A yearly survey is essential, but a dynamic program gauges staff attitudes and levels of growth far more often - at least at the conclusion of every new learning experience. It is best to keep such inventories anonymous, grouping the results within each school to provide a clear picture of the needs which reside within that building. The more complete our picture of our colleagues' needs and preferences, the better the match between the opportunities we will create and the participants whose enthusiastic engagement we hope to enlist. Lesson Eight Provide Time for Invention and Lesson Development Invention is one of the most powerful learning experiences of all. In the case of IT , teachers are rarely given time to develop unit and lesson plans which would blend both tools and resources into the daily flow of events.
Invention allows teachers to translate new possibilities into familiar terms and real contexts.
They adjust to local circumstances. They may customize the lessons to create a faithful match with the needs, the preferences and the capabilities of the young learners they serve. In all too many cases, schools try to circumvent the invention process by purchasing units developed elsewhere, but few of these user friendly packages take root in local soil. Few win enthusiastic commitment from local staff. Once the district defines staff development as adult learning and commits a major portion of the technology project budget, time for invention and lesson design becomes more readily available.