4.5.c Using Technology for High-impact Teaching and Learning.

4.5.c Evaluate the impact of professional learning and continually make improvements in order to meet the schoolwide vision for using technology for high-impact teaching and learning.

Successful implementation of education technologies depends upon extensive, high-quality teacher professional development and ongoing support (Martin et al. 2010). PD opportunities offered in many districts often are traditional one-time workshops that do not provide sufficient time to help teachers effectively use technology in their specific context and teaching practices.   

My post, Follow Up Support after Teacher Professional Development, pointed out that continuously available feedback has been the missing key for many professional developments for teachers. Effective professional development includes planning and providing one or more follow-up support strategies after a professional development event. One of the suggestions from my learning is that we should not treat technology professional learning as a one-time event because people facilitate it outside of the school community. Creating an environment where teachers support one another in learning and implementing new teaching strategies, tools, and frameworks throughout the year will increase collaboration among teachers and help spread best practices. This environment can be created and maintained using instructional technology coaches, teams of teacher leaders, or other systems of support within schools.  

This learning meets the current policy in my school district that we have technology leaders in our school who are colleagues working with district technology support staff to provide in-building support regularly. When we have technology PD, our building technology leaders often become the point person for follow-up and provide continued support in implementation. 


Martin, W., Strother, S.A., Beglau, M., Bates, L., Reitzes, T., & McMillan Culp, K. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal of Research on Technology in Education, 43, 53 – 74. https://files.eric.ed.gov/fulltext/EJ898528.pdf