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Staff Education Using Technology

Staff Education Using Technology

Teachers, the single most important school-based determinant of student learning, are at the heart of the response to recoup learning losses caused by the COVID-19 pandemic-induced education crisis, as millions have struggled to adapt to the changing nature of teaching and learning in the absence of effective teacher professional development (TPD). As education systems move toward remote solutions or decide it is safe to reopen schools, teachers’ evolving demands must be carefully considered, ensuring they are prepared and supported through effective TPD practices.

Technology, when used correctly, can be used to improve access, participation, engagement, and continued application of new skills in the classroom. As education systems recover from the current crisis, they must invest in practical ways to improve and support TPD on an ongoing basis. Policymakers are becoming more interested in providing remote and alternative support options to teachers.

Which global experiences use technology effectively to enable TPD at scale?

Over 400 TPD programs from 80 countries were reviewed to answer this question as part of the Teachers for a Changing World: Transforming Teacher Professional Development campaign. This initiative, led by the World Bank in collaboration with HundrED and with support from the Global Partnership for Education (GPE), identified ten programs that effectively use low- or high-tech solutions to engage, motivate, and support teachers (after a rigorous selection process).

The ten finalists, chosen for their impact and scalability, demonstrate how technology can be used to support teachers throughout the education life-cycle by providing tech-based TPD to improve quality at one or more educational levels. Furthermore, these programs demonstrate that it is possible to reach teachers in rural areas and marginalized communities, including those in conflict-affected areas. To maximize impact, each of these finalists recognizes the importance of operating at all levels of the system, involving school leaders, administrators, parents, communities, and local governments.
Staff Education Using Technology
This review identified relevant practices that can help with the delivery, scaling up, and replication of effective TPD practices. These experiences demonstrate how the incorporation of technology into a TPD program must be carefully considered and introduced with a clear purpose, adjusting to the context needs to enhance teacher support in ways that traditional TPD practice cannot. The following are some key takeaways from our ten finalists:

Create with the user in mind. Comunidad Atena, which operates throughout the Americas, wanted their program materials to be widely accessible across contexts; as a result, all of their resources are open access, allowing partner organizations to easily modify and adapt them as needed. LeadNow! and Tu Clase, Tu Pas create TPD solutions for low-tech and low-resource environments, taking into account how the most remote communities will access their platforms. Given the limited connectivity in their contexts, all of their resources are designed to function offline so that all teachers, regardless of connectivity level, have access to the content. Given their users’ varying levels of digital literacy, PerformEd takes these considerations into account in a systematic manner. Most teachers genuinely enjoy incorporating technology into their classroom instruction. When entering a new context, PerformEd considers three user considerations to ensure that all teachers engage with their product: 1) ease of access to technology, 2) level of connectivity, and 3) teachers’ digital literacy.
Wherever possible, make use of existing technology. Teach2030 aims to share great teaching knowledge and skills with teachers in the most cost-effective and easily accessible manner possible. They’ve determined that using smartphones is the best way to accomplish this. OneSky for All Children, which operates throughout Asia, uses a blended learning approach to provide quality early education training to communities and caregivers. They considered introducing tablets to improve the user’s learning experience while expanding to Vietnam. This program’s teachers were highly digitally literate, and nearly every user had access to a smartphone. After introducing tablets to a subset of users, OneSky did not see an increase in usage via tablet versus phone, and thus concluded that introducing tablets to all users would not be significantly advantageous. Instead, they used the funds to create a mobile-friendly application that allows all users to have a consistent learning experience.
Allow users to choose how they want to access content. At the height of the pandemic, Global School Leaders adapted its model to create bite-sized learning modules that gave principals practical advice on how to facilitate remote teaching and learning while schools were closed. Global School Leaders recognized the importance of providing principals with multiple access points to content in order to facilitate knowledge transfer. The modules were shared via the internet and accessed by phone and computer in high-bandwidth settings. Modules were delivered in-person in low-bandwidth settings, and Global School Leaders staff followed up with principals via phone calls to provide additional support. Similarly, Puentes Educativos, a non-profit organization in rural Chile, uses a combination of radio outreach, WhatsApp, and Zoom to provide training and pedagogical support to teachers in difficult-to-reach areas.
Users should be taught how to use technology. Technology has the potential to improve learning outcomes only if teachers are trained in how to use it. This axiom has been taken seriously by ProFuturo Digital Education, which operates in over 40 countries around the world, which has developed competency frameworks for teachers to build the digital pedagogical skills required to provide high-quality education remotely as part of their core curriculum. Similarly, Global School Leaders gives teachers time to become acquainted with technology as a professional development tool before diving into the core curriculum. Teach2030 has a comprehensive help page with video tutorials to assist users in troubleshooting common technological issues. In both cases, the result has been a greater emphasis on understanding the content rather than troubleshooting the technology.
Ensure that technology facilitates but does not drive TPD. Motivating Teachers: Every program at Peer Coaching Platform begins with the question, “What are the outcomes we care about?” and “Can technology help us achieve them more effectively?” When both questions are answered positively, they proceed to implement a highly structured peer coaching program that prepares teachers to use pedagogical techniques to address challenges in their classrooms. Similarly, after considering the tech landscape in low-tech and low-resource communities, LeadNow! concluded that using technology to replace in-person training and coaching was not a viable option, but rather to use it as a tool to further support school communities remotely.
Each of these innovations serves as a cautionary lesson: technology is not a silver bullet solution, but rather a tool in a policymaker’s TPD Toolkit that can be used to improve teacher support under the right conditions.

Healthcare facilities must ensure that staff are trained and able to meet the requirements of their position. Technology can be used to provide and document staff education.

Discuss one way a healthcare agency can use technology to provide staff with education.
Discuss one advantage and disadvantage explain your rationale for each.
Discuss one way a healthcare agency can use technology to provide clients with education.
Discuss one advantage and one disadvantage and explain your rationale for each.
Make sure to use subtitles to clearly identify each area you are covering.

Please make your initial post by midweek, and respond to at least two other student’s post by the end of the week. All posts require references AND in-text citations in full APA format. Information must be paraphrased and not quoted. Please check the Course Calendar for specific due dates. NOTE: Finalized postings must be submitted by deadlines. Any edits after deadline will be counted as late submissions and deducted accordingly. If you need to make any corrections for clarity’s sake only, you can write an addendum as a reply to yourself. The initial post will still be the one receiving full grade.

Make sure all posts are thorough, well-researched, and meet minimum requirements and word counts (see rubric)

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