A small high schools' staff development effort to train teachers in computer literacy is recounted. Staff developers used teacher feedback in designing the program, which started as a one-shot workshop but grew into a continuing professional development activity. (PP)

An already existing professional development structure composed of a steering committee on policy, curriculum coordinators, and building-level staff development associates enabled the Greenwich (Connecticut) Public Schools to plan and carry out staff development in computer literacy. Responsiveness and flexibility are key elements of the program.…

Discusses the introduction of technological innovations into schools, suggesting that rather than relying on authority-driven initiatives, leaders should initiate change by developing teachers' learning capacities, thus creating environments with widespread commitment. This ensures that the commitment to the initiative is sustained rather than…

The Lyons Township High School (Illinois) set out to achieve 100 percent computer literacy for its 3,800 students in one year. Objectives of the overall program for the students and the staff development activities for teachers are described. (PP)

The Detroit (Michigan) Center for Professional Growth and Development encourages computer literacy by: (1) raising teachers' awareness so that they can request further training; and (2) developing support services to meet their needs. The center has worked with project schools and their students, university students, and administrators, as well as…

Guidelines are given for training teachers to use computers, based on staff development experiences with the Hampshire (Massachusetts) Educational Collaborative's computer literacy program. Topics covered include training goals, course scheduling, staffing, participant needs, educational strategies, and evaluation. (PP)

Examines the experiences of three school districts that provide effective, district-wide staff development on teaching with technology, embracing three major concepts: delivering staff development in a variety of ways, having teachers teach teachers, and using technology-based lesson plans, instructional units, and other teaching tools (often…

Parkway School District in Chesterfield, Mo., creates a system in which all their employees have opportunities to experience ongoing professional learning. District leadership believes that all employees, whether or not they interact with students, contribute to the school district's success. The Parkway support staff development is building a…

Probably, no one "best" model for training teachers in computer literacy will emerge; consequently, staff developers should be familiar with various approaches and apply what they already know about effective staff development to this area. Questions are raised about program objectives, reallocation of resources, training methods, and long-term…

This article tells how teachers in the Denver (Colorado) Public Schools are trained in a district-wide computer literacy program. The program concentrates on counteracting teachers' fear of the machines by giving them hands-on practice. Program staffing and organization are described. (PP)

Methods and curriculum used to train teachers at the Irvine (California) Unified School District in computer literacy are described. A cadre of teachers already familiar with computers conducted training for colleagues. (PP)

This article describes a training program that was developed to prepare teachers who were to work with students using a computer-based writing program called QUILL. Training methods, winning administrative support, and follow-up activities are discussed. (PP)

This article describes computer literacy staff development activities conducted at the East Windsor (New Jersey) Regional School District. The program has featured mini-grants for teachers, summer programs for students, and interdistrict training. (PP)

To use technology properly, education leaders must understand technology's application in data-driven decision making, how technology intersects with pedagogy, what technology can and cannot do, and how to assess the latest tools and their uses. Sidebars highlight standards for administrators, assessment tools for staff knowledge and school…

A collaborative computer literacy program in Kentucky involves the University of Louisville and surrounding school districts in a staff development cooperative. University faculty are trained to teach district trainers, who then work with their own staffs. (PP)