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Visions in Education - Transformative PD
- 1. Visions in Education: Transforming Teaching Through Technology ECI 518: Digital Learning Program and Staff Development Fall 2014 Matthew Misuraca
- 2. Objective Transformative professional development should serve as an approachable, authentic resource that would allow all educators, regardless of TPACK level, to learn and apply new tech skills. Transforming Teaching Through Tech. ECI 518, Fall 2014
- 3. The Transformation Need for authentic, relevant professional development. No more dealing with hypothetical's, instead highlight best practices of current staff. No longer presenters/experts, but instead facilitators of PD. No more driving the bus, teachers would be in control Ongoing professional advancement, not “one and done.” Presenters would be paid and would have access to additional tech. tools. Transforming Teaching Through Tech. ECI 518, Fall 2014
- 4. Selecting Presenters Presenters go through a rigorous application process. Helps provide “street cred.” to PD and process Ensures an equitable process for selecting presenters Helps presenters adapt their messages to meet audience needs Transforming Teaching Through Tech. ECI 518, Fall 2014
- 5. Day 1 Presenters share what they do with their students. How a typical piece of curriculum is enhanced with technology. Transforming Teaching Through Tech. ECI 518, Fall 2014
- 6. Reflecting Staff view short videos and presentations on using technology in the classroom setting, and reflected on how their current practices could potentially improve with similar use of technology. Individual reflection moves to large group discussion Transforming Teaching Through Tech. ECI 518, Fall 2014
- 7. Implementation Working in content-area professional learning teams, groups of teachers use a technology template to find ways to utilize technology to enhance current lessons/units. Transforming Teaching Through Tech. ECI 518, Fall 2014
- 8. Don’t Sweat the Small Stuff An effort should be made to effort to deemphasize bells and whistles and focus on basic skills instruction. Transforming Teaching Through Tech. ECI 518, Fall 2014
- 9. Take Away Novice users: basic knowledge of how to use tools. Pros: Using multimedia and Web 2.0 tools to enhance instruction, more advanced tools, etc. Transforming Teaching Through Tech. ECI 518, Fall 2014
- 10. Accountability Small, but important requirement throughout the year. Reflection, including how educator plans to use tech. in lessons. Upload a number of lessons to a lesson exchange (wiki, BlackBoard/LMS, edmodo group, etc.) Participate in at least two additional PD activities related to tech and submit information to facilitators. Transforming Teaching Through Tech. ECI 518, Fall 2014
- 11. References Epler, J. W. (2009). New Visions for Transforming Teaching. Learning & Leading With Technology, 36(6), 22-25. Transforming Teaching Through Tech. ECI 518, Fall 2014
Editor's Notes
- Introductions- Matt M.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.
- Matt M. Our client is Justin Abrams, an eighth grade teacher and grade level chair at Ligon Middle School in Raleigh, North Carolina. Like many schools, Ligon recognizes technology’s ability to enhance instruction, student engagement, and student achievement, but a lack of professional development funding and resources has put technology professional development on the back burner. Ligon faculty often face challenges in effectively identifying and integrating collaborative technology tools in their daily lessons. The school identified technology as an important component of future professional development, and recognized the value of using computer-based training in order to meet the needs of a diverse group of students and educators.