Teaching, Learning, Technology Training Project
This Project was designed not only to bring technology to the students and teachers of Palau, but also to bring new strategies for teaching and learning. Building on the Palau 2000 Master Plan for Education Improvement, the project used a curriculum integration model that encourages student-to-student and student-to-teacher interactions. The expectation was that through these changes a learning environment would be created that prepared students to deal with uncertainty, complexity, information resources, new technologies and different cultures.

The training was designed and conducted by a consultant from Guam and required a significant commitment from those who enrolled. Initially, participants took part in an intensive week long programme in Koror, followed by monthly day-long sessions over a period of six months or longer. Through the training, teachers were exposed to a broad overview of computer operation, maintenance and use in the classroom. Content addressed included the operation of specific software products (e.g., Hyperstudio, Kidpix) and various strategies related to integration and use (e.g., lesson planning, co-operative learning).

Under the Project, a framework for professional development for teachers and school principals was developed as a process intended to improve skills, attitudes, understanding and performance. The process was structured around a series of courses/institutes designed for teachers to acquire identified skills and then apply and evaluate them using a problem-solving/ sharing approach. The courses/institutes were used, and continue to be used, as opportunities for teachers to discuss, think about, try out and hone new practices. This form of professional development was key to the successful use of technology in education for improved student achievement.

The following technology competencies were identified as critical components of this professional development process: technology awareness, technology identification and operation, applications, academic skills development, cognitive skills development, acquisition of information (research), presentation/production skills, interpretation skills, ethics and technology in the community. These technology competencies were aligned with five stages of technology application, derived from the Apple Classroom of Tomorrow (ACOT) research studies, through which it was hoped all of Palau’s teachers would pass.

• Entry stage: Teachers struggle with the changes education technologies bring to the classroom environment. They are required to rethink teaching and learning styles, develop a new technology vocabulary and investigate new tools for learning. Initial experiences with technology characterise this first stage of technology awareness.
• Adoption stage: The struggle to accept new technologies is replaced by the struggle to master them at the most rudimentary levels. Fear is replaced by experimentation with electronic applications that closely imitate existing classroom activities, such as drill-and-practice and tutorial environments.
• Adaptation stage: Teachers recognise the potential and power of technology tools to the extent that they use them for personal productivity and begin to advance student usage of these same tools. Examples include the usage of word processing in writing assignments, database in social studies research and data collection and spreadsheet integration into the maths and science curriculum.
• Appropriation stage: Teachers master specific technology applications and seamlessly integrate them into daily instructional and management activities within the school environment. Teachers at this stage are a valuable resource to their colleagues. They help implement the “teachertraining-teacher” and mentoring models for professional development activities.
• Invention stage: Teachers are technologically proficient and provide students with necessary technology skills and access to these powerful resources. Teachers at this stage can develop sharable courseware and materials that link technologies to current curriculum or education reform components while they teach technology to others.

Each of these stages was linked to curriculum integration so teachers could select appropriate instructional activities relative to their existing skill set and professional growth plans. As professional development took place and teachers began integrating technology, they were expected to progress through each stage over an extended period. The phasing-in of the professional development offerings at all stages of integration was expected to result in the majority of teachers reaching the invention stage. Structured teacher training programmes continue to be regularly offered by the MOE and teachers are encouraged to enroll.