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    1. 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. 2. Overview Introduction: stating the problem Viral no-cost solutions in action: FLEX VA Teacher Educator Consortium FLAVA Service Learning mentoring
    3. 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. 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. 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. 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. 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. 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. 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. 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. 11. FLAVA Google Docs for minutes, bylaw revisions, &c. Web conferencing Jings for how-to.
    12. 12. Service Learning WRLD 203 Global Media and New Literacies Social media and beyond Service learning: mentor RPS/NPS teachers
    13. 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. 14. Mentoring blogs http:// student helping an ESL student w/English and tech / http://deedee- http:// m/ teachermentoring123.blogspot. com/ by a teacher:http:// http:// after class was over, the / learning keeps spreading:http:// 2009/12/greetings-from-
    15. 15. Mentees’ comments <>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 I documented all of my work through my blog on, the link is 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. 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. 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. 18. Keep the faith.