Professional Development Plan

As the textbook mentions, professional development about technology integration is critical to a teacher’s implementation.  In discussions, classmates and I have established administrators rarely offer useful professional dev elopement for technology. So, how are 21^st century teachers to bring technology into the classroom with authenticity?

I’ve made sure to keep up with new developments in my content area and discipline. I’ve taken multiple courses on thematic units, mini-lessons, and literature circles. Yet, I have never been offered or taken a course on technology integration. I’ve seen the many benefits technology offers my students. Increased engagement and real-life application are just the beginning of the positives that teachers could see when technology is authentically integrated into the classroom curriculum.

On that vein of real-life applications (which I believe is critical to my teaching), I plan on learning more about problem-based learning and using technology for assessments. Currently I am unemployed, so I’ve had trouble finding courses I can take via the Internet or locally (without an affiliation with a specific district). The Buck Institute for Education offers an online “DIY” course that delves in-depth into problem-based learning. There is also a companion text entitled “PBL Get Started Kit” I am interested in purchasing. All these resources can be found at BIE’s site http://www.bie.org/diy.

I’ve also found a webinar offered through Technology in Education Services (TIES) entitled “Project Based Learning Overview” (the course information can be found here http://keepcertified.ties.k12.mn.us/facilities/ties/search/classDesc.cfm?cid=136300). (There are many great one-hour webinars also offered through TIES, which can be searched here: http://www.ties.k12.mn.us/Professional_development_workshops.html )

The text had a huge cache of resources for using technology as assessment or in assessment, but I’ve also found some webinars I am interested in viewing to increase my knowledge of using technology or new tools for assessment. Several of the titles I have saved for viewing are “New Directions in Classroom Assessment” and “Technology Counts: K-12 Seeks Custom Fit.” All of these can be accessed through Education Week’s site http://www.edweek.org/ew/marketplace/webinars/webinars.html

This course has certainly encouraged me to wake up and take charge of my own continued education on topics that matter to my teaching. While I may not have a classroom at the moment, if I keep myself informed of new practices and research and alternative methods, I will all the more desirable a candidate when I do apply for my next position.

Additional Resources for Parents (and Teens) from Social Networking for Preteens Glog

Collier, A. A Better Safety Net: It’s time to get smart about online safety. School Library Journal:

01 Nov 2009. Retrieved at: http://www.schoollibraryjournal.com/article/CA6703696.html

Levy, P. Confronting Cyberbullying. THE Journal: 02 May 2011. Retrieved at:

http://thejournal.com/articles/2011/05/02/confronting-cyberbullying.aspx

Schaffhauser, D. Mitigating the Internet’s Negative Consequences. THE Journal: 08 July 2008.

Retrieved at: http://thejournal.com/articles/2008/07/08/mitigating-the-internets-negative-consequences.aspx

Schmidt, A.  The Young and the Wireless: A new study offers clues on how to turn teens into

library users. School Library Journal: 01 Oct 2005. Retrieved at: http://www.libraryjournal.com/slj/articlesteens/870132-353/the_young_and_the_wireless.html.csp

Whelan, D.A.  MySpace, Facebook Promote Literacy. School Library Journal: 25 June 2008.

Retrieved at: http://www.schoollibraryjournal.com/article/CA6573270.html

Additional websites:

http://www.mcgruff.org/Games/cyberbully.php

http://www.digizen.org/digicentral/sn-detective.aspx

http://www.facebook.com/safety#!/safety/groups/teens/

http://kidsmart.org.uk/socialnetworking/

http://www.nsteens.org/

Problem-Based Learning (PBL)

There is a huge cache of information on the web regarding Problem-Based Learning. In wading through all the flashy presentations and plans for implementing in the classrooms, I found a very concise web presentation about what PBL is.

http://pbln.imsa.edu/model/intro/index.html

Still have questions? Check it out.

A New Generation of Technology

Chapters 5 and 6 of the textbook cover new and/or more advanced technologies for the classroom. While some of them are, as the text claims vital and unavoidable, others are helpful if one has experience and training implementing them. In all the districts I have worked there have been some form of electronic gradebook. My most recent employer required that weekly lesson plans be submitted electronically to our curriculum specialist for review. In these situations, these were nonnegotiables. And in each of these situations, I struggled with the technologies. The gradebooks were iffy, crashing often and sometimes not saving the information I input from my off-campus computer. The lesson plan software was not user-friendly and difficult for any lesson plan not involving the "5 E" lesson concept. More flexibility with the software would have been helpful.

In reading the assigned chapters, I noticed a few programs I would like to use in the classroom in the future. Having students create their own books or stories via desktop publishing software would be a great project for the end of the year. Students could demonstrate their understanding of the main objectives and create a finished product that can be used in subsequent years as standardized test preparation materials.

The first part of this week's assignment required us to put together a presentation. One option was to create a Glog through glogster.com. While I was intimidated by the new and unfamiliar platform, I saw its benefits. Students could create a multimedia/hypermedia "poster" that could be viewed by different sections of the same class. Students (and teachers both) could evaluate each other's work quickly. The finished glogs are attractive and interactive (visually stimulating), tempting students to review what they learned without much effort.

One idea that popped into my head as I was reading the text was the integration of new devices in the classroom. The chapters focus primarily on new software and programs for education, but apart from a mention of how PDA and cell phone technologies are advancing, there is very little mention of some of the exciting new hardware that can made teaching a little less stressful. E-readers and devices such as Amazon's Kindle or Border's Nook have the potential to change teaching literature. Electronic forms of the textbooks and books used in reading classes will free up shelf space in storage closets across the country. Some devices even have interactive capabilities that allow students to look up unfamiliar words within the text and highlight text they find interesting (without damaging a physical text!). Literature circles would be more cost effective, as multiple texts can be loaded onto one device. In the future, AR tests and an AR-like database to store books read and reading comprehension results from tests could be accessed on the handheld device. Teachers could access results and evaluate understanding immediately through their own devices. Just an idea.

Technology Integration in the Classroom

One thing any twenty-first century teacher must admit is that technology has a pivotal role in the classroom. We can no longer expect to engage our students when the world is full of high octane gadgets and games that are aimed at grabbing the attention of the average adolescent more effectively than any paper and pencil activity or droning lecture ever could. The world is changing so rapidly that the students we teach this very moment will likely see the end of print media in their lifetime. We can assume the intrinsic value of teaching them "old-fashioned" skills like finding a book using the Dewey Decimal system or we can admit that these students are using complex higher-order thinking skills when playing their video games at home - and then find a way to harness those skills in the classroom. Instructional software has moved far beyond the "Oregon Trail" simulation game of my own youth. Now there are myriads of programs devoted to practice and drill of learned skills and instructional games to engage students in new concepts or lessons.

There are so many benefits of new instructional software. Take, for example, Sam from the edutopia.org video "Digital Youth Portrait: Sam." She was teaching college students (adults) how to alter a simulation game. I had to remind myself that the kid was only 13! Students have a vested interest in technology. It's pervaded our society. It's in everything. Most kids are familiar with computers to some degree, regardless of their socioeconomic level. It offers endless possibilities. As the text says, the impossible becomes possible. Inner city youths can travel to international museums without leaving their school. A teacher can quickly and easily assess the understanding of his/her students with a drill practice. Rather than finding the time to grade 100 students' comprehension quizzes, the computer can generate a printout of every student's skill level and "gray areas," saving the teacher valuable time - time that can be put towards one on one with every student. And isn't that what we are all attempting to achieve, serving every student in our classrooms?

I've struggled with differentiated instruction for several years now. It's a concept that I feel enthusiastic towards, in theory. In practice, it becomes overwhelming the amount of preparation and trouble-shooting have to be done before you even contemplate involving the students. Yet, the payoff is immense. Students whose instruction is nigh tailored to their needs and their comprehension level. Computers and instructional software offer a possible solution. Most programs allow students to self-pace and (I did not know this until I read the textbook) some programs can change which questions are asked based upon previous answers.

So, as I see it, benefits of instructional software and technology integration:

• High level of student engagement. Students want to "play" with technology.
• More equality across skill levels. All students can be involved and learn.
• Possibilities are endless. Field trips, multicultural projects, etc. are all now in the realm of possibilities even with the most urban campuses. (Just take a look at the "Schools Use of Games for Learning and Assessment" video on edutopia.org. Students from D.C. school McKinley High - formerly a violent school shutdown for consistent low performance - creating and testing simulation software. These kids look like thugs and yet, they are creating things I cannot even begin to comprehend. One student even attempted to explain what he was doing as though it were simple!)
• A variety of programs allow for a variety of skills being learned and/or assessed. Drill, extra practice, simulation, interactive games all can be used to teach, review or engage students.
• A teacher's time can be used more effectively.
• Student preparation for "the real world." As the workplace demands more technological familiarity, students must know technology (even more than long division).

However, as with any instructional strategy, there are risks associated with technology integration and instructional software.

• Cost. Let's face it, not every school can afford to equipt every student with access to up-to-date machines and software. The cost can be staggering.
• Educational software needs to be highly engaging and well-developed. Low-quality programs will not do the job. Software companies must devote the time to collaborate with certified curriculum specialists to develop software that meets the needs of modern students.
• Time. Students cannot be simply plopped down in front of a monitor with the expectation of a machine doing all the teaching. The text states using instructional software for ten to fifteen minute increments is effective without become boring or tedious.
• Usage. Like above teachers cannot expect a program to do their work for them. Instructional software and technology cannot replace traditional instruction and teacher involvement.
• Support. There must be capable individuals onsite to keep software up-to-date and computers virus-free. Lack of adequate technical support puts any attempt at technology integration in jeopardy.

Integrating Educational Technology - Chapter Two

While expensive, the textbook for this course is extremely informative. Chapter Two is a brief summary of learning theories that inform technology integration. Due to previous courses, the names and theories were familiar, but even if I had limited experience with Gardner, Skinner, Dewey, and Piaget the information in the text was presented very concisely and clearly. The two major camps of learning theories are the Directed Models and the Constructivist Models. Those that subscribe to the Directed Models (such as Skinner with his Operant Conditioning) see learning as a behavior that should be teacher-directed (i.e. via lecture). The other model, the Constructivist Model, believes learning is constructed from experience (proponents of this model include Dewey and Piaget). This model stressed the importance of real-world application and student-directed approaches to learning (i.e. self-exploration of materials to make sense of the world around them). The authors of the text advocate an integration of the two models, as they repeatedly mention the benefits of both camps.

The text then continues on to mention how technological knowledge has become integrated into "teacher training." Now, I'm a new teacher (relatively so, having been certified in the last five years) and I did not get this intensive technological training mentioned. I was trained and tested on my content area knowledge and pedagogical knowledge. I see the benefits of the TPACK model, which requires teachers to evaluate their knowledge in the three essential areas (technological, pedagogical, and content area). If I had known about this model while I actively employed, I would have taken a much more active role in procuring more technological knowledge. Using the questions and reflections in the text, I realized my technological knowledge was very limited. Sure, I know how to use a computer, but beyond the basics (word processing, PowerPoint, etc.) I very rarely employed technology in my classroom. Sure, I have excuses, the district didn't really have the means to maintain the computer labs adequately, etc.

Once a teacher acknowledges where they need work (as teaching is a perpetual reflective profession), they can use the TIP (Technological Integration Planning) model to integrate technology into their teaching. The text outlines six phases (which the authors assure technologically-proficient teachers are already doing as second-nature) which guide teachers to successfully using technology in their lessons. The questions are logical and progress quite naturally. From Phase 1, which asks "what do I (the teacher) know?" to the final phase that requires reflection on what worked and what did not (an essential to all teaching), the questions are easy to understand, even for a technologically-challenged English teacher.

Although the text is very clear and easy-to-follow, one point stuck with me throughout chapter two, what do teachers do if they have limited or no access to technology. The authors advocate teacher input on technology purchased (from software programs to the machines and gadgets available), but that very rarely occurs in real life. Instead, most of us are faced with outdated computer labs that are rarely available due to overscheduling. So what are we supposed to do? The text mentions teachers getting involved, procuring grants and demanding funding. In an ideal world, sure. However, here in the real world we are just as overscheduled as the computer labs, often running several projects at once all while still fulfilling the duties of a classroom teacher. Where would this overworked individual find the time to write a grant? As funding is being slashed throughout education, I do not see administrators taking the time to poll teachers as to what they need or want, and I certainly do not see these adminstrators listening to requests for pertinent software programs that cost hundreds, if not thousands, of dollars for a year's subscription.

What I Like About New...Technologies.

I am an English teacher. Not the stuffy, corduroy-elbowed educational elitist from memories of middle and high school. It is my ardent belief that reading is the most essential skill a student can learn in school, as it determines their success in almost all the other content areas. So, as I tell my students, I do not just teach Reading, I teach life.
Since I began my career in teaching almost a decade ago, I have searched for new ways to integrate technology into my classroom. Students always seem two steps ahead of me and are bored with "computer lab time" to create a presentation in PowerPoint or type up a paper in Word. In these difficult days of overcrowding and limited financial resources, virtual classrooms are becoming a more tangible option. I want to explore the options of online learning and its effectiveness versus traditional brick-and-mortar schools. Could this be a real solution for students with disabilities or our sweet darlings that have trouble sitting still in a seat for 50 minute classes? How about those students with behavioral problems or the tendency towards truancy? And does it offer the ability to differentiate our classrooms better, giving advanced students the opportunity to explore further?
If I can order dinner, buy movie tickets and talk to my (technologically-impaired) mother face to face all on a laptop, why can a teenager (who knows far more about the in's and out's of the virtual community) not take coursework online?