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Running Head: COMMUNICATION AND PROFESSIONAL DEVELOPMENT

Communication and Professional Development

Adam Jernigan

Coastal Carolina University

EDIT 760, Section D1

June 29, 2019

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Introduction

Instructional technology is an ever-changing arena that requires the ability to grow and

adapt. Effective implementation of instructional technology can not be completed without the

incorporation of professional development and communication. Instructional technology can not

be learned and then remain stagnant, it must be a lifelong pursuit toward effective research-based

practice. As stated by K.P. King “Just as other adults learn new concepts, engage in critical

reflection, and consider new perspectives, so do educators as they learn new skills and consider

how to best apply them to teaching and learning” (King, 2002). The key to professional

development is the application to teaching and learning to best effect students.

Standard three of the NETS-A standards describe an administration that promotes

professional development in a manner that enhances student learning in the realm of

contemporary technology. Horry County Education Center is an educational body that has

thrived on professional development focusing on technology with its new model and vision for

students. This evaluation will determine the depths of compliance with standard three to which

the administrative staff and its members adhere while incorporating the following indicators:

• Allocate time, resources, and access to ensure ongoing professional growth in technology

fluency and integration.

• Facilitate and participate in learning communities that stimulate, nurture and support

administrators, faculty, and staff in the study and use of technology.

• Promote and model effective communication and collaboration among stakeholders using

digital-age tools.
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• Stay abreast of educational research and emerging trends regarding effective use of

technology and encourage evaluation of new technologies for their potential to improve

student learning.

Indicators

Indicator one requires the focus on reflection of technological practices and the

incorporation of professional development. This means that the administration promotes and

participates in needed technological professional development. Given the newly incorporated

online model employed at the school there have been many new opportunities for the

administrative staff to evaluate the skills of their staff and likewise of themselves. Many new

professional development opportunities have been incorporated with local experts and those

from outside corporate settings to provide best practices training for both teachers and

administration. The administration of Horry County Education Center operates to a similar

mantra as the research presented by G.R. Watson, to which “the results indicate that teacher

training has a long-term effect on teacher self-efficacy towards using the Internet in the

classroom” (Watson, 2006).

The incorporation of learning communities as a professional development resource is the

focus of indicator two. At Horry County Education Center learning communities are employed

using personal learning communities and digital learning communities. Personal learning

communities are used as development opportunities within the school for consideration of more

localized issues and training for teachers and administrators. The district representatives, Digital

Integration Specialists, focus more on incorporating information from their digital learning
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communities in the form of blogs, vlogs, and video chatting sessions with experts from all over

the world. These insights and training opportunities are then brought into the personal learning

communities for richer, more research-based professional development opportunities.

The specifications of indicator three implies that the administrator uses digital age tools

to effectively communicate with teachers. The administration for Horry County Education

Center uses many different methods to communicate professionally within the confines of the

educational body. Electronic mail is the most prevalent method of communication, but other

methods are incorporated such as Google Forms and Google Docs. Google Forms are often used

as a method to allow teachers and staff to communicate their view on certain topics, while

Google Docs are used as collaborative documents to create a form of personal learning

community within less defined parameters.

The focus for indicator four seems to fall squarely on the shoulders of the Digital

Integration Specialist Team. This team is tasked with providing professional development

opportunities that they have researched. Digital Integration Specialists promote updated

technological learning activities and events that promote cutting edge practices in the learning

environment. This team spends much time at conferences and in training, receiving the most up

to date, research based technological instructional strategies that can provide a more seamless

incorporation of technology for both students and teachers.

Summary

Standard three of the NETS-A standards focuses on incorporating technology with

communication as well as professional development. The administrative team for Horry County

Education Center uses a wide array of technological communication services that promote an
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open forum for teachers and administration to communicate effective technological practices.

This also leads to promoting adequate opportunity for professional development that is research

based and encourages the use of technology that creates a more hospitable learning environment

for the 21st century learner.

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Resources

King, K. P. (2002). Educational technology professional development as transformative learning

opportunities. Computers & Education, 39(3), 283-297.

Watson, G. R. (2006). Technology professional development: Long-term effects on teacher self-

efficacy.