As technology continues to provide new instructional options in the classroom, opportunities to embed new tools in their pedagogy are critical for teachers. One avenue that could encourage teachers to adopt new technologies in their classroom is professional development. This column outlines how a comprehensive program can be implemented to build teacher capacity for implementing new tools in their classrooms. Suggestions include developing a referral system that connects teachers to necessary supports, developing ongoing trainings that build teacher knowledge and skills for using technology, and creating site-based leaders for technology use through professional development and the creation of professional learning communities.
AndersonS. E.PutmanR. S. (2019). Special education teachers’ experience, confidence, beliefs, and knowledge about integrating technology. Journal of Special Education Technology, 35, 37–50. https://doi.org/10.1177/0162643419836409
2.
AultM. J.BauschM. E. (2014). Monitoring assistive technology: Make event-based data recording work for you. Journal of Special Education Technology, 29, 51–54. https://doi.org/10.1177/0162643416673912
3.
BashamJ. D.HallT. E.CarterR. A.Jr.StahlW. M. (2016). An operationalized understanding of personalized learning. Journal of Special Education Technology, 31, 126–136. https://doi.org/10.1177/0162643416660835
4.
ColeB.V.SauersN.J. (2018) Superintendents’ perceptions of 1:1 initiative implementation and sustainability. Journal of Research on Technology in Education, 50, 200-213. https://doi.org/10.1080/15391523.2018.1442754
5.
CookR. J.Jones-BromenshenkelM.HuisingaS.MullinsF. (2017). Online professional learning networks: A viable solution to the professional development dilemma. Journal of Special Education Technology, 32, 109–118. https://doi.org/10.1177/0162643417696930
6.
CourduffJ.SzapkiwA.WendtJ. L. (2016). Grounded in what works: Exemplary practice in special education teachers’ technology integration. Journal of Special Education Technology, 31, 26–38. https://doi.org/10.1177/0162643416633333
7.
Darling-HammondL.RichardsonN. (2009). Teacher learning: What matters?Educational Leadership, 66(5), 46–53.
8.
EdyburnD. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80, 7–24. https://doi.org/10.1177/001440291308000107
9.
ErtmerP. A.Ottenbreit-LeftwichA. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
10.
HughesC. A.MorrisJ. R.TherrienW. J.BensonS. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32, 140–148. https://doi.org/10.1111/ldrp.12142
11.
KarlinM.Ottenbreit-LeftwichA.OzogulG.LiaoY. (2018). K-12 technology leaders: Reported practices of technology professional development planning, implementation, and evaluation. Contemporary Issues in Technology and Teacher Education, 18, 722–748. https://doi.org/10.1016/j.compedu.2010.06.00
KoehlerM. J.MishraP.CainW. (2013). What is technological pedagogical content knowledge (TPACK)?Journal of Education, 193, 13–19. https://doi.org/10.1177/002205741319300303
14.
LamondB.CunninghamT. (2019). Understanding teacher perceptions of assistive technology. Journal of Special Education Technology. https://doi.org/10.1177/0162643419841550
15.
LiuM.KoY.WillmanA.FickertC. (2018). Examining the role of professional development in a large school districts iPad initiative. Journal of Research on Technology in Education, 50, 48–69. https://doi.org/10.1080/15391523.2017.1387743
16.
McKightK.O’MalleyK.RuzicR.HorsleyM.K.FraneyJ.J.BassettK. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48, 194–211, https://doi.org/10.1080/15391523.2016.1175856
17.
McLeskeyJ.BarringerM.-D.BillingsleyB.BrownellM.JacksonD.KennedyM.ZieglerD. (2017). High-leverage practices in special education. Council for Exceptional Children; CEEDAR Center.
18.
PancucciS. (2007). Train the trainer: The bricks in the learning community scaffold of professional development. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 1, 597–604.
19.
RockM. L.SpoonerF.NagroS.VasquezE.DunnC.LekoM.. . . JonesJ. L. (2016). 21st century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39, 98–120. https://doi.org/10.1177/0888406416640634
StollL.BolamR.McMahonA.WallaceM.ThomasS. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258.
22.
SwallowM. J. C.OlafsonM. W. (2017). Contextual understandings of the TPACK framework. Journal of Research on Technology in Education, 49, 228–244. https://doi.org/10.1080/15391523.2017.1347537
23.
U.S. Department of Education. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. https://tech.ed.gov/files/2017/01/NETP17.pdf
