Document Type
Issue Area Six
Abstract
Since the beginning of the human race, the key factor in understanding the knowledge being passed on from one generation to the next has always been the ability of the one doing the teaching to pass on the knowledge and understanding. The second most important factor has always been the need and usefulness of the knowledge being taught as perceived by the one being taught. This is true whether one is taught how to start a fire by rubbing two sticks together or how to do a search on the Internet.
A school's planning process for integrating technology into its curriculum should begin and begin (no, that's not a typo!) with staff development for teachers! Effectively integrating technology into the curriculum requires that teachers receive continuous staff development. There is no ending, only new beginnings. Many schools either do very little staff development or tend to offer a one-shot approach to staff development. If teachers are trained on new technologies, the training is very seldom related directly to how to use the technology in their subject areas.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
6
Issue
1
First Page
181
Last Page
183
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1996 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Pogue, Bruce
(1996)
"Continuous Staff Development Essential for Teacher-Learner Communication,"
Institute for Educational Leadership Monograph Series: Vol. 6:
No.
1, Article 52.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol6/iss1/52
