Across the globe, teachers are continually asked to integrate technology into their curriculums to keep up with future-ready skills and in turn they complain that they need more professional development. District administrators then tend to incorporate four common mistakes in professional development programming.

The problem is this: District leaders hear that teachers need more tech-based professional development when, in reality, the ask is much more nuanced: they are pleading with the education system for more time to plan, participate in training, experiment with new technologies and share best practices. Because of this disconnect, tech-based (and, really, overall) professional development offered to...

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About the Author:

Dianne Pappafotopoulos is the District Instructional Technology Specialist at Dover Sherborn Public Schools, where she assists faculty/staff with technology integration. Dianne is also a member of the high school Technology & Engineering Department where she teaches an Introduction to Programming course and a Technology & Society course.