Mod 7 wk 3

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Mod 7 wk 3

  1. 1. Cheryl Price
  2. 2.    Teachers want to be confident in their ability to deliver instruction and monitor learning. Most strategies and tools used by teachers were acquired over a “long” period of time and with the time to test them for success. Technology changed everything: The number of choices of tools, the time to learn them seems diminished due to the number, and the expectation that “everything” is available.
  3. 3.  “In general, low-level technology uses tend to be associated with teacher-centered practices while high-level uses tend to be associated with student-centered or constructivist, practices” (Ertmer 26).  “Full integration of computers into the educational system is a distant goal unless there is reconciliation between teachers and computers. To understand how to achieve integration, we need to study teachers and what makes them use computers” (Marcinkiewicz as cited by Ertmer 27).
  4. 4. How are today’s teachers supposed to “know” that technology integration is “essential”? “Because few current teachers have experienced, or even observed, the use of technology in their own K12 schooling, they are unlikely to have many preconceived ideas about how technology should be used to achieve student learning” (Ertmer 30).
  5. 5. The previous quotes are from an article written in 2005 by Peg Ertmer of Purdue University’s Department of Curriculum and Instruction. The article examined the impact of teacher beliefs on technology integration in the classroom. Although the belief system of a person is a hard thing to measure, the article drew from several studies that indicated the reticence on the part of some teachers to engage fully in technology integration may be deeply connected to their pedagogical beliefs.
  6. 6. According to the Ertmer article as well as Solomon’s and Schrum’s Web 2.0 How-to for Teachers, starting small and teaching more efficient ways of doing what the teacher already does in the classroom is the best way to help teachers build the confidence they need to integrate technology into classroom practice. Peer-mentoring is a great way to start small.
  7. 7.     As stated in our assignment, our school does have a few tech-savvy teachers. They can be annoying with the frequency of the next new find. However, they are extremely helpful in getting a teacher through the steps to try something new. Latest addition is Remind101, which has been around for a while, but it is catching on with several of the teachers. The “peer-mentoring” sessions have accomplished much more than the group presentations that used to suffice for “technology education.” Most teachers are trying at least one or two things beyond the basics. We have teachers flipping classrooms, connecting with classrooms in other states, developing a weebly for students and parents to stay informed about their classroom, and using Kahn Academy videos to augment their teaching to help students enhance their learning. As more teachers try more things, other teachers are attracted to trying something to help students learn in a more exciting, applicable way.
  8. 8. Peer mentoring or sharing is one method of professional development, and bringing in an “expert” to instruct a larger group is another.  Having an ISD technology expert or other field expert present to a staff often ends in frustration because the expert tries to present too much to people who know too little.  This is probably the least effective way to get buy-in from teachers about technology integration. 
  9. 9.  Teachers teaching teachers comes full circle in the full conference format. This type of professional development can be highly effective for teachers who have worked closely one-to-one or in small professional learning communities. Primed for the ideas that are presented at a conference, they are able to pick and choose what will work for them personally.
  10. 10.  Teachers’ attitudes and beliefs seem to be changing since the Ertmer article of 2005. To view the results of the PBS Learning Media Teacher Technology Usage Survey conducted in January 2013, visit http://www.edweek.org/media/teachertechusages urveyresults.pdf
  11. 11. As a result of consistent effort by administrators and a few teachers our school is ready to tackle a full conference.  One of the things that failed miserably early on was the attempt to present “the bells and whistles” of a 21st century classroom. Our particular district of teachers reacted by ignoring what felt like a mountain of information. There was no place to get a foothold and begin to scale the face of it, let alone explore its depths.  Fortunately, one of the administrators and three teachers fully embraced the climb before us. And because of their patience with the rest of us, we are now trying many things. 
  12. 12. Due to the one-on-one mentoring and small group learning communities, we now have:  Two teachers working on flipping their classrooms; one is a middle school math teacher and the other an elementary teacher. The middle school class is almost completely “flipped” (the teacher had to train the students what to do at home first) and the elementary uses the strategy within the classroom (students are online learning while the teacher works with another group). The high school has one math teacher who is putting her lessons online as well; she is working with one of our ISD’s tech gurus and receives “private lessons.” She has made amazing changes in the way she runs her classroom, and the students are responding in a very positive way—failing grades in Algebra I have decreased by more than half.
  13. 13.    Another change that has occurred because of one-to-one mentoring is several teachers are now actively seeking new things to try on their own. Whether it is playing with something like Prezi, Google Forms, or Glogster (I saw some of the middle school students’ creativity working in Glogster, and it was wonderful. They presented at one of our Board meetings, and they were so pleased to share their work), the teachers are seeking ways to make different assignments, using technology in much the same way as they would have formerly used paper and pencil. We are not where we need to be in regard to the level of technology integration; however, we, as a staff, are now excited and almost getting “competitive” (which one of us will find the next new tool to try and share). Our students are now using their own devices for classroom work because teachers are becoming less impressed with “technology” and more determined to creatively use it.
  14. 14. Our school used trained teachers and an administrator to train the rest of us one at a time. We did not do well with large group presentations, and not realizing it, it set us back a bit.  Now that we have had a lot of small group trainings or oneto-one work, we are going to the MACUL conference in March 2014 as an entire district. This is going to be a profound experience (some of us attended last year and know what the rest are going to see) that will promote and propel our school into 21st century classrooms and technology integration that will improve both teaching and learning. 
  15. 15. Ertmer, Peggy. “Teacher Pedagogical Beliefs: The final frontier in our quest for technology integration.” Education Technology Research and Development, Vol. 53 (4). Dec 2005. Retrieved from http://tinyurl.com/kc6lb7n Solomon, Gwen and Schrum, Lynne. Web 2.0: How-to for Educators. Washington, DC: International Society for Technology in Education, 2010. Walker, Andrew. “Integrating Technology and Problem-based Learning: A mixedmethods study of two teacher professional development designs.” Interdisciplinary Journal of Problem-based Learning, Vol. 5 (2). Sept 2011. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1255&context=ijpbl

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