http://www.centerforpubliceducation.org/teachingtheteachers
After our conversation about professional development last week, I feel like we are right on with our thoughts on what works and what doesn't work. The article starts off talking about the fact that Common Core is one of the largest educational reforms ever, and how these new standards foster more critical thinking than in the past. The problem is that this critical thinking is not happening in most classrooms because it requires a new approach to teaching...which the teachers have not learned or have not been taught.
They say that effective professional is key and a one-time workshop (which is the most traditional type of PD) is not effective. Teachers are able to learn new approaches very easily but implementing them is the hardest part. If the implementation phase is to be effective, there has to be continuous practice and SUPPORT. Coaches or mentors are key to getting teachers to be highly effective in a skill. No different that how we are supposed to be teaching children. They also say that PD is best delivered in the context of the teacher's subject area instead of as a whole group "figure it out for yourselves" mentality.
There is no doubt that administration knows the importance of PD, but funding seems to be what gets in the way. The article states that funding can be an issue but it doesn't have to cost more, possibly just restructure the current spending to allow for this. In the past, research showed that most schools spent between 2 to 5 percent of their budget on PD. With the recent economic challenges, it is projected to be much lower than that. The largest cost of PD is really just teacher's time. In order for PD to be effective, they say that teachers should be allowed 3 to 4 hours per week for collaboration or coaching. Since contracts prohibit too much more time be added to teacher's work load, this requires stipends or paying substitutes which require more money.
Professional development is important because of the transition to this new "critical thinking" type of teaching. Before we can teach critical thinking, we need to understand how to critically think ourselves. If we are going to continually have higher expectations for our students, we need to get teachers the support they need to be able to get them to these high goals.
I agree with most of their takes on professional development, especially on the ways to provide effective PD. I don't know that I can agree with idea that they think it doesn't have to cost districts more money in order to do that. Most teachers that I know already put in many more hours at school than contracted, so how can you get this accomplished without paying teachers for more of their time?
I would love to see a restructuring of how we do PD in District 140. I feel that there is often too much time spent on the assessment end of things instead of the teaching end. And if we don't change our thinking with this, I don't think we will see much change in these assessments.
Monday, October 20, 2014
Integrating Technology in the Classoom: It Takes More than Just Computers
http://www.educationworld.com/a_tech/tech/tech146.shtml
This is one of the first articles I have read where I found myself not agreeing with the majority that was reported. Now, after reading it, I looked at the date when the article was written, and it make more sense as to why that was so. This article was written in 2011, and was all about integrating technology. During this time, I would say that the attitude was geared more towards integrating while today we look at it more as embedding. This article was giving websites and activities for easy integration. Some of the things were weather channel and online calendars for younger grades who take time to do "calendar." Others were things like websites that offer current events.
As I was reading this, I think I was having a hard time agreeing because these were things I was doing when I first started teaching--when I was just happy to use the device! The device didn't serve much of a purpose other than I was "using technology" and the kids were excited to do something in a different way. I started teaching the same year that this article was released. Oh, how the times have changed! Now, I feel like I am doing these sort of things as well as others that serve even more of a purpose. Now that I am a little more tech savvy and also more aware (from all these classes mostly) on how to embed technology into my classroom, these things don't sound as great, amazing, or even worthwhile. They are great tools for students to access to help them with other things, but these tools don't amaze students anymore like they used to either. The novelty is gone--students have so much access to the web at home, that these types of programs don't spark interest like they used to.
Now, we have to use a combination of those online tools paired with problems solving skills and higher order thinking. We should challenge them with the task, not just impress them with different forms of technology. We need to let technology facilitate them towards their goal, making their journey to their goal eye-opening and supplying a more efficient way to get there.
In my school, as well as the last elementary school I was at, most teachers are using technology like this, here and there. It is very easy to be content using technology in this fashion--just by supplying websites and whatnot for students to go through. It makes teachers feel successful in using technology, but in reality, this technology is just another version of the paper copy in many instances.
This class should be good because it will really help us take technology to another level in our schools--not only presenting the tool but also how to use it in a meaningful way!
This is one of the first articles I have read where I found myself not agreeing with the majority that was reported. Now, after reading it, I looked at the date when the article was written, and it make more sense as to why that was so. This article was written in 2011, and was all about integrating technology. During this time, I would say that the attitude was geared more towards integrating while today we look at it more as embedding. This article was giving websites and activities for easy integration. Some of the things were weather channel and online calendars for younger grades who take time to do "calendar." Others were things like websites that offer current events.
As I was reading this, I think I was having a hard time agreeing because these were things I was doing when I first started teaching--when I was just happy to use the device! The device didn't serve much of a purpose other than I was "using technology" and the kids were excited to do something in a different way. I started teaching the same year that this article was released. Oh, how the times have changed! Now, I feel like I am doing these sort of things as well as others that serve even more of a purpose. Now that I am a little more tech savvy and also more aware (from all these classes mostly) on how to embed technology into my classroom, these things don't sound as great, amazing, or even worthwhile. They are great tools for students to access to help them with other things, but these tools don't amaze students anymore like they used to either. The novelty is gone--students have so much access to the web at home, that these types of programs don't spark interest like they used to.
Now, we have to use a combination of those online tools paired with problems solving skills and higher order thinking. We should challenge them with the task, not just impress them with different forms of technology. We need to let technology facilitate them towards their goal, making their journey to their goal eye-opening and supplying a more efficient way to get there.
In my school, as well as the last elementary school I was at, most teachers are using technology like this, here and there. It is very easy to be content using technology in this fashion--just by supplying websites and whatnot for students to go through. It makes teachers feel successful in using technology, but in reality, this technology is just another version of the paper copy in many instances.
This class should be good because it will really help us take technology to another level in our schools--not only presenting the tool but also how to use it in a meaningful way!
10 Major Technology Trends in Education
10 Major Technology Trends in Education - Chris Riedel 02/13/14
http://thejournal.com/articles/2014/02/03/10-major-technology-trends-in-education.aspx
This article highlights trends were are now seeing as educators. More and more students have mobile devices and are connected. Video carries a great deal of classroom content through both teachers and students. Teachers and students are using different tools for different tasks instead of relying on the same tools (Microsoft Word or PowerPoint) for almost everything. Students are gradually paying more attention to their digital footprint. Online learning is up. Gaming is up. Social media is up. The gender gap is down.
We need to be aware of trending technology so we can recognize its use and employ it to educate our students. We should strive to meet them where they are. I find the access students now have to be important because it allows rapid feedback through applications like Socrative. Also, the incorporation of accessible videos is such a big step beyond reel-to-reel movies and filmstrips from the past. Students can watch and re-watch at their own pace.
I am not yet convinced about social media. The microblogging of Twitter is something to which I need to devote more time. One of our administrators talks about how it gives bites of information about technology so he stays abreast of what's available. It is up to the user to research further. I do agree that students are becoming more aware of how the Internet tracks their use. However, there is a long way to go in them recognizing what their digital footprint means for their future. As teachers, we should consistently remind them of how permanent their online interactions will be. Additionally, we need to recognize the influenence of gaming. Can we harness its appeal in our classrooms?
In my district we continue to build our device library. The article talks about how ubiquitous access is becoming for students, but it's still not there. I'm not sure it ever will be. There are still the Robertson's (of Duck Dynasty fame) that choose to not use the Internet.
http://thejournal.com/articles/2014/02/03/10-major-technology-trends-in-education.aspx
This article highlights trends were are now seeing as educators. More and more students have mobile devices and are connected. Video carries a great deal of classroom content through both teachers and students. Teachers and students are using different tools for different tasks instead of relying on the same tools (Microsoft Word or PowerPoint) for almost everything. Students are gradually paying more attention to their digital footprint. Online learning is up. Gaming is up. Social media is up. The gender gap is down.
We need to be aware of trending technology so we can recognize its use and employ it to educate our students. We should strive to meet them where they are. I find the access students now have to be important because it allows rapid feedback through applications like Socrative. Also, the incorporation of accessible videos is such a big step beyond reel-to-reel movies and filmstrips from the past. Students can watch and re-watch at their own pace.
I am not yet convinced about social media. The microblogging of Twitter is something to which I need to devote more time. One of our administrators talks about how it gives bites of information about technology so he stays abreast of what's available. It is up to the user to research further. I do agree that students are becoming more aware of how the Internet tracks their use. However, there is a long way to go in them recognizing what their digital footprint means for their future. As teachers, we should consistently remind them of how permanent their online interactions will be. Additionally, we need to recognize the influenence of gaming. Can we harness its appeal in our classrooms?
In my district we continue to build our device library. The article talks about how ubiquitous access is becoming for students, but it's still not there. I'm not sure it ever will be. There are still the Robertson's (of Duck Dynasty fame) that choose to not use the Internet.
Blended Learning: Behind the Scenes
http://www.edutopia.org/blog/blended-learning-behind-scenes-heather-wolpert-gawron
In this article, the author writes about what it means to be a teacher in a blended learning environment, and gives 8 important characteristics of a teacher in a blended environment. The first characteristic the author describes in being flexible. Thing go wrong! Its important to have a digital plan B, or possible even a non-digital plan C. This happens A LOT. It happened to be a lot in the beginning of our 1:1 program when our network wasn’t strong enough to support all the devices yet. The most important thing to remember in these situations in not to get too frustrated. It’s impossible to not get a little frustrated, but if you are prepared, and you can not get the tech to work, just move on. Don’t complain, or blame the tech people, but start teaching as if you planed it. As long as there is a plan B, or even C, technically you did plan it. This can be a problem, and I see it with some of our staff. They too tried things at first, and when the network couldn’t handle it, they gave up and moved on. You have to stick with it.
The next characteristic is tied to the first, and it’s the ability to problem solve. Basically, the author states that the tech person has a lot to deal with, and it’s the responsibility of the teacher to learn how to take care of themselves in as many situations as possible. I feel like it’s important for staff to know their limitations, but to always be bettering themselves on this front. I know there are some things I do not know how to fix, but there are others that I try to take care of on my own.
Willingness to handhold and step by step scaffolding are the next two. Some kids have no idea what you are trying to do and need extra help, specifically step by step instructions on how to work the tech. Others need a direction and to be set loose so they can figure it out on their own. In my class, I have had to get to know the students. When I assign something, I always try to give detailed instructions, and then I go to the students that I know may need extra help, and try to walk them through the process step by step. This boils down to knowing your students.
The author states that a full digital tool box is also important to bring to the classroom. It’s a good idea to have a few go to programs to give the students a sense of routine, but having a wide variety of tools can also help when certain programs go wrong. It’s a good idea to have more then one avenue to get from point A to point B.
Finally, the author talks about being able to use email proficiently and being willing to work after school. Being I started using google classroom, my inbox was always full. I eventually started filtering student email into its own folder, and then breaking that up by class period,. It was the only way I knew to keep everything straight. Finally, and I agree with the author, a blended classroom is going to take some work, and if you are an 8-4 type of teacher, this probably will not work. It is going to take some time at the end of the day.
In this article, the author writes about what it means to be a teacher in a blended learning environment, and gives 8 important characteristics of a teacher in a blended environment. The first characteristic the author describes in being flexible. Thing go wrong! Its important to have a digital plan B, or possible even a non-digital plan C. This happens A LOT. It happened to be a lot in the beginning of our 1:1 program when our network wasn’t strong enough to support all the devices yet. The most important thing to remember in these situations in not to get too frustrated. It’s impossible to not get a little frustrated, but if you are prepared, and you can not get the tech to work, just move on. Don’t complain, or blame the tech people, but start teaching as if you planed it. As long as there is a plan B, or even C, technically you did plan it. This can be a problem, and I see it with some of our staff. They too tried things at first, and when the network couldn’t handle it, they gave up and moved on. You have to stick with it.
The next characteristic is tied to the first, and it’s the ability to problem solve. Basically, the author states that the tech person has a lot to deal with, and it’s the responsibility of the teacher to learn how to take care of themselves in as many situations as possible. I feel like it’s important for staff to know their limitations, but to always be bettering themselves on this front. I know there are some things I do not know how to fix, but there are others that I try to take care of on my own.
Willingness to handhold and step by step scaffolding are the next two. Some kids have no idea what you are trying to do and need extra help, specifically step by step instructions on how to work the tech. Others need a direction and to be set loose so they can figure it out on their own. In my class, I have had to get to know the students. When I assign something, I always try to give detailed instructions, and then I go to the students that I know may need extra help, and try to walk them through the process step by step. This boils down to knowing your students.
The author states that a full digital tool box is also important to bring to the classroom. It’s a good idea to have a few go to programs to give the students a sense of routine, but having a wide variety of tools can also help when certain programs go wrong. It’s a good idea to have more then one avenue to get from point A to point B.
Finally, the author talks about being able to use email proficiently and being willing to work after school. Being I started using google classroom, my inbox was always full. I eventually started filtering student email into its own folder, and then breaking that up by class period,. It was the only way I knew to keep everything straight. Finally, and I agree with the author, a blended classroom is going to take some work, and if you are an 8-4 type of teacher, this probably will not work. It is going to take some time at the end of the day.
Computer Games Can Get Your Brain Working: Student Experiences and Perceptions of Digital Games in the Classroom
Computer Games Can Get Your Brain Working: Student
Experiences and Perceptions of Digital Games in the Classroom.
http://www.tandfonline.com/doi/full/10.1080/17439884.2014.904339#.VETxt_nF_wg
This article is about using computer games in the classroom
and at home and giving students their voice back. The article talks about how
for the most part; teachers are the ones who make the decisions about the use
of technology in the classroom rather than the student. This study is about the importance of having
an understanding of students’ previous experience, the use of games in the classroom,
and what they make of these games. Results found that a lot of the games being
played take part in the students’ interests and the skills being taught.
Students didn’t necessarily think every game during this study was “fun” or
“educational.” The fun part came when the students got the opportunity to teach
another student how to play, problem solving or making things interesting. This survey focused on the students’
experiences and perceptions and not those of the teacher. They even took quotes from some of the
students they used for the survey and the majority of them said how you are
learning so many things and you don’t even realize it when playing the
different games.
I found this interesting because I do sometimes think a
student’s voice can often get lost in translation. I think if teachers focus on
student interests and needs the higher success rate you will have in class. I
think sometimes we are often too worried about teaching by what the test says
that we forget the best ways these students learn. You can still teach to the
test but putting the kids’ interest at heart! I just think kids learn better
when they are able to relate to something or see how you can use or do that in
real life. Especially at the kindergarten level, my kids need to be able to see
things outside of the classroom for them to really understand. Nowadays there
are so many different apps out there that go with different skills and I think
it’s important to find apps that go with things they are interested in so the
kids are learning but not even realizing it! The article really reflects on how
it is important to adhere to the voices of all students and to meet the needs
of where they are really at. It is important to remember that in technology,
diversity matters and will always matter.
Sunday, October 19, 2014
Why Integrate Technology?
By Tyler Breitbarth
First of all, I did pick this article because it contains that all encompassing word, ubiquitous. Technology is successfully integrated when it becomes ubiquitous. More and more in our district, technology has not lost its appeal to children as they enjoy using it in the classroom, as it often stimulates independent learning and engagement. However it is becoming more routine in the classroom. Students expect to be using these devices often, if not on a daily basis. More time is spent on content then learning how to use the apps. However, I wish the article had suggested ways this could be accomplished.
Why integrate technology? This is a question a lot of educators ask. Although more and more educators are accepting that technology is important to student learning, how will technology fit into the daily classroom environment is a question that many have not answered. The benefit to using technology, this article suggests, is that it will help give students experience they can use in their professional lives, college and career. The author really emphasizes the point that the skills students will learn will not be typing and how to run applications, but how to sort and process information digitally, such as when researching online.
Effective technology integration must be made across the curriculum, in ways that deepens and enhances the learning process. To achieve this, technology must support; active engagement, participation in groups, frequent interaction, and feedback (usually personalized and prompt). The end result of successful technology integration means the technology will become transparent or largely routine, similar to pencil and paper in the classroom.
The biggest point that I take away from this article is “Technology...changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means.” I could not agree more with this statement. This is now what I believe to be the biggest barrier to technology integration. Teachers (young and old) find that if technology does not fit their teaching style, they may be less willing to integrate technology as it does not fit their teaching style.
First of all, I did pick this article because it contains that all encompassing word, ubiquitous. Technology is successfully integrated when it becomes ubiquitous. More and more in our district, technology has not lost its appeal to children as they enjoy using it in the classroom, as it often stimulates independent learning and engagement. However it is becoming more routine in the classroom. Students expect to be using these devices often, if not on a daily basis. More time is spent on content then learning how to use the apps. However, I wish the article had suggested ways this could be accomplished.
4 Ways to Prepare Teachers for Technology Integration
4 Ways to Prepare Teachers for Technology Integration
The article I read addressed
schools that were losing their technology teachers due to budget cuts. It
stated that regular education teachers were expected to pick up the slack. In
order to prepare the teachers, a pedagogy center at Montclair State University
in New Jersey offered a four-step approach. The first step was certification. A
program was created that teachers educators how to evaluate different
technologies rather than teaching them about specific types. The program
stresses technology as a tool that does not replace good pedagogy.
The next step was getting
technology in the hands of the educators. Select teachers were given grant-funded
“digital backpacks” to utilize in the classroom. Since what they have been learning on is at the
university, they wanted to give technology to those who didn’t have it in their
buildings. “These backpacks include tools such as laptops, flip cameras and portable
wireless access points, among other things.” An issue that arose was
security concerns for introducing a different device/network into an already
existing school network. The pedagogy center works with schools to help troubleshoot
these issues. I think that’s a big concern that doesn’t get addressed. It seems
that in a lot of schools, once devices are issued, there is such difficulty in
organizing solutions to those problems. Also, once the teachers are given the
digital backpacks, they have embedded professional development so they have a
follow up on what they are doing.
The third step to helping teachers was
creating what they referred to as “digital scholars”. They selected 6 teachers
who were interested to do a study using their technology. The study wasn’t just
about finding out if students could perform better with the use of technology.
It encompassed the other aspects of a classroom that teachers think about:
lightning, seating arrangements, audio availability, furniture, etc. Then
looking at the whole classroom rather than isolating the technology component.
The last step for teacher tech integration
was the most interesting. This step discussed using students as the leaders for
professional development for teachers. Students were asked what technology did they
use in their own personal lives to help with homework. The educators then
learned about these resources, and worked with the students to create a plan
that the students would deliver for teacher professional development. The
article wrapped up by discussing that in order to see a change, we have to take
risks. If you are taking a great risk, or change, you have the possibility of
seeing a great result.
Looking at this article, I like the idea of
sending digital backpacks with teachers. I know our school has more technology
than others, but I also feel that we need to catch up. The pace is moving
faster than schools can keep up. I also like that there is a continued support beyond
the initial giving of the devices through the embedded professional development
days. I know that’s something we discussed in class that everyone feels is
absolutely crucial. If there were more programs like this available, I wonder
how many teachers would feel the intrinsic drive to sign-up? Until
administration pushes, I think there will always be those who are too
intimidated (or simply not interested) to pursue professional development in
this area.
Amid Skepticism, Blended-Learning Models Aim to Transform Teachers' Work
http://www.edweek.org/tm/articles/2014/06/18/gp-blended.html
The article discusses the benefits of going 1:1 six years ago in the Mooresville, NC, school district. While Nancy Gardner, an English teacher, was initially skeptical about the program, she kept an open mind. Having the devices led to teachers working more collaboratively than they had before, and working across disciplines. She also credited the program in encouraging teachers to take a more student-centered approach to teaching. In her own classroom, students sit at tables rather than rows of desks, using their laptops to research and work collaboratively. The devices also led to more opportunities for professional development with the teachers working in professional learning teams to share strategies and analyze students results from formative assessments. The professional development continued during the summer with staff leading training sessions on digitally oriented instruction, as well as teachers going to other districts in the area to lead professional development.
According to Carri Schneider, the director of policy and research at Getting Smart, when blended learning is done correctly, it gives teachers the opportunity to differentiate instruction and to work with small groups of students while the rest of the students continue to be engaged in their own classroom related activities and assignments.
With all the positive aspects of blended learning and 1:1 schools, many teachers still remain skeptical because they fear top down mandates and they fear another debacle like the Los Angeles Unified District. Others are in school districts that have gone 1:1, but just handed the teachers the devices and expected them to be used in instruction without proper teacher training. Carri Schneider addressed this issue as schools making the mistake of leading with technology rather than with their goals for teachers and students.
Schneider's last comment is important because it relates to never putting technology before the curriculum. Many schools receive grant money for technology and buy devices without considering what the goals are for the curriculum, the students, or the teachers. I agree that technology should never be purchased and put in the hands of teachers without first considering the curriculum and the training needs of the teachers. In my district, we have two carts of Chromebooks that can be checked out by the staff. Because there has not been any training, only a few teachers took advantage of taking one home over the summer. There also isn't time for training through professional learning teams. These are huge obstacles implementing a 1:1 program
The article discusses the benefits of going 1:1 six years ago in the Mooresville, NC, school district. While Nancy Gardner, an English teacher, was initially skeptical about the program, she kept an open mind. Having the devices led to teachers working more collaboratively than they had before, and working across disciplines. She also credited the program in encouraging teachers to take a more student-centered approach to teaching. In her own classroom, students sit at tables rather than rows of desks, using their laptops to research and work collaboratively. The devices also led to more opportunities for professional development with the teachers working in professional learning teams to share strategies and analyze students results from formative assessments. The professional development continued during the summer with staff leading training sessions on digitally oriented instruction, as well as teachers going to other districts in the area to lead professional development.
According to Carri Schneider, the director of policy and research at Getting Smart, when blended learning is done correctly, it gives teachers the opportunity to differentiate instruction and to work with small groups of students while the rest of the students continue to be engaged in their own classroom related activities and assignments.
With all the positive aspects of blended learning and 1:1 schools, many teachers still remain skeptical because they fear top down mandates and they fear another debacle like the Los Angeles Unified District. Others are in school districts that have gone 1:1, but just handed the teachers the devices and expected them to be used in instruction without proper teacher training. Carri Schneider addressed this issue as schools making the mistake of leading with technology rather than with their goals for teachers and students.
Schneider's last comment is important because it relates to never putting technology before the curriculum. Many schools receive grant money for technology and buy devices without considering what the goals are for the curriculum, the students, or the teachers. I agree that technology should never be purchased and put in the hands of teachers without first considering the curriculum and the training needs of the teachers. In my district, we have two carts of Chromebooks that can be checked out by the staff. Because there has not been any training, only a few teachers took advantage of taking one home over the summer. There also isn't time for training through professional learning teams. These are huge obstacles implementing a 1:1 program
How Technology Can Save American Education
http://www.usnews.com/opinion/articles/2014/03/03/how-technology-can-save-american-education
The main points of this article are that the 20-30 year olds are now so burdened with student loan debt that they aren't keeping the economy going by making large purchases like past generations. There are many ways to alleviate such student debt. One is MOOCs. In the article, there is a Georgia Tech Masters program for Computer Science and it only costs $7000. That is way less than the one we are taking that is for sure. This article also discusses the buzz word that makes parents and teachers cringe, common core. The author states that the future of education is most likely going to be more diverse, but he feels that common core is not helping our students be more diverse, in fact, it is doing the opposite. Another way the author says that education can improve is to have more educators and less administrators. He even states that if schools (and I assume he means both higher and K-12 education) had a higher ration of teachers to administrators, the schools should be rewarded. What a novel concept. After all, we know that administrators cost more, and are less directly involved in educating our students. Not that there isn't a place and need for administrators, there is. Clearly the author is giving his opinions about how using technology can change education, and in some ways, aid in alleviating student debt. One suggestion he cites is to go a less expensive route, like a community college.
I liked this article, mostly because I believe in the way the author does. I, too, went to a community college. But I also found a way to pay for my degrees so I had no student debt. Yes I knowingly chose a lower paying career, but the returns can be amazing. As far as the common core not helping our students be diverse learners, I agree. I think ALL of the standardized testing is removing all natural talent from being shown to be positive and marketable to our students. There have always been students who have shown natural affinities for specific things, artistic, hands on, technological, and many more. It seems that those differences aren't valued, and the only things that do matter are scores on standardized tests. Those should not be the only things we teach students that show their value. Our country was founded on differences, and we are not valuing them anymore.
Thankfully in small town Eureka, many of the common core scares aren't making that much of an impact. Our teachers still teach students to learn, they encourage and value each student for his or her specific intelligence. We obviously include the common core values (?) in our instruction to some degree (weird math and the like) but we make sure that our students will be successful and will learn. Our students are encouraged to join the military, to go to ICC or Heartland, or to do whatever they need to be successful. I went to a junior college, and found it harder than the university I got my Bachelor's from. But with the small class size, the help was extraordinary.
I think technology can change our entire view of education. Just today, my children were on websites to help them practice their math and reading skills, and were excited to show me how well they did. In fact, I am being yelled at to get off my computer so they can get back on. This I think is a good sign. They are having fun learning, by using technology. If I made them read or do math problems on paper, they would throw a fit. (I know, shocking, but true.) I think MOOCs are a great way to get educated for less money and on our own time. I think that if they got more publicity and the benefits shared more globally, they would be used more. I hadn't heard of them until I started these classes. I love school, love learning and usually like what I am learning. I think with inexpensive classes that I can take on my own time, and get more credentials, I could certainly have different choices in my career. We all could. I seriously am thinking of taking a few online courses after these courses are over to get more certifications. Life long learning is taught by example. We, by taking this class and learning more about technology, can change the way education works.
Reaching "Technology - Reluctant" Teachers
http://www.techlearning.com/Default.aspx?tabid=67&entryid=8402
This article describes a specific professional development program in a school district in Colorado. The author is the 21st Century Learning and Innovation Specialist for this district. This program was funded through grant money. They started a peer-mentoring program which paired innovative teachers with two to three "technology - reluctant" teachers in the district. The goals for the programs included reaching teachers that would not volunteer to participate in other professional development, meeting teachers where they are at and moving them forward to create an environment where innovation can flourish, turning these teachers into believers, and emphasizing good instructional design and a culture of curiosity.
The mentors were trained and all participants participated in an online book study of Tony Wagner's Creating Innovators. All participants met four times throughout the year. At those meetings active hands on learning activities were modeled and collaboration time was provided. Substitute teachers were also provided so that teachers could visit other classrooms and two innovative schools were visited. Mentees also worked one on one with their mentors throughout the year. While specific measurements of success were not provided in the article, the program was deemed a success.
I think this article presents a different approach to professional development than what is often seen in many schools and a much deeper and ongoing approach. I like the fact that this is not a one and done professional development but has follow up and support built in. I also really like that one of their goals is to meet teachers where they are and move from there. This can be very hard to do if not impossible when providing professional development to large groups of teachers at once. Having smaller groups of teachers makes that much more manageable. I think that by meeting teachers where they are at with technology they would be more likely to try things and stick with it.
While they did have grant money to help pay for substitutes and other expenses, I think this could be implemented on a somewhat smaller scale. We discussed in class using the experts that are already in the district. New teachers in the district are often paired with a mentor so it seems like this type of technology mentoring could be a manageable task. Even if it was a one to one pairing instead of one to two or three. I think both ends of this relationship, the mentor and the mentee, could benefit from the collaboration. It could also be an ongoing system with mentees eventually becoming mentors.
It is nice that this district has a person with the title 21st Century Learning and Innovation Specialist to plan and implement professional development like this and to oversee it. Lack of one or multiple individuals to oversee such professional development would make it hard to monitor the effectiveness and keep the participants accountable.
This article describes a specific professional development program in a school district in Colorado. The author is the 21st Century Learning and Innovation Specialist for this district. This program was funded through grant money. They started a peer-mentoring program which paired innovative teachers with two to three "technology - reluctant" teachers in the district. The goals for the programs included reaching teachers that would not volunteer to participate in other professional development, meeting teachers where they are at and moving them forward to create an environment where innovation can flourish, turning these teachers into believers, and emphasizing good instructional design and a culture of curiosity.
The mentors were trained and all participants participated in an online book study of Tony Wagner's Creating Innovators. All participants met four times throughout the year. At those meetings active hands on learning activities were modeled and collaboration time was provided. Substitute teachers were also provided so that teachers could visit other classrooms and two innovative schools were visited. Mentees also worked one on one with their mentors throughout the year. While specific measurements of success were not provided in the article, the program was deemed a success.
I think this article presents a different approach to professional development than what is often seen in many schools and a much deeper and ongoing approach. I like the fact that this is not a one and done professional development but has follow up and support built in. I also really like that one of their goals is to meet teachers where they are and move from there. This can be very hard to do if not impossible when providing professional development to large groups of teachers at once. Having smaller groups of teachers makes that much more manageable. I think that by meeting teachers where they are at with technology they would be more likely to try things and stick with it.
While they did have grant money to help pay for substitutes and other expenses, I think this could be implemented on a somewhat smaller scale. We discussed in class using the experts that are already in the district. New teachers in the district are often paired with a mentor so it seems like this type of technology mentoring could be a manageable task. Even if it was a one to one pairing instead of one to two or three. I think both ends of this relationship, the mentor and the mentee, could benefit from the collaboration. It could also be an ongoing system with mentees eventually becoming mentors.
It is nice that this district has a person with the title 21st Century Learning and Innovation Specialist to plan and implement professional development like this and to oversee it. Lack of one or multiple individuals to oversee such professional development would make it hard to monitor the effectiveness and keep the participants accountable.
Saturday, October 18, 2014
Meet the New School of Digital Citizenship
http://www.edtechmagazine.com/k12/article/2014/10/upright-citizens-brigade
According to author Melissa Delaney, the need for educating students on good digital citizenship is increasing. As students use technology at home and at school, they create a digital footprint in the technology world. This footprint is becoming more and more attached to the individual, whether it is used by colleges or future employers that research the background of potential candidates. Through research, it has become clearer that older students and even adults are unaware of how to portray themselves online or through social media. Inappropriate comments and photos can be forever linked to an individual, even if that person no longer supports them.
Using technology appropriately, especially in social media, has become crucial to our students and their future. If they are to become responsible contributers in the world of technology and social media, they need to be educated on how to do so. In Delaney's article "Meet the New School of Digital Citizenship," she supports an initiative created by Mike Riddle, director of technology at the Manhattan-Ogden Unified School District No. 383 in Kansas and author of Digital Citizenship in Schools.
Riddle has created a system to educate students on digital citizenship from a very early age. Riddle's system focuses on nine themes that fall into 3 categories: respect, educate, and protect, also called REP. Teachers should focus on one theme in each category every year in school, building the students knowlege about responsible use of technology and creating their digital footprint.
According to author Melissa Delaney, the need for educating students on good digital citizenship is increasing. As students use technology at home and at school, they create a digital footprint in the technology world. This footprint is becoming more and more attached to the individual, whether it is used by colleges or future employers that research the background of potential candidates. Through research, it has become clearer that older students and even adults are unaware of how to portray themselves online or through social media. Inappropriate comments and photos can be forever linked to an individual, even if that person no longer supports them.
Using technology appropriately, especially in social media, has become crucial to our students and their future. If they are to become responsible contributers in the world of technology and social media, they need to be educated on how to do so. In Delaney's article "Meet the New School of Digital Citizenship," she supports an initiative created by Mike Riddle, director of technology at the Manhattan-Ogden Unified School District No. 383 in Kansas and author of Digital Citizenship in Schools.
Riddle has created a system to educate students on digital citizenship from a very early age. Riddle's system focuses on nine themes that fall into 3 categories: respect, educate, and protect, also called REP. Teachers should focus on one theme in each category every year in school, building the students knowlege about responsible use of technology and creating their digital footprint.
Delaney's article also suggests that this type of education does not need to be overly complicated. There are a lot of resources available, whether it is a video or curriculum, that is free and accessible. Many schools already have an acceptable use policy that teachers can use to build on when educating their students about digital citizenship, and lessons can be woven throughout multiple disciplines.
I feel this a very relavant to the subject I teach because in my classes, we often discuss the power of words and meaning. We also cover responsible practices for research and discuss intellectual property and plagarism. I feel reponsible for educating my students about these topics so that they can have a positive experience using technology in their lives, and then they are prepared for the higher learning environments that many of them will attend.
How To Bring Teachers Up to Speed with Technology
http://thejournal.com/Articles/2012/03/14/Getting-Teachers-Up-to-Speed-with-Technology.aspx?Page=2
Preparing teachers for using technology is the most important part of integrating technology into the classroom otherwise technology either doesn't get used or isn't used to transform the classroom. This article provided several ways to bring teachers up to speed with technology.
The first idea is to provide many different angles to teaching them how to use the technology. Lectures, videos, and projects were just a few of the ways that were used to show teachers how to use a specific technology.
Using the technology as an incentive was another way of actually getting teachers to the training. Teachers are more likely to attend a training if they don't receive the technology until after they have been trained with it.
Open-ended projects were useful in pushing teachers outside of their comfort zone and forcing them to come up with ideas about how to use the technology. There is exciting and enthusiasm when you come up with an idea yourself.
Another suggestion was to not force technology too fast on teachers. Many teachers do not have the time to learn and create new lessons. Small steps and peer collaboration can go a long way to helping them ease into using technology into their classroom.
I do really like the idea of open-ended projects for teachers to explore new technology much like we have our students do. Exploring creates ownership of the material and that produces a much more successful learning environment. Exploring through collaboration enhances learning even beyond that.
I have seen first hand what overwhelming teachers with technology looks like. I think we need a diversified approach to teaching technology. Just like in our classrooms we have different types of learners and different starting points for each learner. This is how we should approach professional development versus a one size fits all lecture that leaves some overwhelmed and some bored out of their mind.
In our district I believe we have shifted in just the last few years to a more collaborative, exploratory view of professional development. I would like to see more diversified learning opportunities for learning new material because while collaboration is great, some tools need to be presented or scaffolded before learners can wrap their mind around what they are getting into.
Preparing teachers for using technology is the most important part of integrating technology into the classroom otherwise technology either doesn't get used or isn't used to transform the classroom. This article provided several ways to bring teachers up to speed with technology.
The first idea is to provide many different angles to teaching them how to use the technology. Lectures, videos, and projects were just a few of the ways that were used to show teachers how to use a specific technology.
Using the technology as an incentive was another way of actually getting teachers to the training. Teachers are more likely to attend a training if they don't receive the technology until after they have been trained with it.
Open-ended projects were useful in pushing teachers outside of their comfort zone and forcing them to come up with ideas about how to use the technology. There is exciting and enthusiasm when you come up with an idea yourself.
Another suggestion was to not force technology too fast on teachers. Many teachers do not have the time to learn and create new lessons. Small steps and peer collaboration can go a long way to helping them ease into using technology into their classroom.
I do really like the idea of open-ended projects for teachers to explore new technology much like we have our students do. Exploring creates ownership of the material and that produces a much more successful learning environment. Exploring through collaboration enhances learning even beyond that.
I have seen first hand what overwhelming teachers with technology looks like. I think we need a diversified approach to teaching technology. Just like in our classrooms we have different types of learners and different starting points for each learner. This is how we should approach professional development versus a one size fits all lecture that leaves some overwhelmed and some bored out of their mind.
In our district I believe we have shifted in just the last few years to a more collaborative, exploratory view of professional development. I would like to see more diversified learning opportunities for learning new material because while collaboration is great, some tools need to be presented or scaffolded before learners can wrap their mind around what they are getting into.
Thursday, October 16, 2014
How Should Professional Development Change?
http://www.edutopia.org/blog/how-should-professional-development-change-ben-johnson
This article may not exactly be about technology, but since this new class is about Professional Development (PD) I feel this article is relevant.
The beginning of the article started off by listing complaints that many teachers have about PD. It was pretty much the same things we listed in class. Not enough time to learn or practice, not enough hands-on, little to no relevance within their content area and little to no time for teacher collaboration. The main point of the beginning of this article is to let teachers know, that a major change or shift needs to occur. Specifically in the amount of time teachers are allowed to collaborate.
The second part of this article compared the differences between American teachers versus teachers in Toronto. (The ratio of actual teaching time in the classroom as opposed to learning time (aka PD time or collaboration time.) The US ratio is 28 hours of teaching and 1 hour of teacher collaboration. In Toronto, the ratio is 25 hours of teaching and 4 hours of collaboration.
The author then looked at Singapore. Those teachers teach for 18 hours a week and have 15 hours of collaboration! Teachers in Singapore are paid to collaborate and are expected to put in around 100 hours a school year. In the United States, it takes teachers 5 years to reach that number. The author of this article argues that most US teachers don't know how to collaborate effectively and they need more time for DEEP collaboration. PD nowadays needs to be more of the following: learn by doing, job-embedded and with more teacher collaboration time.
After reading this article, those numbers were just incredible to read and believe! It would be interesting to observe how these teachers in Singapore do collaborate and use their time effectively. (Of course, they get paid to collaborate-I'm not sure how parents and the community would feel about that. I think the mind set here in the states is so different than over there.) I agree that deeper collaboration is needed, but quite honestly, I think I would have to be shown how that is done. What does that involve? What does that look and sound like? I would have liked to read more about that. I also wonder when this collaboration does takes place in Singapore and Toronto. (The article also mentioned Shanghai as well.) We mentioned in class what would be the "perfect" time for this?!? This article left me with more questions than answers, but it does raise some intesting points.
This article may not exactly be about technology, but since this new class is about Professional Development (PD) I feel this article is relevant.
The beginning of the article started off by listing complaints that many teachers have about PD. It was pretty much the same things we listed in class. Not enough time to learn or practice, not enough hands-on, little to no relevance within their content area and little to no time for teacher collaboration. The main point of the beginning of this article is to let teachers know, that a major change or shift needs to occur. Specifically in the amount of time teachers are allowed to collaborate.
The second part of this article compared the differences between American teachers versus teachers in Toronto. (The ratio of actual teaching time in the classroom as opposed to learning time (aka PD time or collaboration time.) The US ratio is 28 hours of teaching and 1 hour of teacher collaboration. In Toronto, the ratio is 25 hours of teaching and 4 hours of collaboration.
The author then looked at Singapore. Those teachers teach for 18 hours a week and have 15 hours of collaboration! Teachers in Singapore are paid to collaborate and are expected to put in around 100 hours a school year. In the United States, it takes teachers 5 years to reach that number. The author of this article argues that most US teachers don't know how to collaborate effectively and they need more time for DEEP collaboration. PD nowadays needs to be more of the following: learn by doing, job-embedded and with more teacher collaboration time.
After reading this article, those numbers were just incredible to read and believe! It would be interesting to observe how these teachers in Singapore do collaborate and use their time effectively. (Of course, they get paid to collaborate-I'm not sure how parents and the community would feel about that. I think the mind set here in the states is so different than over there.) I agree that deeper collaboration is needed, but quite honestly, I think I would have to be shown how that is done. What does that involve? What does that look and sound like? I would have liked to read more about that. I also wonder when this collaboration does takes place in Singapore and Toronto. (The article also mentioned Shanghai as well.) We mentioned in class what would be the "perfect" time for this?!? This article left me with more questions than answers, but it does raise some intesting points.
Subscribe to:
Posts (Atom)