Assessment for Training Project - Assignment Example

?Assessment for Training Project (Training Program of Any of Work) INTRODUCTION Training is an essential feature for personal and social development efforts. Training can allow individuals to seek professional development opportunities which in turn can enhance their job performance. It facilitates learning and enhances occupational understanding, abilities and behavior. Through training, individuals are able to work with new technologies and new procedures. Training is also essential to certify the employment security particularly during changes in job, changes in requirements of people and obsolesce of existing skills. THESIS STATEMENT Based on this aspect, the study discusses an assessment of training program organized by Microsoft namely ‘Teacher Training Program’. The objective of the project is to evaluate the training needs of the program to be addressed and to organize the training session. TEACHER TRAINING PROGRAM Training program can have a positive influence on teachers’ performance improvement. Teacher training program is a type of adult training which facilitates to develop personal knowledge. The teacher training program is designed to provide a context regarding the requirements of teachers and their desired learning activities (Wati 79-104). Nowadays, education is going through serious transformation with the arrival of globalization, increase in social along with demographical diversity among students, introduction of knowledge oriented economy and initiation of information and communication technology (ICT). Thus, traditional teaching activities are unable to generate skilled employees which are required for fulfilling the demand of present employment market. These changes have resulted in the development of the teacher-training program by Microsoft to enhance the effectiveness of teaching and learning procedure (Al-Hattami, Muammar and Elmahdi 39-45). In accordance with the opinions of Teachers Forum organized in 2005, it has been observed that most teachers believe that they are required to offer different learning experiences to the students. In the Teachers Forum of 2006, the teachers insisted on facilitating innovative learning activities by involving in authentic and meaningful tasks which can develop critical thinking and enhance their problem solving ability within their respective environment (Microsoft Corporation 1-21). AREA OF TRAINING NEEDS TO BE ADDRESSED With respect to education, it is worth mentioning that the education system, designed for grandparents is not appropriate for present day’s students. Educational systems in various schools have not changed fundamentally in over a century. Thus, the key question arrives in this context is that if the traditional educational system is able to satisfy the requirements of the students of future generation? (Microsoft, “Teacher Training Programs”) Educational investigators have long proposed the schools to follow a new model of teaching and learning. One key priority with respect to teaching is to alter the core of schooling from teacher-centered to pedagogy-based understanding of students’ thought procedure, their abilities to learn and use theoretical concepts in order to derive the solution of practical problems. In order to understand the areas that must be addressed in Teachers Training Program a questionnaire has been designed for teachers (see appendix). About 50 teachers from various schools have been surveyed for recognizing their requirements. According to the outcome of questionnaire, it can be recognized that most of the teachers have not participated in any professional development training activities in last three years. Among the respondents who have stated that they participated in training programs in last three years depicted their participation in courses which are particularly related with their respective subject areas, educational conferences and seminars and formal school arrangement training. The respondents also stated that the training programs in which they have participated previously in last three years have little impact on their professional development. Concerning the respondents who have not participated in the training programs, they have highlighted various reasons for their non-participation. For example, most of the respondents stated that there was low level of support and encouragement to take professional development training programs. A few of the respondents have also depicted that there was no proper professional development program which can satisfy their individual requirements. Moreover, many respondents were not much familiar and were reluctant to take any professional development training programs. Very few respondents have stated that they had issues with respect to work schedule, finance and time. The teachers were also asked about their key requirements in any training program. Eight key aspects with respect to teaching have been assessed. The first key aspect was components and performance standards of the key area of their respective subjects. Most of teachers surveyed stated that this area has low requirement for training program. The second aspect was student evaluation activities in school. In this aspect, a majority of teachers have stated that they have moderate requirement to improve in this area of teaching. The third aspect assessed was management of classroom. In present day’s context, the management activities of classroom have also undergone certain changes which required to be addressed in training program. The teachers have also stated that they have high requirement for improving in the aspect of classroom management. The fourth aspect was knowledge and understanding regarding the main subject. In this area, most of the respondents stated that they have low requirement to develop in their key subject area. The fifth and most important aspect assessed in questionnaire survey was the use of ICT skill in training. Most of the traditional teachers lack in terms of utilizing ICT in modern day teaching environment. The questionnaire survey also depicted that a majority of teachers necessitate development in applying ICT in teaching. The sixth aspect that was assessed was teaching students with special learning requirements. Considerable number of teachers has stated that they have moderate requirements in developing in the area of special learning needs of students. With respect to discipline and proper behavior, a majority of the respondents have depicted that they do not require development in this area. Finally, the respondents were asked about the learning in cross-cultural context. Most of the respondents revealed that they have moderate requirement for development in cross-cultural understanding. The respondents were also asked regarding the most preferred format or way in which they desire to obtain professional development training. In this context, it has been observed that most of the teachers prefer to obtain training through job embedded way. Furthermore, the teachers have also demonstrated preferences towards training through online seminar and computer oriented training methods. DEFINE TRAINING OBJECTIVES Following are the key objectives of the training: To enhance the ICT understanding of teachers To understand various aspects of technology and how it can be used in teaching To adjust with the changing learning requirements To make the learning experience more exiting by the use of technology SELECT TRAINING CONTENTS From the questionnaire survey, it has been identified that most important area that is required to be addressed in the training program of Microsoft is the use of ICT in teaching and classroom management in modern day context. In order to address the above requirements of training i.e. the use of ICT in teaching and management of classroom, the teacher training program has been developed. The training program is designed to teach the teachers regarding the use of technology in classroom. Furthermore, the training program is also designed to make the learning experience of the students more exciting than before. By utilizing audio and visual components in teaching apart from text-based components, the teacher-training program can help teachers to teach in a different way. Besides, the use of different software applications will also be included in the training program which would be able to enhance the experience of teachers to satisfy the requirements of students (Ball and Forzani 497-511). The program is intended to enhance the ability of teachers to appropriately use ICT tools to access, manage, incorporate information, build new knowledge and communicate for enhancing the learning. However, integrating ICT in education is not merely about acquiring the skill related to ICT. The teachers must understand regarding proper collection, application, combination, fusion and integration of numerous sets of abilities, comprising pedagogy principles and technology. These competencies once accomplished and contextualized can create new learning environment in which students can take decisions regarding their individual learning and teachers can facilitate the procedure of learning (Jung 94-101). Meanwhile, the teacher training program helps to provide information regarding technological and pedagogical principles and how these can be used in learning environment. Moreover, teachers also necessitate certain changes in the traditional classroom practices in order to prepare students for future. Thus, the training program will be multi-dimensional in nature which would provide extensive base of understanding and explain several prospects that ICT can offer to the teaching practices. Certainly, it would change the way teaching and learning take place, are organized and managed. Teacher Training Program Components. ICT Professional Aptitude: In order to improve the performance of teachers, at first, their ICT aptitude will be enhanced. The key components of this training comprise attitude towards ICT, utilization of ICT application program, improvement of technical skills and assessment and utilization of electronic information along with communication resources. Incorporation of ICT into Educational Curriculum: After enhancing the ICT aptitude, the teachers will be provided training regarding the incorporation of ICT in the curriculum. The key topics that would be covered in this aspect are information management, innovative teaching and learning environment, ICT management and innovation. METHOD OF DELIVERY There are several methods by which training can be delivered such as classroom observation, lecture, online seminar, video and teleconferencing and workshops among others. The program will provide flexible learning context where the teachers can learn through computer based training, lecture, online seminar, video and teleconferencing along with job embedded way. Both offline as well as online training will be provided to the teachers. Apart from this, group session and meeting would also be used for delivering training to the teachers. There are numerous levels or phases through which the teacher training program will go through such as entry level, adoption level and innovation level. In the entry level phase, the teachers will be provided education on different uses of ICT. Frustration and anxieties are common aspects in this level and the teachers are likely to face a lack of confidence in this phase. In the adoption phase, the teachers will be capable of using several ICT based applications for supporting regular classroom activities. In this phase, the teachers will have an insight regarding the changing nature of classroom and will gain awareness that ICT must be integrated in present days learning. Furthermore, the teachers will have the experience and confidence to reflect how ICT can have an impact on their teaching and learning approaches. Finally, in the innovation phase the teachers will be capable of developing new learning environment where ICT can be applied flexibly. It would help to make the learning cooperative and interactive (SchoolNet SA, “Guidelines for Teacher Training and Professional Development in ICT”). LOCATION, FACILITIES, BUDGET AND DURATION OF TRAINING PROGRAM Location and facilities are defined by the training objectives and budget. In this context, it can be stated that most of the training would be provided on home locations. Furthermore, participants of different continental locations will also be able to involve in the teacher training program. There are several facilities that will be used for training such as computer equipment, audio and video tools ad real time collaboration tools. From financial viewpoint, maintaining training expenses at optimum rate is the most important part of training program. The expenses of any training program fall under five variables namely utility expenses, opportunity cost, implementation expenses, follow up expenses and purchasing expenses (see fig 1) (Juhasova, “Education and Training of Employees in A Multinational Corporation as an Integral Part of the Human Resources Management”). Fig 1: Training Cost Considering the above expenses, the total cost of the training is approximately US$7000. The cost figure is just an estimated figure because real expenses can comprise several other factors apart from the aforementioned costs. The entire duration of the training would be about six months to one year. The following table will show the schedule of the teachers training program. Table 1: Timetable of the Teacher Training Program Teacher Training Program Curriculum Duration Teaching and learning with technology 2 weeks Use of different ICT applications 3 weeks Use of technical skill 2 weeks Use of electronic information and communication resources 4 weeks Information management 3.5 weeks Innovative teaching and learning environment 2.5 weeks ICT management and innovation 5 weeks Total 22 weeks EVALUATION OF TEACHER TRAINING PROGRAM After designing the training program, there is a need to evaluate the training program on the basis of theoretical methods. The evaluation of the training program would be an integral part of every learning component design. For example, with respect to the training program, the effectiveness of the training program would be evaluated by the ability of teachers to use ICT application programs in teaching and learning, manage computer system in classroom environment, teach technical skills to students, facilitate online discussion team and virtual communities and enhance critical thinking ability, decision making ability and experimental learning. The evaluation part of training is useful as it can help to determine how effectively the money, time and effort are invested and the objectives of training program are accomplished. The following table will demonstrate the outcome used for assessing the training program. Table 2: Evaluation of Teacher Training Program Outcome of Training Program Evaluation Criteria Method of Evaluation Intellectual outcome Increased knowledge and understanding Examination Skill oriented outcome Technological skills Performance of teachers Affective outcome Increased motivation and confidence Discussion Training effectiveness Reaction and attitudes of trainees Feedback form Return on investment Financial worth of the training Cost and benefit analysis CONCLUSION Teaching in modern day’s context has several challenges for the teachers. Todays’ students must be prepared in such a way so that they can be able to face international competition and complex organizational issues. In order to fulfil the requirements of students, the teachers also must consider new methods of developing the students for their future. In this context, it can be stated that the teacher-training program is developed in order to promote technological understanding and integrated ICT as a way to fulfill the objectives of future students. Appendix Questionnaire for Teacher Training Program Need Assessment 1. During last three years did you participate in any professional development activities? Yes No If yes please specify If ‘yes’ then go to question 2 and if ‘no’ then go to question 3 2. Please indicate how much impact it had on your development as a teacher No impact Little impact Moderate impact Great impact 3. Which of the following reasons prevented your from participating in professional development activities? I did not have the requisites (such as proper qualification and experience) I cannot afford the cost There was a lack of encouragement and support I have issues with respect to work schedule I have lack of time There was no proper professional development program for me Others (please specify) 4. Regarding your professional development requirements, please indicate the degree to which you have such requirements in the following listed areas. a. Components and performance standards in key area of subject I teach No need at all Low requirement Moderate requirement Great requirement b. Evaluation activities of students No need at all Low requirement Moderate requirement Great requirement c. Management of classroom No need at all Low requirement Moderate requirement Great requirement d. Knowledge and understanding about the main subject area No need at all Low requirement Moderate requirement Great requirement e. ICT skill in teaching No need at all Low requirement Moderate requirement Great requirement f. Teaching students with special learning requirements No need at all Low requirement Moderate requirement Great requirement g. Discipline and proper behavior No need at all Low requirement Moderate requirement Great requirement h. Teaching in cross-cultural context No need at all Low requirement Moderate requirement Great requirement 5. Which of the following formats are you interested in for professional development training program delivery? (you can select multiple options) Classroom observation Computer oriented training Lecture Online seminar Video and teleconferencing Workshops Job embedded training Others (please specify) Works Cited Al-Hattami, Abdulghani A., Omar M. Muammar and Ismail A. Elmahdi. “The Need for Professional Training Programs to Improve Faculty Members Teaching Skills.” European Journal of Research on Education 1.2 (2013): 39-45. Print. Ball, Deborah Loewenberg and Francesca M. Forzani. “The Work of Teaching and the Challenge for Teacher Education.” Journal of Teacher Education 60.5 (2009): 497-511. Print. Juhasova, Eva. Education and Training of Employees in a Multinational Corporation as an Integral Part of the Human Resources Management. Masaryk University, 2011. Web. 18 Dec. 2013. Jung, Insung. “ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide.” Educational Technology & Society 8.2 (2005): 94-101. Print. “Teacher Training Programs.” Microsoft. 2013. Web. 18 Dec. 2013. Microsoft Corporation. “Innovative Teachers: Understanding and Expanding Innovation.” A Report on the 2008 Innovative Teachers Forum (2009): 1-21. Print. “Guidelines for Teacher Training and Professional Development in ICT.” SchoolNet SA. 2007. Web. 18 Dec. 2013. Wati, Herlina. “The Effectiveness of Indonesian English Teachers Training Programs in Improving Confidence and Motivation.” International Journal of Instruction 4.1 (2011): 79-104. Print. Read More