professional development for teachers
DESCRIPTION
A roadmap explaining the why and how of quality professional development that prepares teachers for handling technology with pedagogical finesse.TRANSCRIPT
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Road Map to Digital LiteracyHow to standardize teaching in order to produce digitally literate kids who are “info-savvy, media-fluent and tech-tuned”
(Trilling & Fadel, 2009, p. 61)
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The Road Blocks*
Lack of Technology Expertise
Resistance
Lack of Time
Tradition
Lack of Research
Lack of Vision
*(adapted from Lumley & Bailey, 1993)
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The Road Map
Needs Assessment
Teacher Support
PLEs & PLNs
Feedback Loops
Evaluation
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Quick Survey AssessmentsShort survey assessments are prepared and ready to deploy as needed to regularly update progress.
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Teacher Support
Teachers will use simple online tools to create their unique Personal Learning Environment.
Personal Learning Networks will consist of those groups deemed critical to each teacher’s success.
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Why PLE & PLN?
We’re in this together...• Constructivism 1
• Group-paced approach 2
1 Morrison, Ross, & Kemp, 2007, p. 146.2 Lebow, 1994
• Generative learning 3
• Observation & application 4
3 Wittrock (1989)4 Morrison, Ross, & Kemp (2007)
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Feedback LoopsContinuous feedback helps detect as well as prevent cognitive overload. (Reigeluth, 1999)
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Evaluation“Learning is promoted when learners engage in a task-centered instructional strategy” (Merrill, 2002). Such strategies are easier to assess in a constructivist manner through self and peer evaluations as well as project portfolios, thus constructing additional learning.
1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).
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Evaluation
1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).
Authentic assessment strategies 1
• Self-evaluationvia polls
• Peer-to-peer evaluationvia posts
• Project portfoliovia wiki
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ReferencesLebow, D. (1994) . Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41, 4-16.
Lumley, D. & Bailey, G. (1993). Planning for technology: A guidebook for school administrators. New York: Scholastic.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th edition). Hoboken, NJ: John Wiley & Sons, Inc.
Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In Reigeluth, C. M. (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Volume II) (pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass. Retrieved online September 30, 2009, from Google Books: http://bit.ly/3dbD15
Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.