Educational TechnologyProfessional Development        Yuri Zepeda         Dr. Chen         EDIT 556
The role of Educational               Technology Provides authentic learning experiences Improves instruction Enhances ...
The need for high-quality ETPD In order for students to be prepared for the 21st  century and gain technology skills & fl...
Reasons why many PD programs                 fail No explicit connection between the use    technology and instruction  ...
What defines a high-quality ETPD? Longer duration Follow-up support and feedback Access to new technologies Collaborat...
“Online communities” Lock (2006) introduces “online communities” to  facilitate teacher professional development Creates...
“Knowledge Brokers” Plair (2008) introduces the notion of “knowledge brokers, or a intermediary to sort through a wealth ...
“Master Technology Teacher” Wright (2010) describes that the Master  Technology Teacher, a professional development  prog...
“The Centers for Quality Teaching         and Learning” This professional development places technology  in the “context ...
Resources   Harris, J. (2008). One Size Doesn’t Fit All: Customizing Educational    Technology Professional Development. ...
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Educational Technology Professional Development

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The role of professional development in today's 21st century schools

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Educational Technology Professional Development

  1. 1. Educational TechnologyProfessional Development Yuri Zepeda Dr. Chen EDIT 556
  2. 2. The role of Educational Technology Provides authentic learning experiences Improves instruction Enhances student learning Prepares students for the 21st century Students gain & develop new set of skills: critical, analytical, cultural, global, and digital
  3. 3. The need for high-quality ETPD In order for students to be prepared for the 21st century and gain technology skills & fluency, teachers need to learn how to integrate technology into their classrooms successfully. It educates teachers the value of technology It provides constant support for teachers, thus developing confidence It exposes teachers to innovative/ creative ideas & resources
  4. 4. Reasons why many PD programs fail No explicit connection between the use technology and instruction Short-term workshops that focus on technical assistance Lack of meaningful opportunities for teachers to share ideas and reflect on their instructional practices Little teacher support or feedback Follow “one-size- fits- all” workshops Fails to address the needs of teachers, school, students, etc.
  5. 5. What defines a high-quality ETPD? Longer duration Follow-up support and feedback Access to new technologies Collaboration and reflection Shared vision for student learning Community building Moves beyond technical assistance/ skills Engages teachers in meaningful & relevant learning activities Helps teacher to become comfortable using technology
  6. 6. “Online communities” Lock (2006) introduces “online communities” to facilitate teacher professional development Creates authentic learning communities where teachers become active participants Focuses on “designing, building, and supporting a structure and a process… meeting the personal ongoing professional development needs of teachers” (pg. 663) Function outside “conventional practices and timeframes (e.g., workshops)” (pg. 675)
  7. 7. “Knowledge Brokers” Plair (2008) introduces the notion of “knowledge brokers, or a intermediary to sort through a wealth of information about programs, tools, and Web resources and o explain and demonstrate to them (teachers) how to use it in a way that supports and enhances student learning and personal productivity” (pg. 71).
  8. 8. “Master Technology Teacher” Wright (2010) describes that the Master Technology Teacher, a professional development program that focuses on “training teachers how to use technology in classroom instruction” (pg. 139). Classroom observation to see how a teacher uses & implements technology Opportunities for reflection, feedback, support, collaboration, and active participation
  9. 9. “The Centers for Quality Teaching and Learning” This professional development places technology in the “context of student-centered instructional practices “ (Matzen & Edmunds, 2007, pg. 417) Shift from “traditional instruction” to a more “constructivist- compatible instruction” (pg. 417) Alternative vision for the use of technology Teachers are able to connect technology and instruction
  10. 10. Resources Harris, J. (2008). One Size Doesn’t Fit All: Customizing Educational Technology Professional Development. Learning and Leading with Technology.18-26. Jansen, D., & Mensh, M. (2011). Professional Development for Change. Agriculture Education Magazine. 84 (2), 9-11. Lawless, K., & Pellegrino, J. (2007). Professional Development in Integrating Technology into Teaching and Learning: Knowns, Unknowns, and Ways, to Pursue Better Questions and Answers. Review of Educational Research, 77(4), 575-614. Lock, J. V. (2006). A New Image: Online Communities to Facilitate Teacher Professional Development. JI of Technology and Teacher Education, 14 (4), 663-678. Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & Culp, K. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal of Research on Technology in Education, 43(1), 53-74. Matzen, N. J., & Edmunds, J. A. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal of Research on Technology in Education, 39 (4), 417-430. Plair, A. K. (2008), Revamping Professional Development for Technology Integration and Fluency. Clearing House, 82 (2), 70-75. Wright, V.H. (2010) Professional Development and the Master Technology Teacher: The Evolution of one Partnership. Education 131 (1), 139-146.

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