Tips from Technology Presenters

Tips from Technology Presenters

The following tips were compiled from focus group discussions of teachers who do technology presentations and trainings.
Before the workshop......
If you are a "guest trainer" in someone else's home, you need to visit the computer lab, hotel conference or other site of your workshop or training.
Get the layout of the room, the location and make of the equipment, type of software, Internet conductivity and guest log-in.

Introduce yourself to the technology coordinator or facilities manager. Find out if there are any "buggy" computers. Where is the server located and how can if it be turned on if it goes down? How can participants take their work with them? Is there a "firewall" or password to disable protection software such as "At Ease"?
Conduct a Needs Assessment of participants:
Use surveys, personal proficiency matrix or rubric, department or grade-level meetings, and interviews.

Have participants hold up fingers to indicate their proficiency in particular skills.
Prepare:
Practice and double check everything.

Bring any cords or adapters you might need. Include an extension cord, tape, and surge protector.

Bring plenty of hand-outs and a low tech backup such as overhead transparencies. If you run out of hand-outs, you can direct those who need them to a web site where you have the hand-out posted. You might use the Powerpoint layout that has three slides and lines to write notes.

In case the Internet connection goes down, have your presentation on a disk that you can project (therefore, bring a projector if you have one).

Plan for individual differences:
Have a ratio of 1 trainer for 7 participants. These trainers can trouble shoot and help participants who need help during the workshop.

Have "pre-sessions" for those who may be below the level of the majority of the group.

During the workshop.......
Account for individual differences:
Account for different learning styles: some want to discover; others like whole group directed learning, and some like to follow a manual.

Pair participants that are stronger in technology with those who are weaker to work together.

Take care of "know-it-alls" before they become hecklers or turned off by having them help other participants or help with the presentation.

Diffuse problems before they occur. (or "See me at the break".)

Have a "help desk" for teachers who need more help or need to review a previous learned skill.

Suggest an on-line tutorial, manual or guide for participants to use at home for reinforcement and practice.

Have the 2 trainers who are not leading the session help participants who need more help during the workshop. Assign a section of the room to each assistant trainer.

Put a red plastic cup on each computer station. Participants can signal they need help by putting the red cup upside down on top of their computer. The 2 trainers can also signal the main trainer not to go ahead if several participants are behind.

Assistant trainers should not grab the mouse and do the task for the participants who need help. They should talk the participant through it, but not disturb the main trainer. (Be sure to agree to this action with the main trainer beforehand.)

Presentation Skills:
Present an overview of the training on overheads or chart.

Pace presentation or training so that it isn't too fast or slow.

Present in an encouraging manner so participants aren't frustrated.

Use language that is not "techy" or intimidating and is consistant with the manual.

Reinforce skill and transition to the next step.

Let participants know what your goal is for the next half hour.

Call for attention by using some signal such as a chime or holding your hand up. Computers are powerful distractors.

Be aware of adult learning preferences. Adults hate to have their time wasted. Start and end on time. Protect adults' self esteem. Provide a safe and comfortable environment (breaks, restroom location, refreshments,etc).

"Read" your audience. Move around where you can see the computer monitors of most of the group to see where they are in the task.

Be flexible. One group may need more or less help than another. Don't stick to your plan if participants are not up to the task. Give enrichment to those groups that learn more quickly.

Review the skills participants have learned to reinforce a sense of accomplishment. (Do periodically throughout training.)

Project-based Learning:
Break large projects into smaller parts.

Model the task by showing how to do it. Do it together before having participants do it on their own.

Have participants produce a product which will help you access their skills.

Products should actually be something will be used in each participants' classroom (subject, topic, grade level, etc.)

Assistance:
Leave your email or telephone number with participants so they can contact you if they have questions or need assistance.

After the Workshop.......
If possible have participants share their student work from the product they produced in the training at a follow-up meeting.

Participants can develop and use a rubric to assess the student work and reflect on their instruction.

The Integrating Technology into Science Instruction webpages project is partially funded by grants from The Boeing Company and The Ralph M. Parsons Foundation. Integrating Technology into Instruction is a project of Target Science (target@laep.org) and is displayed on the Los Angeles Educational Partnership Learning Exchange. Target Science is an initiative of the Los Angeles Educational Partnership.
Updated July 2000

	Get the layout of the room, the location and make of the equipment, type of software, Internet conductivity and guest log-in.
	Introduce yourself to the technology coordinator or facilities manager. Find out if there are any "buggy" computers. Where is the server located and how can if it be turned on if it goes down? How can participants take their work with them? Is there a "firewall" or password to disable protection software such as "At Ease"?

	Use surveys, personal proficiency matrix or rubric, department or grade-level meetings, and interviews.
	Have participants hold up fingers to indicate their proficiency in particular skills.

	Practice and double check everything.
	Bring any cords or adapters you might need. Include an extension cord, tape, and surge protector.
	Bring plenty of hand-outs and a low tech backup such as overhead transparencies. If you run out of hand-outs, you can direct those who need them to a web site where you have the hand-out posted. You might use the Powerpoint layout that has three slides and lines to write notes.
	In case the Internet connection goes down, have your presentation on a disk that you can project (therefore, bring a projector if you have one).

	Have a ratio of 1 trainer for 7 participants. These trainers can trouble shoot and help participants who need help during the workshop.
	Have "pre-sessions" for those who may be below the level of the majority of the group.

	Account for different learning styles: some want to discover; others like whole group directed learning, and some like to follow a manual.
	Pair participants that are stronger in technology with those who are weaker to work together.
	Take care of "know-it-alls" before they become hecklers or turned off by having them help other participants or help with the presentation.
	Diffuse problems before they occur. (or "See me at the break".)
	Have a "help desk" for teachers who need more help or need to review a previous learned skill.
	Suggest an on-line tutorial, manual or guide for participants to use at home for reinforcement and practice.
	Have the 2 trainers who are not leading the session help participants who need more help during the workshop. Assign a section of the room to each assistant trainer.
	Put a red plastic cup on each computer station. Participants can signal they need help by putting the red cup upside down on top of their computer. The 2 trainers can also signal the main trainer not to go ahead if several participants are behind.
	Assistant trainers should not grab the mouse and do the task for the participants who need help. They should talk the participant through it, but not disturb the main trainer. (Be sure to agree to this action with the main trainer beforehand.)

	Present an overview of the training on overheads or chart.
	Pace presentation or training so that it isn't too fast or slow.
	Present in an encouraging manner so participants aren't frustrated.
	Use language that is not "techy" or intimidating and is consistant with the manual.
	Reinforce skill and transition to the next step.
	Let participants know what your goal is for the next half hour.
	Call for attention by using some signal such as a chime or holding your hand up. Computers are powerful distractors.
	Be aware of adult learning preferences. Adults hate to have their time wasted. Start and end on time. Protect adults' self esteem. Provide a safe and comfortable environment (breaks, restroom location, refreshments,etc).
	"Read" your audience. Move around where you can see the computer monitors of most of the group to see where they are in the task.
	Be flexible. One group may need more or less help than another. Don't stick to your plan if participants are not up to the task. Give enrichment to those groups that learn more quickly.
	Review the skills participants have learned to reinforce a sense of accomplishment. (Do periodically throughout training.)

	Break large projects into smaller parts.
	Model the task by showing how to do it. Do it together before having participants do it on their own.
	Have participants produce a product which will help you access their skills.
	Products should actually be something will be used in each participants' classroom (subject, topic, grade level, etc.)

	If possible have participants share their student work from the product they produced in the training at a follow-up meeting.
	Participants can develop and use a rubric to assess the student work and reflect on their instruction.