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Helping Educators Transform their Classroom Practice: Sedta Leadership Institute Nov2010

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  • Why do teachers have to transform their practice?
  • If we look at it as only the picture changing then we probably don’t need to worry about transforming teachers; if it’s the whole frame, then we do!
    The framework’s been changing in other fields and it IS changing in education – we can’t stop that train! Online, virtual and blended learning is a critical component!
  • How will we get there? PD is a critical compoent in “helping teachers change” – but what will be our approach. We have to liberate learning and be willing to experiement
  • How==
  • How do we make it not a laundry list but seamless integration?
  • The challenge for tech use: knowing when it’s transformative and when its just an add-on, and how to use it well
  • The challenge for new pedagogical shifts and tech use: Where are we trying to go? What kind of professional learning do we need – so much change expected to meet the ambirious goals; to get out of the Frame, to “unlean”
  • Teachers teach as they were taught
  • What we do in ETLO, and some examples
  • Online instructor training inpacts day job!
  • Transcript

    1. Helping Educators Transform Their Classroom Practice Barbara Treacy SETDA November 2010
    2. “It is the framework which changes with each new technology and not just the picture within the frame.” -Marshall McLuhan (1955)
    3. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” -Alvin Toffler (1990)
    4. What needs to be “unlearned” to:  Enable professional learning for a student centered classroom  Transform how teachers teach; not “adding technology” to a laundry list of required classroom activities.  Encourage teachers and schools to utilize virtual professional learning communities ;
    5. “Learning no longer needs to be one size fits all. The challenge for our education system is to leverage technology to create relevant learning experiences that mirror students’ daily lives and the reality of their futures.” -National Educational Technology Plan, USED 2010
    6. “In education…we have not really seized upon the power and the tools that are now available to us in the Internet age” -Eric Schmidt, Google CEO Web 2.0 is easy to use; Web 2.0 is hard to use well. - Chris Dede, Harvard
    7. Example CCSSO Core Teaching Standards Standard 7: Panning for Instruction Performances: (a) As an individual and as a member of a learning community, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction. Essential knowledge: (h) The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively. Standard 10: Collaboration Performances: (e) The teacher actively integrates technological tools and a variety of communication strategies to build local and global learning communities that engage students, families, and colleagues. Essential knowledge: (h) The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
    8. “Effective professional development is:  intensive, ongoing, and connected to practice;  focuses on the teaching and learning of specific academic content;  is connected to other school initiatives; and  builds strong working relationship among teachers.” – Linda Darling-Hammond, et al (2009)
    9. Effective PD must also:  Incorporate technology  Address unlearning “Technology can help us build the capacity of educators by enabling a shift to a model of connected teaching. The best way to prepare teachers for connected teaching is to have them experience it.” -National Educational Technology Plan, USED 2010
    10. Ex.1: E-Learning for Educators Goal: build state online teacher PD programs focused on content, pedagogy, student achievement  10 state consortium: AL, DE, KY, MD, MO, MS, NC, NH, PA, WV  Funded in 2005 by USED  Unique state/PTV partnership  Content sharing across states  EDC facilitator training, developer training, workshops  Large-scale experimental research with significant impact of online PD teachers and students
    11. Ex. 2: Louisiana Algebra 1 Online PD program  11 online workshops in targeted Algebra 1 topics  State add-on certification for Algebra 1 teachers who complete all 11 workshops  Workshops include online applets and tools to support learning with students  Workshops are project and classroom based  Online facilitator training for LA math teachers
    12. Teacher voice “If we want our students to succeed in a global environment, then we, as educators, must be engaged in 21st century content, context, tools, thinking skills, and assessment… Thanks to online learning I am a 21st century life- long learner!” -West Virginia facilitator and course developer
    13. Thank you! Contact: Barbara Treacy Btreacy@edc.org EdTech Leaders Online http://edtechleaders.org Education Development Center http://edc.org

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