Here is a reflection on a hypothetical district and how the ISTE and NETP standards can be applied. It analyses the current state of educational technology and the implications these standards have on thinking about professional learning.
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For part of this week's assignment, I had to read up on different management theories - which gave me flash backs to my PGDip in Management that I did last century, and thank goodness I got out of that dull quagmire - as well as models of innovation. This is all as research into how we can implement a successful training plan for teachers, which is the major focus and assignment for this semester. As my Masters is in the use of technology, we are encouraged to try different tools - this week, I used Popplet , an interactive collaborative mind-mapping application. Go to Organisational Change to see the Popplet.
A reflection on my thoughts around staff development and training comes along nicely on the coattails of a piece of research I conducted last year into the role technology professionals have in the school environment today, and where I see that role going in the future (see my post, Teacher Geeks ). My research unequivocally states that “it is essential that educators remain current in content, pedagogy and technology practices and theory”, as we move towards empowering ALL teachers to be skilled in the effective use of technology in their classrooms, and away from discrete roles for tech coaches. For an inclusive community model cultivating “teaching geeks” (Guerin, 2016) to be a reality, constant training in relevant content, pedagogy and technology is essential, and schools (and educators) must be committed to providing time and space for effective professional learning opportunities. Too often, I have learned what not to do when it comes to effective professional learning (PL) and...
Here is an infographic I created for my final project. It is based on THIS essay . Create free infographics with Venngage
To What Extent Does a Successful BYOD Programme Affect the Engagement and Motivation of Secondary School Learners? This paper outlines current research into Bring Your Own Device (BYOD) programmes in schools based on the experience of institutions currently employing the system. It explores the impact BYOD programmes have had on the engagement and motivation of secondary school learners, as well as the affect on achievement in tests and assessment in comparison to students not utilising mobile technologies in their learning. The experience of both private sector businesses and schools informs guidelines and advice for the successful implementation of a BYOD programme. SEE INFOGRAPHIC OF THIS ESSAY HERE Whilst some see technology in education as a “democratizer”, as a way of allowing “students from all backgrounds to access the same resources and tools”, to others, it potentially causes “great harm, widening an already substantial achievement gap related to issues of equity...
ASSISTIVE TECHNOLOGY CASE STUDY Student: X School: Erasmus Middle School Grade: 7 Learning Need: Attention-Deficit Hyperactivity Disorder (ADHD), Dyslexia Target areas: Reading, writing, organisation /notes, auditory ------------------------------------ The Rehabilitation Act of 1973 is where the official or legal use of the term assistive technology (AT) originated (ADHD-Brain.com, 2015). It was designed to ensure that any individual, regardless of disability, would have the right to equal access to education. With the advent of technological changes in the last 30 years, legislation has been updated to include “technologies that would serve to assist students who otherwise might struggle to get their assignments completed” (ADHD-Brain.com, 2015). For students with learning disabilities (LD) such as attention-deficit hyperactivity ...
Lesson Study as a research concept is a new idea to me - however, the elements of what comprises it are not. I am an advocate of peer observations and feedback as an invaluable tool in improving teaching and learning. However, in the 12 years I have been teaching, I have found that the majority of teachers do not want to engage in this kind of professional learning. I think there are a number of reasons for this but the main one being trust. I have found, in international schools, where your position is never tenured and you are always a guest in a country meaning your status often feels unstable, there is an underlying feeling of mistrust around observations. Rarely are they seen as tools for improvement but instead are viewed as ways to ‘catch you out’ and make you lose your job. It often doesn’t matter if you are an excellent teacher either, meaning even effective and experienced educators are not immune. It was with a refreshing air then that I read the article by Gebert and Gins...
Sophia.org I have recently blogged about completing the Chrome Classroom certification offered through Sophia.org in conjunction with Capella University. This course covers the use of Google Apps for Education and how to create a collaborative cloud-based learning environment. Earlier this year, I also wrote about the Flipped Classroom certification course also offered for free on Sophia.org . This covers how to flip your classroom, a pedagogical approach benefitting many children as the usual learning that takes place in the classroom, happens before class, at home. The teacher is then freed up to support the class as they put into practise that learning. This is the part that traditionally happens as homework, without help or support. Flipping changes the dynamics of teaching and learning. I have also just completed the iPad Prepared certification course, which covers using Apps to enhance and transform the learning experience. Check out Sophia.org and get upskille...
I have just finished co-moderating the #satchatoc Twitter Chat that takes place every Saturday morning. Today, we were discussing Educational Grit - how we show it, encourage and reward it. It made me reflect on the last year and in particular, on my achievements with my first M.Ed Unit. Teaching full time in a new school as well as being a mother, wife and runner is tough. Add on to that the need to model life-long learning and my cup really runs over! However, I just got the results back for my first module of my M.Ed and I am so pleased. After not studying officially (other than online and PD stuff) for almost twenty years, the learning curve was steep. Add onto this, the expectations are high. 80% is the what is accepted as standard and only a B grade! As a high achiever who cuts myself no slack, I was seriously worried I would not live up to my own high ideals never mind my university's expectations. How could I get 90% and the As I have received my whole life? The learn...
By Klevsand (Own work) creativecommons.org/licenses/by-sa/3.0 via Wikimedia Commons The Project Based Learning Certification course offered by PBLu through bie.org is a rigorous programme comprised of two phases. The first phase is concerned with learning the essentials of PBL; it requires reading, watching lectures, collaborating with other participants and the completion of relevant documentation that outlines the learning that happens in a PBL unit, along with the creation of sample project elements. In order to complete the teaching certification, the second phase has also to be taken, which involves the actual design and implementation of a PBL Unit, along with six assessed written assignments that outline, reflect on, and document the learning that happened in the Unit. In all, the course has taken me eight months to complete. It has been a great learning opportunity for both me and the learners who have been through the project. I feel pleased with the reflections I ...