Project TMT staff members who worked with many experts throughout the state. The titles and descriptions of the modules are shown in Table 1. The modules contain competency statements, activities, references and masters to be used by trainers in the process of preparing workshops. Each module includes: an overview outlining goals and training leader prerequisites; competency statements; a narrative section; a bibliography; an activity list; activity cards; blackline masters for overhead transparencies and handouts; and a feedback form. A total of 28 authors, co-authors and consultants were responsible for writing the narrative and activity card sections. Three project staff members edited the final versions. Six modules were pilot-tested at the end of the first year of development. Significant changes in format were made based on the recommendations of the pilot group of trainers. The most critical change was modification of the instructional approach itself. The first versions of the materials were scripts that provided detailed instructions of what to say at given points in the lessons. Members of the pilot group felt this was restrictive, so the project staff designed activity cards that contain short descriptions of the lessons. The cards indicate the materials needed for the activity, the time to implement the activity and resources to be consulted. Eight additional modules were produced in the second year of the project and were field-tested with trainers throughout the state. Feedback from the trainers prompted the addition of a bibliography for each module. A narrative section that developed some of the major issues surrounding each topic was also added.