EdTech Professional Development
Introduction
The successful implementation of educational technology (EdTech) tools in classrooms is dependent on educators having a nuanced understanding of the resource they will use, its pedagogical benefits, and how it can be woven into the school system’s already-established structure for teaching and learning. A school or district must ensure that any new technological initiative has an induction plan that is thoughtful, responsive, and comprehensive. If school system’s do not attend to the beginning stages of their EdTech initiatives, they run the risk of losing teacher trust, community confidence, and, worst of all, academic credibility.
Development of EdTech Skills
A school system’s professional development infrastructure must account for a wide variance in technological comfort within the workforce. Mirroring the differentiation practices that define modern K-12 education, professional development facilitators have to create meaningful learning opportunities for all teachers, regardless of their technological skill level. This era of teaching is particularly interesting because many new teachers grew up as digital natives (i.e. those who used computers and the internet from very early ages). This can create disparities in the skillsets of the teachers in the workforce. Regardless, the teachers in a school building are usually expected to use their EdTech tools regardless of their personal relationship with technology. As new programs and devices are introduced, and as new, innovative tools enter the marketplace, it is vital that EdTech professional development opportunities remain highly responsive to the needs of the educators who are expected to incorporate it into their classrooms.
Teacher Perceptions of Professional Development
Educators, regardless of their interest in advancing their practice, may not respond well to new professional development mandates. Professional development sessions may seem intrusive and unnecessary if they are laborious, complicated, or lack a direct connection to day-to-day teaching. Furthermore, research has demonstrated that educators, even when faced with mandates or initiatives they disagree with, may “close their doors” and default to their preferred pedagogical strategies (Kagan, 1992). Veteran educators, especially, recognize the cyclical nature of K-12 initiatives, and feel less of an incentive for aligning with mandated structures, strategies, and resources. Not only do EdTech professional development facilitators have to account for a range of skills, they have to remain mindful of how educators may view these kinds of opportunities writ large.
Conclusion
With the continued proliferation of digital resources in K-12 classrooms (and the looming presence of artificial intelligence in the educational marketplace), it is important that teachers have comprehensive and meaningful training. This training must include an explanation of the resource itself AND how it can be applied to a local pedagogical context. At the same time, those creating and directing professional development opportunities must remain thoughtful about how they are introducing the resource, what the teacher’s response may be, and how to respond to some inevitable frustration or lethargy from the staff. Despite the challenges, professional development is vital in an era where thoughtful use of EdTech is an expected part of an educator’s structure for teaching and learning.
Citation
Kagan, D. M. (1992). Implication of Research on Teacher Belief. Educational Psychologist, 27(1), 65–90. https://doi.org/10.1207/s15326985ep2701_6
Author: Cooper Sved, 2025 Blaschke Fellow
This blog is part of a series preceding the publication of the 2025 Blaschke Report, which will be released in September 2025.
Read Blog One in the series: “What Does ‘Screen Time’ Mean, Anyway?”
Read Blog Two in the series: Children, Screens, and Parent Perspectives
Read Blog Three in the series: Cell Phones, Schools, and Solutions
Read Blog Four in the series: Performance Without Paper
Read Blog Five in the series: A Digital Childhood
Read Blog Six in the series: Preparation and Progress
