Professional+Dev




 * __Survey Feedback Key Points:__**

department technology leaders/coordinators -- internal collaboration -- early adopters -- collaborate with close schools -- find and utilize online resources -- webinars live and archived -- professional 'discipline dependent' organizations, ISTE, etc. -- rewards and/or encouragement for research, experimentation and sharing -- "EdTech type personnel have basic knowledge and provide support, however department faculty (content experts) are where the rubber hits the road." -- Many times it is your experienced teachers, who have classroom management down and are at a professional level to see the benefits to particualr methodologies quickly, over many time and initial thought that it is going to be the new facutly who help change the paradigm.
 * Technology Integration Expertise Not Available:**

webinar archives, listen to in office while working on other stuff -- team teaching -- observations -- online blogs or collaborative groups -- conference archives -- priority -- record faculty class examples -- record faculty lead training sessions -- short snipits like : brown bag lunches -- 15-20 minute show and tell classes -- short show and tell sessions at department meetings -- every little bit helps and plants a seed that will continue to grow -- keep planting seeds *tell story Moodle online class --
 * Time for Professional Development:**

Different strategies work in different schools, with different teachers and different kids --a variety of choices meets needs best. Professional Development: Webinars- live and archived Visit other schools, share experiences Visit other classrooms within the school Participate in and/or find resources from online classes Video training support for frequently asked questions. Record colleagues and create videos to share best practices. (Flip video camers $150, Windows Movie Maker free) Find and participate in professional learning communities: through professional organizations (NAIS, ISTE, Ning, LinkedIn, etc.) Second Life (i.e. ISTE speaker series, etc. [|__http://secondlife.iste.wikispaces.net/events__] ) Use Wimba or phone conferences to collaborate (i.e. book groups from different schools) Online sharing resources area for faculty- (i.e. Moodle) Online, editable and usable scope and sequence information connected to resources (i.e. wiki in Moodle) Teacher tube - YouTube Examples of different ways to teach topics Classroom Tools: Pooling all academic requests for the budget process so a committee of stakeholders can prioritize and consolidate based on overall goals/needs for the school. Projector/computer -- over time how much paper/ toner and copying time/repairs is saved? Computer/Projector on Wheels (COW) for sharing between rooms (permanent equipment is ideal, but COWs can be useful if full access is not an option.) Shared calendars to sign up for shared resources to increase ease/frequency of use (flip video, COWs, Labs, rooms, etc.) Moodle- open source Teacher tube - YouTube resources -- over purchasing soon-to-be outdated media Online quizzes (Quia, Moodle, etc.) Open office - open source Putting video lectures (free screen capture software) and/or audio recordings (use computer to record or use $60 recorder) on line, on students' players or burn DVDs for small inexpensive players. Utilized when flipping courses where students' homework is to review the lecture then they work on homework in class when there is help. Research shows material can be covered in a shorter period of time and mastery/testing improves. Free screen capture software and minimal cost for DVD media, if needed. (ISTE webinar archive Vodcasting) Olympus recorders for audio casts -- less expensive than iPods Flip video recorder - less expensive than full camcorders Web Quests- paperless lessons, excellent resource for online 'teacher approved' resources
 * $ for Professional Development:** Quality professional development that can save money and model 21st century learning environments. Classroom tools that can enhance learning and save money!"

right leadership in the right positions of influence and understanding of classroom needs -- effective knowledgable personnel -- planning and collaboration -- Faculty must have real time support while in the classroom -- Resources must be organized based on all needs with the fewest tools possible to increase support and performance of tools to support many needs effectively.
 * --IT Support/Infrastructure Shortcomming**

school vision -- priorities -- stay the course -- share feedback from students on effective strategies -- keep planting seeds -- address/vaildate concerns
 * --Faculty Indifference**

school vision -- leadership -- experiences for key leaders -- feedback from students and parents
 * --School Culture Change Resistant or Risk Intollerant**

No easy answers here -- priorities -- effective budgeting/planning -- leadership -- personnel -- right leadership in the right positions of influence and understanding of classroom needs
 * --Computer Access**

No easy answers here either -- online tools can expand quality interaction and collaboration outside school day/periods -- studies and research (in specific discipline) showing test scores improve with some non-traditional teaching methodologies (if concerns about test scored are part of the barrier).
 * --Rigid Curriculum or Schedule**

priorities -- school vision -- visit like schools who model vision to grow it internally -- experiences for key leaders
 * --Lack of Administrative Leadership/Initiative**

communication -- leadership -- reality of difficulities --
 * --Coordinating vendor/facilities/IT staff around installations**

__Prompt Questions:__ Overarching Question: What is changing in the nature of teacher professional development? What are new directions, methodology and philosophy of preparing teachers to be 21st century literate? Challenges
 * 1) What is different today that challenges us to re-think traditional methods of professional development?
 * 1) **__Adequate Access to Adequate Technology__**, **Cost-** the right equipment; timely **replacements** Support- **appropriate software- best tools** and support for leaning how to use it
 * 2) **__Time to experiment/collaborate/learn,__** Do we really have less time? - **Priorities**- if they are not set you get unintended consequences instead of intended ones - **time intensive upfront** learning curve, but then a lot of mileage
 * 3) **__Supportive environment, administrative support (risk taking allowed)__** - NCLB climate- testing- AP demands- **driving breadth not depth** -- a teaching model which does not embrace engaging technology infused collaborative problem-solving teaching models-
 * 4) **__Shared vision.__** tools are so **new and change rapidly**, leaders don't know them **intimately** enough to incorporate it into their vision -- because they don't/can't prioritize the time to keep up to speed on all of them--

Solutions-
 * 1) What are some suggested best practices and strategies to deal with the above change pressures?
 * 1) **__Adequate Access to Adequate Technology__** - technology is getting **cheaper,** open-source, **online learning** opportunities (***story** of learning online- bond with students, miss them after class is over, get to learn from people outside my back yard- Can't judge it unless you have really tried it.), **portable** technology (helps in learning if you always have access and you don't have to share), ex, **cheaper/easier The Flip video** (170) free editing software and easy to use. **Even old machines** can do a lot with little bandwidth - (skype, wikis, etc), others need higher end machines with lots of bandwidth-- **have someone who's job it is to keep up and show/explore new tools and maximize technology $ investment.** Need someone there who knows the technology when teachers want to try new projects --so it is not so overwhelming- **Just In Time and in the Classroom support!**
 * 2) **__Time to experiment/collaborate/learn__**, - can we use technology to increase our time? If we are smart about **priorities and how we use it-** yes! Can **collaborate outside our school** walls easily and in different fun ways **(skype, teacher tube, webinars, online conferences, Web 2.0)** more opportunities for less $ if it is a priority. **Tools are easier to learn now, it is easier to focus on the content** (i.e. no longer writing html to post on the internet)- //**TIME is about priorities not a finite object that we cannot control.**// Learning opportunities are **more abundant than ever before** if we figure out how to take advantage of them. Know the technology well enough, or **start in small steps to learn**-- so you can prevent the dangers and pitfalls- **get past the fear through knowledge and experience** to embrace the advantages! If we **don't take the time now**- we will have to deal with the pitfalls after the fact. **PROACTIVE** Have an **Unconference** at your school!
 * 3) **__Supportive environment, administrative support (risk taking allowed) -__** Understand what a **classroom looks like** that is integrating technology effectively (it is not quiet and the teacher is not in control in the same way!) It takes time. Ok to be uncomfortable Any new project with technology should be **given at least three years** before it is critically evaluated and it should be **modified** constantly-- **basic good teaching strategies** are the same **(*research** it is the experienced teachers who can figure out the new classroom management demands who integrate technology effectively the fastest) -- **have a plan and discussion about possible risks** -keep current about risks, talk about them and set up tools and protocols for how to avoid them (i.e. recent reports -Frontline and an APA article- adding more information to the 'fear factor' regarding online predators and the savvyness of kids today, students using my space for a project and setting up all the security features for the project- great practical learning experience and VERY safe) ***story** talk about **safety in the water** and how to swim, but until you actually get in the water don't learn -- integrating technology just **tweaks the tried and true** methodologies and make them exponentially better. (collaboration, creativity, development of new solutions to problems, ...) ***Educate parents too**--- Invite parents/other **experts** to comment on blogs/projects. They can see how and why using tools. ***Margaret Mead** - first time in cultural history we need to learn from and with the children in society.
 * 4) __**Shared vision.**__ - have **students hel**p create this vision - listen to them - watch them- ride the wave- embrace and try to **understand** the use of the Web 2.0 tools available to us-- jump in a little bit at a time so we can learn enough to have a 21 century vision.
 * What kind of an atmosphere do kids learn best in now? What do our students want their schools to look like? Do they look like that now? Together we can figure it out!**

Professional Development: effective fostering transformational technology uses; outcomes impossible without technology; ubiquitous access challenges for 20th century notions of "training" vs. 21st century realities of "the digital native"; laptops/tablets in schools; and global experiences.

__Original Notes:__

[HL} Back in the "old days" of 20th century, progressive schools were often offering a plethora of "how to" opportunties for teachers: how to create Powerpoint presentations, how to make a simple website, how to use a video camera and editing software, etc. What is changing in the nature of teacher professional development? What are new directions, methodology and philosophy of preparing teachers to be 21st century literate?

{jb} ideas from phone meeting: blurred lines student/teacher, online professional development opportunties, putting teachers in the tools that are disruptive so they can ride the wave with the students, then be better prepared to manage them more effectively and integrate them to improve student learning.

[jb] my dissertation on the skills teachers need to be effective integrators in the classroom clearly found that it doesn't matter what exact skills the teacher has, they will only be successful if they understand and can implement effective integration (the art of teaching, the HOW it Integrate is critical not the skills). And there are barriers schools/support personnel should help remove so that teachers can be successful. These are (more detail below) Adequate Access to Adequate Technology, Time to experiment/collaborate/learn, a supportive environment, administrative support (risk taking allowed) and a shared vision.

A majority of the literature surrounding the topic of teachers learning to integrate technology into their classrooms does not form a conversation around teachers' stages of development. A majority of articles and books focus on the needs and barriers that teachers encounter as these machines are placed into their classrooms. Administrators and parents are frequently asking why the technology is sitting there, not being used. In response to these concerns, authors and researchers investigate the barriers teachers face in utilizing this new tool. The literature most commonly and repeatedly considers professional concerns surrounding the issues of adequate access, time, collaboration, administrative support, and a collective vision. One of the most predominant concerns identified in the literature was teachers’ access to technology. Teachers find they need adequate access to hardware and software. The machines must be easily accessible and in good working condition. Adequate access is essential if teachers are expected to individually learn to use the technology and to have the opportunity to examine its uses with students (Hoffman, 1997; Hope, 1996, Kwajeswki, 1997; Murphy and Thuente, 1995; Means, 1995; Meltzer and Sherman, 1997). Additionally, the teachers need technical support to keep machines running and to answer technical questions as they arise. As reported in Sandholtz, Ringstaff, and Dwyer’s (1997) study, teachers that do not have adequate access to technology have a very difficult time progressing through the final two levels of their five identified stages of professional development (described above). Another identified need is time. Teachers report that they need personal time to learn how to use technologies (Adelman, Walking Eagle, & Hargraves, 1997; Meltzer and Sherman, 1997). Research indicates repeatedly that five to six years of staff development is required for teachers to learn to effectively integrate technology into their classrooms (Meltzer and Sherman, 1997; Hoffman, 1997; Hall, 1996). Sandholtz, Ringstaff and Dwyer (1997) report that during the first few years that teachers are in technology-rich classrooms, they do not revolutionize their classroom instruction. In conjunction with a need for time to develop professionally, there was a reported need for process time between professional development experiences. Teachers need time to discuss, collaborate with their colleagues and try different technology integration techniques. They also need the opportunity to review their effectiveness in the classroom. This essential component takes //time// (Meltzer & Sherman, 1997). Another need, identified several times in the literature, is a supportive environment: one which incorporated the time to collaborate with other teachers to build a community of learners within the context of their work (Sandholtz, Ringstaff, and Dwyer, 1997; Meltzer and Sherman, 1997; Hoffman, 1997; Hope, 1996;). Sandholtz, Ringstaff and Dwyer's (1997) final stages of successful technology integration clearly show how essential this support is for teachers to progress professionally. Administrative support has been reported as essential to provide teachers with a feeling of freedom to take risks. Administrative support is equally essential to ensure teachers are provided with adequate resources (Meltzer and Sherman, 1997; Hoffman, 1997; Sandholtz, Ringstaff, and Dwyer, 1997). Administrative support, such as giving teachers a voice in the decision making process to ensure adequate training opportunities, fosters a sense of empowerment, and development of a shared vision (Hoffman, 1997; Sandholtz, Ringstaff, and Dwyer, 1997; Griest, 1996; Kwajeswki, 1997; Holzberg, 1997). The need for a common vision, which surfaces numerous times in the literature, almost always relates to the need for an understanding of how to teach with technology. As stated above, the literature overwhelmingly defines effective implementation of technology as using a constructivist approach. Many members of the educational community share this vision, which encourages meaningful progress on the road to //effective// technology integration (Willis, Stephens, and Matthew, 1996; Hall, 1996; Griest, 1993; Griest, 1996; Means, Olson & Singh, 1995; Sandholtz, Ringstaff and Dwyer, 1997; Mergendoller, 1997; Hoffman, 1997; McKenzie, 1997; Meltzer and Sherman, 1997). Most of the literature does not break down specific abilities/skills that teachers need. If abilities are mentioned, readers are cautioned that skills alone will not enable a teacher to integrate technology into the curriculum (Mergendoller, 1997; Hope, 1996; Hoffman, 1997). On the other hand, the literature does identify that teachers need to possess certain skills to ensure a necessary comfort level with the technology itself. If teachers do not have this level of comfort with technology, they will not progress in their ability to effectively integrate it into the curriculum (Meltzer and Sherman, 1997; Kwajeswki, 1997; McKenzie, 1991; McKenzie, 1997; Hope, 1996; Sandholtz, Ringstaff and Dwyer, 1997). This study of 12 successful technology-integrating teachers helped me to identify the specific needs and technological and pedagogical skills essential for a classroom teacher to become a //successful// technology-integrating teacher.
 * Professional Concerns**