The professional development of teachers in multimedia usage in the North West Province

Abstract

The role of the classroom teacher is the crucial factor in the full development and use of multimedia in schools. The transformation of classroom technology from hardware, software, and connections into tools for teaching and learning depends on knowledgeable and enthusiastic teachers who are motivated and prepared to put technology to work on behalf of their learners. Yet many teachers do not have the technical knowledge or skills to recognize the potential of multimedia in teaching and learning. Just knowing how to use multimedia is not enough to integrate it effectively in the classroom. Most districts support teachers' investment in their professional knowledge and skills. Teachers take advantage of classes sponsored by their districts, work on advanced certificates or degrees, and attend workshops and summer institutes. Yet these efforts often have little impact on student learning because they tend to be disjointed, unfocused, and offer teachers few opportunities to learn by doing and reflecting on practice with their colleagues. In other words, professional development frequently lacks connections to practice and to high standards of student achievement or teacher development. Professional development that is based on high standards of teaching and learning and that profoundly changes practice is essential to improved teaching and better student achievement. Professional development should be focused on what teachers in individual schools need to know and be able to do for their students. This study is about the professional development of teachers in multimedia usage in the North-West Province. The study affords a close look at how a dedicated group of teachers are coping with the awkwardness, irritation, and promise of multimedia in the face of budget cuts, a packed curriculum, and changing public expectations. The main aim of the study is to investigate how teachers are effectively and professionally developed in the use of multimedia. The role of the classroom teacher is the crucial factor in the full development and use of multimedia in schools. The transformation of classroom technology from hardware, software, and connections into tools for teaching and learning depends on knowledgeable and enthusiastic teachers who are motivated and prepared to put technology to work on behalf of their learners. Yet many teachers do not have the technical knowledge or skills to recognize the potential of multimedia in teaching and learning. Just knowing how to use multimedia is not enough to integrate it effectively in the classroom. Most districts support teachers' investment in their professional knowledge and skills. Teachers take advantage of classes sponsored by their districts, work on advanced certificates or degrees, and attend workshops and summer institutes. Yet these efforts often have little impact on student learning because they tend to be disjointed, unfocused, and offer teachers few opportunities to learn by doing and reflecting on practice with their colleagues. In other words, professional development frequently lacks connections to practice and to high standards of student achievement or teacher development. Professional development that is based on high standards of teaching and learning and that profoundly changes practice is essential to improved teaching and better student achievement. Professional development should be focused on what teachers in individual schools need to know and be able to do for their students. This study is about the professional development of teachers in multimedia usage in the North-West Province. The study affords a close look at how a dedicated group of teachers are coping with the awkwardness, irritation, and promise of multimedia in the face of budget cuts, a packed curriculum, and changing public expectations. The main aim of the study is to investigate how teachers are effectively and professionally developed in the use of multimedia. Main findings pertaining to the research are as ollows: • Professional development i he North-West Province does not reach all teachers. • The Department of Education conducted proper workshops only when they introduced a new curriculum which did not address the implementation of multimedia. lV • Teachers attended several workshops during the introduction of Curriculum 2005 and later the Department introduced National Curriculum Statement. • The North-West Provincial Government does not provide In-Service Training m multimedia usage. • Teachers attended private institutions and paid their own fees to be trained in the use of multimedia. • The teachers in different schools do not know how to use multimedia in their learning areas; school managers and teachers strongly believe that the decision makers are not aware of the benefits of using multimedia in the class rooms.