Becoming a lifelong learner Quote from Parker Palmer…“good teaching is rather more than technique: 'good teaching comes from the identity and integrity of the teacher' (Parker Palmer 2000: 11). This means that they both know themselves, and that they are seeking to live life as well as they can. Good teachers are, thus, connected, able to be in touch with themselves, with their students and their subjects - and act in ways that further flourishing and wholeness.
What---what contents shall I teach? This is where we all begin either as preservice teachers or as beginning teachers.How---move to the next level, how will I teach them? Once you get the job, then you have to develop instructional toolbags to deliver the content you’ve chosen.Why--- another level beyond that…for what purposes and to what ends. Some reflective thinkers wonder what is the purpose of their classroom…we often find ourselves in conflict with what we perceive the goal of our classroom is and what others think it is.Who---deepest question…again from Parker Palmer “But seldom, if ever, do we ask the “who” question – who is the self that teaches? How does the quality of my selfhood form – or deform – the way I relate to my students, my subject, my colleagues, my world? “(Parker Palmer 1998: 4)
There are many other compelling reasons from beyond your personal considerations. With all the changes in educational and the explosion of digital tools that are easier and easier to use, the need to become digital literate increases everyday.
The fundamental shift away from expecting someone else to take responsibility for your learning and transferring that back to something you control and create.
Next it is learning about the places where you might venture out to learn something new
Lifelong learning must be present because in order for teachers to start using technology, research says they must be convinced that tech integration will lead to increased student learning. Teaching well is one thing, but teaching well with technology is something very different.
We know that our districts and schools struggle to find enough time to learn technology well. The National Staff Development Council recommends that 25% of professional development be devotes to technology. Rarely does that happen…. creating a learning gap.
Research data shows that only 7% of all teachers effectively integrate technology into their classroom practices. (Sparks, 2006). Creating a gap between what teachers desire and what they are able to implement
Given this phenomenon, what does it mean to be a digitally literate teacher?This is an important question because it drives where we will look for resources, community and training to fulfill our quest to become more aware and more “literate”. We know that 96% of our students who have online access already access social networking tools. (Cook, 2007)
Teacher centered resources are typical first stops for learning. Newcomers to any of these gain access to the community’s professional knowledge tools and social norms through peripheral participation in authentic activities with other members. New practices and ideas are adopted by the communities through the discourse of its members and evolution of practice over time.
” The collection from the Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education (CASTL K-12) presents the work of elementary and secondary teachers who investigated their teaching using a scholarly method. The representations in this collection were produced in conjunction with web developers who learned how best to support this kind of documentation. “
Digital libraries. An example would be the National Science Digital Library. Here teachers can find many vetted and annotated digital resources for science. In addition to content support, the NSDL has many professional development resources that support teachers learning more about their own content.
Another example would be the Library of Congress’ American Memories digital archives. “ American Memory provides free and open access through the Internet to written and spoken words, sound recordings, still and moving images, prints, maps, and sheet music that document the American experience. It is a digital record of American history and creativity. These materials, from the collections of the Library of Congress and other institutions, chronicle historical events, people, places, and ideas that continue to shape America, serving the public as a resource for education and lifelong learning.”
Learning Communities…allows teachers to “think aloud” about their practices with others who are interested in the same things. Mostly viewed as something that should be emergent, self-reproducing and frequently extend beyond, formal organizational structures…creating their own norms of behavior, communication channels and history. Often come from a larger professional network spanning multiple organizations. Learning is viewed as a social activity that occurs primarily in the context of work (as opposed to training). TappedIn is one of the oldest learning communities in existence. Their mission is to “…bring educators together both locally and worldwide to cultivate a community that supports each teacher as a professional.”
set of 10 educational labs setup by the Department of Education to support research and best practices
Unit 1 ppt
Becoming a Lifelong Learner<br />Unit 1<br />
Unit 1 Objectives<br />Describe the qualities of lifelong learning<br />Methods for staying current on research and best practices<br />Reflective practices to improve teaching practices<br />Social networking tools for professional collaboration and growth<br />
Striving to become a better teacher means you have to ask questions about your goals and your teaching practices<br />
Embracing the challenge to know who you are as a teacher provides the motivation to take responsibility for your own learning and become a lifelong learner. <br />
Pragmatically speaking how does this lifelong learning take place?<br />
Venturing Out<br />Picture was remixed at Picnik using picture from CleverCupcakesPhotostream in Flickr and permission given with Creative Commons license<br />
Testing out different kinds of venues where personal learning might take place and seeing what meets your own professional needs. This can be variable experience, customized to your personal learning needs. It should be altered over time to match what it is that is needed in your curriculum(s), in your own learning or by the students in your class.<br />
Teaching well is one thing, but teaching well with technology is something very different.<br />
Creative Commons license from Flyzipper on Flickr<br />We know there’s a gap since 25% of professional development should be devoted to technology<br />
Only 7% of all teachers effectively integrate technology<br />
What does it mean to be a digitally literate teacher?<br />Picture licensed under Creative Commons. Flickr image taken by Trey Ratcliff www.stuckincustoms.com<br />
Do any of these quotes match with your ideas of digital literacy?<br />
”A web 2.0 ethos values and promotes three interlocking functions or practices: participation, collaboration and distribution”. (Knobel, p20)<br />
“Within this orientation, 2.0 literacies challenge how schools traditionally have valued a single author laboriously working along to create a unique text. Literacy 2.0 recognizes that although there will always be varying levels of innovation, producing something truly new or original is impossible; all our cultural resources build on what’s gone before…. Literacy 2.0 is not about using Word for word processing, using PPT for presentation, or projecting a computer screen onto the wall of a room. ” (Marzano, p 22) <br />
“It is crucial to realize that literacy 2.0 means students take the reins. Students can help one another master new software programs, create engaging alternative assessments, and make the most of collaborative online spaces. Lesson planning shifts from focusing on teacher delivery of content to designing collaborative projects that tap into cross-curricular content, abstract concepts and learning in meaningful ways.”<br />
“Projects might include podcasting local oral histories or developing a series of documentaries about the health of the local environment. This is far different from having students use Powerpoint to present content obtained from books and through Google, which is nothing more than Literacy 1.0 in digital getup.”(Marzano, P 24) <br />
Assignments for Unit 1<br />Since participation and collaboration are the focus of this course, we will investigate ways to become lifelong learners by joining a virtual learning community, analyzing how the collaboration gained there might be used to expand our knowledge of best practices for technology integration.<br />You will join a social networking site to see how this kind of tool can be used to collaborate and communicate with other teachers. I am suggesting that you join the Classroom 2.0 Ning group. http://www.classroom20.com/<br />Within Classroom 2.0 there are different features to try out, people to talk with and resources to read through. Each of these features will take you some time to try out and analyze. You should pick one thing to focus on each week.<br />Watch the following videos to find out more about social networking. http://www.youtube.com/watch?v=6a_KF7TYKVc<br /><ul><li>See the next slide for the details of the work you will do using a virtual professional network.</li></li></ul><li>Each week you will keep a Moodle blog journal which will describe what you’ve investigated about the Classroom 2.0 virtual learning community.<br /><ul><li>You will investigate different features within Classroom 2.0 by studying and using the feature.
You must enroll and become familiar with the format of the website. Take advantage of the many learning opportunities that you find.
Make an entry into your Moodle blog at least once a week to report on what you’ve learned about how this kind of professional learning works. Your entry must also give a short evaluation the pros and cons of what you tried out.
At the conclusion of Unit 7, you will fill out a matrix that summarizes your findings and write the Final Summary Paper using evidence from your blog about what you learned.
I’m sure everyone will find out different things during the course and I want you to share your findings with your classmates. So you will post your summary for the rest of the class to read and comment on during Unit 8.</li></li></ul><li>Watch this screencastto see how to navigate around Classroom 2.0<br />