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Teacher Education and Professional Development:
  Some strategies that are
         working
          Kathryn Murphy-Judy, Ph.D.
                 CALICO 2010
             Friday, June 11, 2010

                10am Merrill 4
Overview
Introduction: stating the problem
Viral no-cost solutions in action:
  FLEX
  VA Teacher Educator Consortium
  FLAVA
  Service Learning mentoring
Introduction

We have reached a point where technological
innovation is outstripping personal and
societal capacities to absorb and evolve in time.
This state of affairs (not yet that of the
“Singularity”) is too evident in institutions--
economic, political, and, perhaps most
importantly, educational.
for example. . .
 The technology to drill deep
 sea wells is obviously
 exploitable.

 Antiquated, irrational and
 incommensurate economic
 systems (like that giving
 rise to oil conglomerates)
 drive catastrophic events.

 Political systems are self--
 defeatingly and globally
 destructively entropic and
 inadequate before and after.
In education. . .

 21st century technological innovations and mediations with
 concomitant personal and social reconfigurations and adaptations
 slam up against 20th century theories, methods, standards, structures,
 hierarchies and fears. ( See PARC forum on feral technology.)

 Teachers, in large measure, are not being invited to Singularity
 University or the H+ Summit @ Harvard .

 Educational institutions, from international down to local, may say
 they want technological innovation in teaching and learning and are
 willing to pay for equipment . . . but not training.
So, what do we do?


What we can, when
we can, with as
much or as little
support as we find at
our disposal.
Doing my best . . .

by insinuating and
ab-using
technologies and
social/professional
organizations at my
disposal to make
inroads with current
and future teachers.
Various inroads . . .
Locally: FLEX, the Foreign Language
EXchange of Greater Richmond
Statewide: VA FL Teacher Educators
Consortium
Statewide: FLAVA, the Foreign
Language Association of Virginia
Service Learning/Mentoring
FLEX:      a local K-16 articulation group




We offer 2 training
sessions/year,
sometimes more.

We host a listserv.

We run a Ning.
VA FL Ted & Dvlp. Consortium

 Open to all teacher
 trainers in VA and
 beyond (including
 post-secondary
 educators and
 county supervisors.

 Meets yearly at
 ACTFL

 Runs a wiki
FLAVA


Google Docs for
minutes, bylaw
revisions, &c.

Web conferencing

Jings for how-to.
Service Learning
WRLD 203 Global
Media and New
Literacies

Social media and
beyond

Service learning:
mentor RPS/NPS
teachers
100 students: 50 teachers
 I gathered names/emails of
 interested teachers at in-
 service workshops

 Student pairs sent
 introductory email and
 request for areas of interest

 Biggest problem: teacher
 dropouts.

 work ranged from Google
 Docs to Facebook to
 blogging.
Mentoring blogs
http://                         student helping an ESL
kawtharsnewblog.blogspot.com    student w/English and tech
/                               http://deedee-
                                knowledgeispower.blogspot.co
http://                         m/
teachermentoring123.blogspot.
com/                            by a teacher:http://
                                bluskiesbaby.blogspot.com/
http://
watadaytuesday.blogspot.com     after class was over, the
/                               learning keeps
                                spreading:http://
                                valenavalena.blogspot.com/
                                2009/12/greetings-from-
Mentees’ comments
<celkaissijohnson@nps.k12.va.us>Ivana finished           Mary Ellen had no problems with the applications,
her tutoring with me. She did a great job answering      and said she will use most of them. She also said that
my questions, and sending me instructions. Her           she will also mentor some of her colleagues who she
tutoring was very beneficial to me. I enjoyed it.Thank   feels will benefit from these various applications that
you, and I apologize for not being able to send my       we taught her. She is not able to use all of them since
feedback earlier.Best regards,                           she is a second grade teacher, but she will benefit from
                                                         them in future use. I feel that this teacher-mentee
From a Google Doc: Mentoring Brittany Fulk's             program was a great program, even though it got off
Aunt, Mary Ellen Earley was a fun experience. Since      to a rocky start at first. This program is great, in that
Brittany Fulk was my partner and our teacher was         there are a lot of people out there, especially teachers,
her aunt, she did most of the communication with         that can benefit from our knowledge that can make
Mary Ellen through e-mails. I communicated mostly        their lives, and teaching career, more easier and
with her aunt face to face and through twitter. Her      stress-free.
name @name is @mermersnead and mine is
@memeyagurl. The link to these conversations is
http://twitter.com/Memeyagurl. I documented all of
my work through my blog on blog.com, the link is
http://melindawilliams.blog.com/. These links are
also located on the technology spreadsheet that we
filled out at the beginning of the semester.I can say
that it was fun mentoring Mary Ellen. She was a
quick learner and always willing to learn the new
applications.
The problem from another
angle
Next generation teachers may use social media,
but not well. Few ‘translate’ it into the
teaching/learning context.
Many teacher trainers lack technology
proficiency, thus offering little but cursory
glances at various affordances. Rarely do they
grasp, much less model, communicative and
social integrations of new media into FLE.
How to bridge the gaps
Top down: get teacher trainers and supervisors
using new media using ACTFL, AATs,
NCATE, INTASC, &c.
Middle ground: use every promotional venue at
hand (in-services, workshops, conferences,
departmental work like minutes/bylaws)
 Bottom-up: Get those using new media (iGen)
to infiltrate the teaching ranks. Elsewhere to
request technology infused training
Keep the faith.
  kmurphy@vcu.edu

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Calico2010 presentation

  • 1. Teacher Education and Professional Development: Some strategies that are working Kathryn Murphy-Judy, Ph.D. CALICO 2010 Friday, June 11, 2010 10am Merrill 4
  • 2. Overview Introduction: stating the problem Viral no-cost solutions in action: FLEX VA Teacher Educator Consortium FLAVA Service Learning mentoring
  • 3. Introduction We have reached a point where technological innovation is outstripping personal and societal capacities to absorb and evolve in time. This state of affairs (not yet that of the “Singularity”) is too evident in institutions-- economic, political, and, perhaps most importantly, educational.
  • 4. for example. . . The technology to drill deep sea wells is obviously exploitable. Antiquated, irrational and incommensurate economic systems (like that giving rise to oil conglomerates) drive catastrophic events. Political systems are self-- defeatingly and globally destructively entropic and inadequate before and after.
  • 5. In education. . . 21st century technological innovations and mediations with concomitant personal and social reconfigurations and adaptations slam up against 20th century theories, methods, standards, structures, hierarchies and fears. ( See PARC forum on feral technology.) Teachers, in large measure, are not being invited to Singularity University or the H+ Summit @ Harvard . Educational institutions, from international down to local, may say they want technological innovation in teaching and learning and are willing to pay for equipment . . . but not training.
  • 6. So, what do we do? What we can, when we can, with as much or as little support as we find at our disposal.
  • 7. Doing my best . . . by insinuating and ab-using technologies and social/professional organizations at my disposal to make inroads with current and future teachers.
  • 8. Various inroads . . . Locally: FLEX, the Foreign Language EXchange of Greater Richmond Statewide: VA FL Teacher Educators Consortium Statewide: FLAVA, the Foreign Language Association of Virginia Service Learning/Mentoring
  • 9. FLEX: a local K-16 articulation group We offer 2 training sessions/year, sometimes more. We host a listserv. We run a Ning.
  • 10. VA FL Ted & Dvlp. Consortium Open to all teacher trainers in VA and beyond (including post-secondary educators and county supervisors. Meets yearly at ACTFL Runs a wiki
  • 11. FLAVA Google Docs for minutes, bylaw revisions, &c. Web conferencing Jings for how-to.
  • 12. Service Learning WRLD 203 Global Media and New Literacies Social media and beyond Service learning: mentor RPS/NPS teachers
  • 13. 100 students: 50 teachers I gathered names/emails of interested teachers at in- service workshops Student pairs sent introductory email and request for areas of interest Biggest problem: teacher dropouts. work ranged from Google Docs to Facebook to blogging.
  • 14. Mentoring blogs http:// student helping an ESL kawtharsnewblog.blogspot.com student w/English and tech / http://deedee- knowledgeispower.blogspot.co http:// m/ teachermentoring123.blogspot. com/ by a teacher:http:// bluskiesbaby.blogspot.com/ http:// watadaytuesday.blogspot.com after class was over, the / learning keeps spreading:http:// valenavalena.blogspot.com/ 2009/12/greetings-from-
  • 15. Mentees’ comments <celkaissijohnson@nps.k12.va.us>Ivana finished Mary Ellen had no problems with the applications, her tutoring with me. She did a great job answering and said she will use most of them. She also said that my questions, and sending me instructions. Her she will also mentor some of her colleagues who she tutoring was very beneficial to me. I enjoyed it.Thank feels will benefit from these various applications that you, and I apologize for not being able to send my we taught her. She is not able to use all of them since feedback earlier.Best regards, she is a second grade teacher, but she will benefit from them in future use. I feel that this teacher-mentee From a Google Doc: Mentoring Brittany Fulk's program was a great program, even though it got off Aunt, Mary Ellen Earley was a fun experience. Since to a rocky start at first. This program is great, in that Brittany Fulk was my partner and our teacher was there are a lot of people out there, especially teachers, her aunt, she did most of the communication with that can benefit from our knowledge that can make Mary Ellen through e-mails. I communicated mostly their lives, and teaching career, more easier and with her aunt face to face and through twitter. Her stress-free. name @name is @mermersnead and mine is @memeyagurl. The link to these conversations is http://twitter.com/Memeyagurl. I documented all of my work through my blog on blog.com, the link is http://melindawilliams.blog.com/. These links are also located on the technology spreadsheet that we filled out at the beginning of the semester.I can say that it was fun mentoring Mary Ellen. She was a quick learner and always willing to learn the new applications.
  • 16. The problem from another angle Next generation teachers may use social media, but not well. Few ‘translate’ it into the teaching/learning context. Many teacher trainers lack technology proficiency, thus offering little but cursory glances at various affordances. Rarely do they grasp, much less model, communicative and social integrations of new media into FLE.
  • 17. How to bridge the gaps Top down: get teacher trainers and supervisors using new media using ACTFL, AATs, NCATE, INTASC, &c. Middle ground: use every promotional venue at hand (in-services, workshops, conferences, departmental work like minutes/bylaws) Bottom-up: Get those using new media (iGen) to infiltrate the teaching ranks. Elsewhere to request technology infused training
  • 18. Keep the faith. kmurphy@vcu.edu

Editor's Notes