The acronym TSD (Teachers’ Staff Development) will be use throughout the presentation.
The purpose of this presentation is to present two different approaches to teachers’ staff development (TSD) which wereconsidered, after a global research conducted by the Technology and World Languages Departments, will assist in successfully implementing the technology transformations and emerging technologies that benefit the learning experience of students in our school district.
In conjunction with the MCSP Technology Department, The World Language department, conducted a research by contacting teachers from the United Kingdom, and by reading different researches about technology staff developments developed in this country to obtain some insights on their different practices and to learn from their experiences.
Going global is the emerging trend in any professional field. Thanks to Technology, information is traveling faster, and it ismaking it easier for everybody to be in contact. The web is not just a library, but also “a interactive multimedia social network available to all.” (Peters, 2008, p. 9). In regards to education, “the goal of creating a more diverse and tolerant multicultural classroom can be achieved through the power of real-life examples rather than a text-book directed lesson” (Peters, 2008, p. 4). The same principle should be applied to teachers’ staff development. In fact, the Framework for 21st Century Learning has as one of its support systems professional development.(http://www.p21.org/documents/P21_Framework.pdf)
It is a fact that the digitalization of our society and specifically of our schools is changing the way our students are learning and, as a consequence, the way teachers are delivering their instruction. Technology is the big issue and the acquiring technology skills is the goal. This is a reality for all 21st century teacher in any school level and subjects. These statements bring me to the following questions: Are UK teachers ready for the change? Are they ready to teach kids the 21st century skills? Are they receiving the appropriate training to face the technology era? In regards to a positive outcome after instruction using interactive white board, or what we know better as smart boards, Haldane, Lewis, Scrimshaw, & Somehk (2009) stated that “it is possible that these positive gains were partially the result of effective teacher professional development” (p. 174).
The purpose of showing you this video is to share our thoughts on the importance of exploring and learning about what other countries are doing and adapt to our own culture and educational system. As stated by Darling-Hammond (2010) “We can’t adapt or adopt what any other nation is doing into our different system, but can learn from the experience of different systems”
Stress on Pedagogic rather than technical knowledge: Despite the fact that the United Kingdom has been a leader in the technology education field for more than three decades, the computers or any other technology do not come along with instructions to incorporate their use into the classroom learning. For the training subject of Haldane, et a. (2009), “the emphasis of the training was on ways teachers could use the IWB to change their pedagogical practices in addition to acquiring skills” (p.173). The research aimed to analyze, through observations, video recording of classes using IWB, and surveys, teachers’ practices and perceptions about staff development in around 500 schools in England.ICT skills linked to curriculum and Standards: The staff development should have a purposed linked to the curriculum and standards. This motivates teachers and makes the process of learning meaningful. Community of learners as an informal TSD approach:In the paper “Training teachers to use new technologies impacts multiple ecologies: Evidence from a national perspective” by Davis, Preston, & Sahin (2009), Head teachers provided the training and information through different way: hard-copy, e-mail, or/and school network and website. They also often conducted staff meetings. Teachers worked collaborative by sharing their “good practices” through “demonstrations, coaching or observation”. From this section, I want to stress that teachers were looking for resources that were useful to cover the needs of their students specifically.
Ongoing training, evaluation of ICT use, and further support: In the paper Haldane, et al. (2009), one of the most important features of the training provided by LAs was the formation of school clusters to facilitate the dissemination of information and training. It was a “valuable support strategy”Adoption of “cascades method” (Haldane et al., 2009, p. 182): The main methodology used was a policy of train to train that they called in UK the Cascade Model or “Cascading” (Haldane, et al., 2009, p.173). Cascading is a centralized staff development program that was led by Local Authorities (LA) consultants which were given the task to impart their knowledge and skills on Interactive White Boards (IWB) to the head teachers. In turn, head teachers were given the task of coordinating the training and use of the interactive white board.
The Cascading method did not yield any positive results some twenty years ago when training teachers on the use of Micros in Schools Scheme. (As cited in Haldane, et al., 2009, p.182). As stated by Haldane, et al. (2009), the reason it did not work was that teachers were not provided of pedagogical uses to integrate in their instruction. They simply learned how to operate the piece of technology. For the training subject of Haldane, et a. (2009), “the emphasis of the training was on ways teachers could use the IWB to change their pedagogical practices in addition to acquiring skills” (p.173).
Dear members of MirandaNet. My name is Ivana. I am originally from Venezuela but I have been living and teaching in the USA for more than 10 years. I am currently working towards my Master’s degree in Instructional Technology. This semester I am taking a Global Perspectives class and in order to complete one of the projects, I need to interview a couple of teachers from the UK. The interview is basically about the use of technology in the schools. If you are interested in helping me, please contact me at email@example.com. Your assistance will be highly appreciated. This is also a venue for me to start building my global network to find support and learn from other teachers around the world.
Some UK global education networks and programs have been created to support UK teachers in their quest for technology instructional knowledge. These include:MirandaNet (http://www.mirandanet.ac.uk/) UK teachers share what they call “their best practices” in instructional technology. Teachers seek support from other UK teachers for their investigations and also publish their research to share their findings with other teachers. NAACE (National Association of Advisors for computers in Education) (http://www.naace.co.uk/) Vital, a professional development program that supports teachers to learn how to incorporate technology in their instruction. (http://www.vital.ac.uk)
Some programs have been put in place by teachers, as well as other programs created by different organizations. For example, to compensate for the need of more “training” and technology support, TeachMeet, a Continuing Professional Development, program was created. TechMeet provides a social opportunity where teachers eat and drink while they talk about their “best practices” in the classroom, including technology instruction. These meeting are becoming very popular due to the fact that the teachers are the ones running them and they are paid for by community sponsors. Some other CPD (Continuing Professional Development) programs have been shut down due to budget problems.
TeachMeet Sessions is a good example of what teachers are doing in UK to find support and catch up with emerging educational technologies. They meet after school to share and discuss how they are incorporating technology in their classroom, and it is pedagogically working for the students. They share knowledge, ideas, and train one another. (Personal Communication, 2011). It is also a social activity for them where they share food and drinks.
Based on my experience, the readings I made and the insights I received from the teachers I interviewed, I concluded there is not much difference between the United Kingdom and the United States teachers’ staff development situation. In both countries there is a high need for teachers to receive technology training that helps them be prepared to the cover the needs of students in the 21st century. There is not consistency in the support for teachers from the school administrations or education authorities in both countries. The main support and collaboration is happening through computer based trainings. Teachers who have little or none technology and internet experience cannot take advantage of these training. However, teachers in UK are very motivated to organize meeting where they share what they call their “best practices” (personal communication). One of the teachers I interviewed express her concern about the fact that some of ongoing teachers’ staff development where teachers meet to share their experiences and ideas, and to receive training have been discontinued due to budget issues. However teachers in UK are trying to keep those meeting and have formed learning communities to find support in their quest to learn instructional technologies to enhance their instruction and to be a acquire skills and abilities to be competitive in the 21st century. I have not seen that kind of collaboration at k-12 schools in my Virginia or Maryland counties where I have worked.
Based on the research of what school system are doing in the area of teachers’ staff development and on the interviews conducted to UK teachers, we developed these three proposal to adapt from UK school system:Creation of a community of learners within the school and county schools.Cascade Method to disseminate instructional technology knowledge.Connect teachers to a global educational network.
It is a fact that the use of computers and internet has increased in all fields of our world and society the last two decades. People are communicating more frequently and faster, and there is not frontier; you can contact people on the side of the globe. Technology is revolving around this fact and social and professional global networks are emerging. Teachers have picked up on this trend to find ways to cope with the need of catching up with technology knowledge to update their instruction. (As cited in Brush & Hur, 2009). “Research continually indicates that providing continuous support and promoting interaction among teachers are keys to successful teacher professional development” (As cited in Brush & Hur, 2009).
To conclude, once our proposal is developed, the final product will be the creation of communities of teachers, both in person and online, as a professional development model. It is important to disseminate our findings throughout our whole school system and even share it with neighboring counties, as well as with school systems nationwide. The principle of our proposal is based on the idea of creating a community of learners that are able to sustain themselves with the support of their school communities and authorities. The cognition as social perspective emphasizes social aspects of learning. “What people consider to be knowledge and how people think and develop ideas are the products of interaction and negotiation within communities of practice over time. (As cited in Brush & Hur, 2009).
In order to carry out this proposal, we recommend bringing together a team of teachers and technology experts to develop a plan for a pilot program. We also suggest further investigation by joining teachers’ global networks and contacting technology and education experts and authorities in other countries to compile ideas that can be adapted to school systems in the United States.
Questions and Answers Session
University of Maryland University College http://2.bp.blogspot.com/-luU63zeEUTU/TclGf7IFDWI/AAAAAAAAAAc/8Dm7Xq-Ygvw/s1600/globaleducation.jpg Integration of Technology: Global Perspectives CCS PROPOSAL MULTIMEDIA PRESENTATION 1
Country Case StudyProposal Multimedia Presentation Ivana Nazar-Olaciregui Summer 2011 CCS PROPOSAL MULTIMEDIA PRESENTATION 2
Global EducationTeaching Staff Development Proposal (TSD): Sharing Good Practices Cascade Method http://www.virtual-ta.com/images/VTA_03.jpg CCS PROPOSAL MULTIMEDIA PRESENTATION 3
Objectives Global Research Why Global Education? Why Global TSD? Global Research of TSD Research and Readings Cascade Method Interviews Voices of UK Teachers Community of Learners US vs. UK TSD Proposal Teachers’ Global Networks Conclusion Recommendations Reference CCS PROPOSAL MULTIMEDIA PRESENTATION 4
The purpose of this presentation: Topresent results on UK TSD Country Case Research Topropose implementation of two UK TSD approaches http://www.edweek.org/media/2010/09/16/elteachprep_listen_600.jpg CCS PROPOSAL MULTIMEDIA PRESENTATION 5
UK Scholarly Journals and Researches UKTeachers and Instructional Technology Experts http://movingmum.files.wordpress.com/2011/05/brit-and-us-flags-final-640.jpg CCS PROPOSAL MULTIMEDIA PRESENTATION 6
enabled by emerging technologies and a globalized world (Peters,2008, p. 10) promotes global awareness and citizenship. encourages creation o global learning communities and global collaboration. http://cfcc.edu/global_education/images/GlobalEducationlogo.jpg CCS PROPOSAL MULTIMEDIA PRESENTATION 7
reduces sense of isolation to teachers. involves interaction that promotes knowledge exchange as the basis of knowledge acquisition and transformation. provides opportunities to analyze TSD processes. (John, & Triggs, 2004, p. 437) CCS PROPOSAL MULTIMEDIA PRESENTATION 8
“We can’t adapt or adopt what any other nation is doing into our different system, but can learn from the experience of different systems” (Darling-Hammond, 2010) Click Picture for Video CCS PROPOSAL MULTIMEDIA PRESENTATION 9
Better TSD practices are characterized by: Stress on Pedagogic rather than technical knowledge ICT skills linked to curriculum and Standards Community of learners as an informal TSD approach. CCS PROPOSAL MULTIMEDIA PRESENTATION 10
Ongoing training, evaluation of ICT use, and further support. Adoption of “cascades method” (Haldane et al., 2009, p. 182) CCS PROPOSAL MULTIMEDIA PRESENTATION 11
“Cascading” Centralized staff development program(Haldane, et al., 2009, p.173). http://worldsavvy.org/images/gep-2.jpg CCS PROPOSAL MULTIMEDIA PRESENTATION 12
It was a worthy experience getting in touchand learning from educators from the UnitedKingdom. Global Education Collaborative: http://globaleducation.ning.com/ MirandaNet: http://www.mirandanet.ac.uk/ CCS PROPOSAL MULTIMEDIA PRESENTATION 13
Sharingbest practices Continuing Professional Development (CPD) UK Global Education Networks MirandaNet NAACE Vital http://webcp.ucps.k12.nc.us/news_manager/photos/Global_Math_1.jpg CCS PROPOSAL MULTIMEDIA PRESENTATION 14
“TeachMeet session consists of sharing bestpractices” (Personal Communication, 2011)“Computer Base training only for teachers withtechnology experience” (Personal Communication,2011)“Before being able to analyze and compare youneed to investigate the policies and systems”(Personal Communication, 2011) http://www.vinfolio.com/thewinecollector/images/LaptopSpeakingUp.gif CCS PROPOSAL MULTIMEDIA PRESENTATION 15
Similar Teaching Staff Development status UK teachers higher motivation to collaboration. http://www.edk-12.com/EDK-12_Files/ImageGallery/Public/StaticPages/EDK- 12_File_20100604075512810.jpg CCS PROPOSAL MULTIMEDIA PRESENTATION 17
Creation of a community of learners within the school and county schools. Cascade Method to disseminate instructional technology knowledge. Connect teachers to a global educational network. http://www.pmthink.com/GoogleProjectManagement01.jpg CCS PROPOSAL MULTIMEDIA PRESENTATION 18
Final Product Community of teachers “learners”Dissemination of ProjectSelf-sustain community of learnersSocial cognition (Brush & Hur, 2009, p. 281) CCS PROPOSAL MULTIMEDIA PRESENTATION 20
Teaming experts to develop a pilot Joining teachers’ global networks Contacting teachers, technology experts and school authorities around the world http://blogs.educationau.edu.au/jtravers/wp-content/uploads/2008/09/learncomm1.jpg 21 CCS PROPOSAL MULTIMEDIA PRESENTATION
Haldane, M., Lewin, C., Scrimshaw, P., & Somekh, B. (2009). The impact of formal and informal professional development opportunities on primary’s teachers’ adoption of interactive whiteboards. Technology, Pedagogy, and Education, (18)2, 173-185. Retrieved from Education Research CompleteJohn, P, & Triggers, P. (2004). From transaction to Transformation: information and communication technology, professional development and the formation of communities of practice. Journal of computer assisted learning, (20)6, 426-439. Retrieved from Academic Search Complete.Peters, L. (2009). Global education: Using technology to bring the world to your students. Washington, D.C.: International Society for Technology in Education CCS PROPOSAL MULTIMEDIA PRESENTATION 22
edutopia.(2010). Becoming internationally competitive. Retrieved from http://www.edutopia.org/assessment-linda-darling-hammondBrush, T. A., & Hur, J. W. (2009). Teacher participation in online communities: Why do teachers want to participate in self generated online communities of K-12 teachers? Journal of Research on Technology in Education, (41)3, 279-303. Retrieved from MasterFILE Premier. CCS PROPOSAL MULTIMEDIA PRESENTATION 23
http://4.bp.blogspot.com/- jLMpj5HCKCY/Tew_zMPU5EI/AAAAAAAAEXw/ZD1Iu8C9XeQ/s1600/Question+Mark.JPGBy Ivana Nazar-Olaciregui CCS PROPOSAL MULTIMEDIA PRESENTATION 24