Chapter 5: Professional Development

Professional development is an importance aspect of technology education in schools, as teachers are now required to incorporate technology in their classrooms for educational purposes. The National Educational Technology Plan recommends seven major steps including strengthening leadership, considering innovative budgeting, improving teacher training, supporting e-learning and virtual schools, encouraging broadband access, moving toward digital content, and integrating data systems in order to assist with the implementation of technology in schools. Instead of traditional professional development, Web 2.0 can be used to provide collaboration opportunities while introducing teachers to new and valuable tools for the classroom. The use of Professional Learning Communities (PLNs) can familiarize teachers with the available Web 2.0 tools while helping them to feel comfortable using new approaches in the classroom. For PLNs to be successful, all participants must commit to this type of collaboration and actively participate and share in the community growth. Some of the most common types of Web 2.0 tools to be used for professional development are Blogs, Podcasting, and Wikis. Blogging allows teachers to share their experiences, ask questions, and exchange advice in one common space. Podcasting is a helpful tool for sharing instructional videos, lectures, and professional development training to be accessed by each person on their own schedule. Solomon and Schrum (2007) introduce Wikis as “one of the most exciting opportunities for professional development”, explaining that it allows “members of a community to participate in the creation of a goal, plan, or direction or to simply discuss the way a new activity is working” (pg. 114).

Solomon and Schrum (2007) state that, “Using these new tools as models and methods to teach about them accomplishes two goals. It first provides practice and comfort with the tools, and second, offers the opportunity to experience firsthand the use of the technology for meaningful and authentic activities” (pg. 116). This assertion is quite accurate, as I find that building a PLN in EDTC614 is helping me feel more comfortable with new tools while encouraging me to think of creative and productive uses for these tools across many environments. Approaching these tools may have been something I desired to do in the past, but because of the time commitment involved in learning them, I never moved forward. It's just like going to the gym...I am much more motivated to go if I know there will be others I know there suffering with me! When a group of people with common interests gather together to explore these new tools, it is much easier to learn new things and feel motivated.

NETS Standars (Teachers)

5. Productivity and Professional Practice

Teachers use technology resources to enhance their productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.
B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Reference

Solomon, G., & Schrum, L. (2007).  Web 2.0: New tools, new schools.  Eugene, OR: International   Society for Technology in Education.

Chapter 4: New Tools in Schools

The emergence of new Web 2.0 tools has brought on an abundance of creativity by teachers around the world who are looking to motivate their students with new and exciting learning opportunities. Elementary, Middle, and High Schools alike are finding ways to utilize these new tools to maximize student communication, participation, and excitement. Schools such as Napa New Tech High School and the Lemon Grove School District in California have set the bar for technology-rich educational models. Although technology is heavily utilized in these schools, Solomon and Schrum (2007) point out that the “use of collaborative and project-based learning was the first priority, and they looked at technology to support the pedagogy and philosophy second” (pg. 79). Classroom applications of Web 2.0 tools are growing as teachers in all subjects are creating ways for students to collaborate with one another on the internet. Students are using blogs to brainstorm, organize, and write, while their peers have an opportunity to provide feedback and open a collaborative dialogue. Similarly, Wikis are a way for students to work together on a project in a group space. Podcasting allows students to record their thoughts and listen to them at a later time. Digital Storytelling is a way to merge “writing, photographs, music, and voice to create a personal multimedia story” (pg. 83). This tool can be used by students to present information in a way that is interesting to them and their peers. Although the chapter only covers applications used in the English and Literature, Media Literacy, Social Studies, Journalism, Math, Geography, ESL/ELL, and Science classrooms, the usefulness of these resources is not limited in scope. Teachers in all fields are constantly discovering and creating new and creative ways to use these tools with their students in the classroom.

While describing applications for the Geography classroom, Solomon and Schrum (2007) state, “Given the nature of our world today, it is important to understand and appreciate other countries and other cultures” (pg. 94). This statement is completely valid can be applied toward any situation, any profession, anyone at any age, etc. I am always amazed when I encounter someone who knows very little about people and places outside of where they grew up and have lived their entire lives. I feel like I was one of those people until working on cruise ships, where I live in close quarters with people from over 70 nationalities. When I was in middle school, the ability to communicate, collaborate, and learn from people in other countries was a longer process. Students today have the fantastic opportunity to take advantage of these new and fast lines of communication with people across the world, and I would hope that teachers are making this a priority in the classroom.

NETS (students)

1. Creativity and Innovation
   Students demonstrate creative thinking, construct knowledge, and develop innocative products and processes using technology. Students:
   a. apply existing knowledge to generate new ideas, products, or processes.
   b. create original works as a means of personal or group expression.
   c. use models and simulations to explore complex systems and issues.
   d. identify trends and forecast possibilities. 
   
   
   
   
   References
   
   Solomon, G., & Schrum, L. (2007).  Web 2.0: New tools, new schools.  Eugene, OR: International   Society for Technology in Education.
   
   Retrieved picture from  http://monacain.wikispaces.com

   
   

   
   
    

Chapter 3: New Tools

 

Web 2.0 is comprised of a large variety of tools in an open source environment. People can create, edit, and share information and ideas on a wide range of mediums from blogs to podcasts and social media to photo sharing sites. These tools allow people to communicate and collaborate with others at any time, in any location. Solomon and Schrum (2007) illustrate this idea, stating, “Companies can run their businesses online, which means that workers can be anywhere and communicate, collaborate, and be as productive as if they were located in one physical location” (pg. 49). Students can benefit from this as well with the ability to contribute to projects on their own schedule – they are no longer confined to the classroom during school hours for collaboration. With Web 2.0, time is saved and tasks such as searching for your favorite recipes or finding information on your upcoming trip to Spain are made easier with the use of tagging, syndication, and aggregators. Although the desktop versions of Microsoft Office and similar programs continue to offer a larger range of options, Web 2.0 has options that are comparable and boast the capabilities necessary for simultaneous editing. With all of the tools available (for free!), learning and work environments are now able to be more adventurous with ideas and more creative, combining the work of many in order to advance.  Websites such as Think.com provide teachers with a secure online learning environment for students to collaborate projects and encourage this creativity among peers. 

Solomon and Schrum (2007) state, “If we believe that innovation and ideas will come from the brightest minds no matter where they are, open source could provide robust, complex solutions that are improved continually” (pg. 71). This quote reminds me that the “brightest minds” are not necessarily institutionally educated individuals with sky-rocketing careers and book smarts. The “brightest mind” may be a middle school student who develops a rough idea for a revolutionary kind of skateboard for all we know. With the tools that are already available and the new tools of the future, brilliant ideas can be developed and communicated to millions of people in a very short amount of time, making the discovery of the “brightest” minds much easier than in the past. 

NETS Standard (Teachers)

II.  Planning and Designing Learning Environments and Experiences

Teachers plan and design effective learning environments and experiences supported by technology.  Teachers:

       A.  design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

       B.  apply current research on teaching and learning with technology when planning learning environments and experiences.

       C.  identify and locate technology resources and evaluate them for accuracy and suitability.

       D.  plan for the management of technology resources within the context of the learning activities.

       E.  plan strategies to manage student learning in a technology-enhanced environment. 

Reference

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.