Setting the stage for staff development : uniting constructivist  (Page 6/7)

The Internet platform used was Blackboard, a sophisticated software platform that encompasses course management including: (a) posting of assignments and readings, (b) discussion forums, (c) links to the WWW for additional research and reading, and (d) an assessment component, all accessible anytime of the day or night via an Internet connection. Obviously, teachers chose to enter the course both during times at school and others at home. This provided the flexibility usually absent in professional development programs.

First few weeks:

Teachers were paired in small groups (2-3) and asked to have further interaction (via email and private discussion area) regarding the nature of constructivist teaching and learning. The specific direction given by the course instructors (principal and professor) was to identify the differences between traditional and constructivist instruction, and have serious dialogue about whether or not each had strengths and weaknesses in the area of technology?

Discoveries made during this initial step one of the course included a realization that constructivist teaching does not involve a complete change in how teachers deliver instruction, and much of what they considered‘traditional”could be incorporated into a more“constructivist”delivery. For example, the traditional lecture format is a crucial component of the first step in the framework: presenting material and information that provides an opportunity for students (teachers) to question and explore their thoughts. The group discovered the importance of presenting a prior lesson in a traditional lecture format before sending students to computer workstations.

Middle few weeks:

Technology use in the classroom can influence and be influenced by leadership. Leadership itself may be transformed as a result of interaction with technology and staff. Presumably, leaders will fosters the effective use of technology in our schools. How can the educational leader (i.e., principal) determine how technology is used, what it can do, and ultimately, its contribution to student performance? (Bruce J. Arolio, Leadership Quarterly, 2000)