Professional Development Plan

    
 As educators, there are two factors we MUST keep current with.

1.)    Trends to the effect of our student’s music, dress, language, interests and ‘culture’.

2.)    Instructional technology.

     The first factor allows us to better ‘understand’ the world in which our students live in, and spare us the embarrassment of not being ‘in the know’ or ‘too old’ to ‘get it’.  Keeping up with this trend requires little more that turning on MTV, monitoring (or let’s just admit it eavesdropping) idle classroom chatter and trolling facebook.  The second factor allows us to better education this generation of quite puzzling at times, youth.  Unfortunately, staying current educational technological trends proves a bit more difficult than keeping up with Justin Bieber’s newest single or love interest.  Therefore, educators must continue to actively seek out new trends, strategies and means of integrating technology within the classroom.

Fortunately there are a plethora of electronic (imagine that!) resources out there to support the continued professional development of instructional technological practices.  Websites such as http://www.pbs.org/teachers/librarymedia/tech-integration/ provide instructors with the latest trends and current best practices on a wide range of relevant subjects and issues through a collection of publications and journal articles accessible through the links supplied by the site.  This site is extremely user friendly and well organized, making navigation for a particular topic or just arbitrary browsing easy and efficient.  I also plan to make use of the website http://www.edtechteacher.org/, which offers educators the opportunity to ‘attend’ free live webinars such as ‘Empowering Students with Networked Learning’ and ‘Nurturing the 21^st Century Classroom with Technology: Resources, Models, Exemplars…’.   Another site definitely worth mentioning is http://www.lynnreedy.com/administrative.htm, which provides links to amazing and free online resources for educators.  Of particular interest to me personally is the link to the ‘Technology and Learning’ magazine, which offers extensive access to various articles, blogs, webinars, contests, ect. 

There is also a variety of other resources, such as local workshops and conferences, which enable educators to expand their knowledge of the integration of technology within the classroom.  I believe ‘hands on’ professional development opportunities such as these allow educators to express and share their ideas, experiences and even hesitations about current technological trends in an environment conducive to the advancement of such skills and strategies.  Though online resources do prove priceless, it’s also important for educators to get together ‘face to face’ to further explore the new and current trends within instructional technology.      

            The continual trend toward the advancement and improvement of educational and instructional technology is here to stay (and quite necessary).  To keep current with the ever-changing world of instructional technology, I will be frequently consulting websites such as those listed above, participating in webinars, and attending local workshops.  Therefore, as a rule of thumb, educators may consider paying tribute to the old saying, ‘Lead, follow, or get the hell out of the way!’  To those who choose to move aside, I wish the best of luck… it’s not going to be easy. 

            Oh where to even start??? 

Chapters 5 and 6 present so many great tools for technological integration within the classroom that it seems almost impossible to choose which sources to use.  To narrow down the list, I started by addressing the most prevalent issues and concerns of our students.  From here I identified the support tools which would best assist in alleviating these apprehensions.  One of the leading barriers we face within my program is a student’s lack of basic reading, writing and math skills.   A second major obstacle… a student’s lack of motivation.  When grouped together, these two obstacles in themselves leave our instructors scrambling for an effective response to the problem.  Add the issue of limited funding to the list and we’ve really got a problem now.  Luckily, this week’s readings provide various alternatives to educational instruction, many of which specifically address the roadblocks we face each day. 

            The development of materials generator software tools seems like a perfectly wrapped gift straight from the educational Gods!  After looking into a few of the worksheet and puzzle generators sites listed in table 5.2, I now see that the options for their use are limitless.  Despite saving an immense amount of time and money, this tool proves especially invaluable within my program due to its ease in use, ability to create fun and engaging activities (for even the toughest crowds!) and its extensive availability of coverage in many different subjects.  Like test generators, our instructors will now be able to input their own material and content, specific to their student’s interests and abilities to create practice exercises which compliment their lesson plans and objectives.  Chapter 5 also makes mention of the usefulness of organizing tools such as outlining software programs.  Because many of my students struggle with writing, outlining software would be a great resource in helping students organize their thoughts and ideas prior to beginning a writing assignment.

The introduction to multimedia and hypermedia in chapter 6 also presents some resourceful tools for classroom integration.  According to the text, ‘educators recognize and use these systems when they see the powerful capabilities they offer to enhance classroom learning’, including but certainly not limited to increased motivation, flexible learning means and improved writing, creative, creative thinking and process skills. (p.171)  Of particular interest to my program is commercial hypermedia instructional software packages, which allow instructors to integrate digitalized, interactive tutorials, drills, simulations and problem solving activities into their instruction.  It is extremely difficult to teach unmotivated students.  Difficult, but not impossible, and I firmly believe that often this lack of motivation stems from a lack of positive prior learning experiences.  The potential use of hypermedia instructional software packages excite me for its ability to capture and maintain my student’s interests while at the same time actually teaching them a said skill or concept!  What could be better than watching a student smile and actively participate during a math lesson???  Hypermedia also provides my program with the opportunity to effectively ‘tackle’ one of our greatest barriers… difficulty with reading.  Sadly enough the majority of our students enter our school at the median age of 18 still reading at the 6-7^th grade level.  At times it can be like pulling teeth to get these kids to read anything, even something they are interested in!  Even more frustrating to both the students as well as the teachers is the student’s inability to comprehend what it was they just read.  Ebooks to me seem nothing short of an electronic miracle.  Now our instructors will be able to take advantage of a program which will allow them to personalize instruction to the student’s ability through the various interactive approaches and techniques offered by ebooks.  And according to the text, many ebooks are available for FREE!               

I could probably go on and on, but for the sake of this blog and anyone who reads it I’ll wrap things up.  A couple of final honorable mentions first though.  I’d say all of our instructors’ use some type of presentation software, but this week’s reading has extended my knowledge of wealth pertaining to presentation materials well beyond what I ever thought possible.  We are always looking for new and exciting ways of presenting material to our students… And last, but certainly not least, I’d like to state my ultimate excitement at the prospect of learning how to integrate web authoring tools such as blogs and e-Portfolios (though I have yet to find a good eportfolio site which is also easy on the budget?).  I strongly believe educational technology is the future of education, and after this week’s readings I can’t wait to get started catching up to all the resources that are out there!   

Week 3- Instructional Software

Arthur Clarke somewhat recently stated that ‘any sufficiently advanced technology is indistinguishable from magic’.  For any instructor who has successfully integrated technological resources within their classroom and seen the cold, hard evidence of a student’s successful mastery of a skill or concept (rather it be through test scores or ‘the look’ in a student’s eye when they really ‘get it’), this quote couldn’t ring more true.  In order to effectively educate today’s youth, educators must lead the relentless attack toward bridging the gap between technology and the classroom. 

Many of us agree that most of our students are at least somewhat computer savvy, regardless of age (with the exception of very young children) or socio-economic status.  If it has an ‘on’ button, they can figure out how to maneuver it.  If it has a screen that lights up, they will be interested.  As evidenced in the video “Schools Use of Games for Learning and Assessment”, educational technology has the potential to become as routine and commonplace within the classroom as the traditional pen and paper.  Therefore, the integration of technology and education seems like the next natural step toward the future of education.

It has been long established by educators that different people learn in different ways.  Consider this:

even as adults we’ve all noticed how the instructions to put together that entertainment stand or patio furniture most often provide both written and diagram versions.  One may even call the toll free number provided if verbal instructions are needed. 

So… why should students be limited to specific types of instruction? 

They shouldn’t, and educational technology such as instructional software programs and online activities provide educators with a direct outlet to more effective, differentiated instructional practices.  The integration of technology within the classroom has countless benefits.  To begin, educational technology allows students of all levels and capabilities the opportunity to become active participants within their learning experiences.  Through interactive 3-D activities and games like those shown in “Schools Use of Games for Learning and Assessment”, technology assists teachers in capturing and sustaining a student’s interest in learning.  Other educational programs, such as instructional software, provide teachers with the opportunity to ‘tailor’ a lesson to a student’s individual needs and abilities.  This tool proves especially useful when working with lower achieving students in need of self paced instruction or additional practice or ‘Digital Natives’, such as Sam from the video “Digital Youth Portrait: Sam”, who enjoys learning through the use of technology.  Technology also allows instructors to address the notion of higher-order learning through its ability to expand upon a given concept or idea with programs that encourage active exploration and self discovery.  Within my experience I have noticed that students crave immediate feedback, which ultimately leads to an increased sense of self motivation and encouragement.  Instructional software and other educational programs frequently provide students with instantaneous and often detailed responses.   

But with every action, there is a consequence, or reaction, and educational technology is no exception to the rule.  Potential pitfalls include the over-reliance of a student’s need for visual stimulation as a key contributor for their source of motivation and interest.  Teachers must also take care in choosing programs, assuring learning materials are appropriate, instructions are clear and the educational value is evident.  Failure to identify possible limitations or problems within a chosen program can lead to confusion and inefficient learning.  However, despite impending restraints, the integration of technology proves a great asset within the educational system, and whether we like it or not, seems here to stay.         

Thank you TPACK and TIP!

Years of research, debate and theorizing on the best and most effective means and methods of education have left today’s educators with a plethora of resources from which they may construct their teaching philosophies on.  With the ability to ‘pick and choose’ those practices which prove most beneficial to one’s overall instructional goals, teachers can now provide students with a much more unique and individually tailored education which is much less likely to leave ‘non-traditional’ students behind.  Many of these methods stem from the objectivist and constructivist models, both of which actively support the integration of technology within the classroom setting. 

The TPACK model allows educators to begin to develop an appreciation of technology as an integral learning tool within the classroom.  This basic understanding and appreciation is especially important in a program with special challenges such as mine.  Most of my students come from extremely disruptive and even violent backgrounds and home lives, so an instructor’s lesson must unfold smoothly and flawlessly in order to capture and hold their student’s attention.  With this population of students, any type of disruption, rather it be a technological problem or perhaps a miscalculated instructional strategy can throw off the entire lesson for the day.  Therefore it is especially important for our instructors to be familiar with the importance of the intricate relationship between content, technology and pedagogical knowledge.

My program is extremely appreciative of the fact that within the last couple of years, a very generous donation was made which allowed us to equip each classroom with an interactive Smartboard.  We were beyond a normal level of excitement when the boards were being installed, a joy that quickly turned into frustration and sheer terror when we couldn’t even figure out how to turn the d*mn things on!  Through the use of the TIP model, we can now rest assured that help is finally here!  This model will allow our instructors to methodologically navigate through the steps to be taken to successfully integrate technology within the classroom.  It is our goal to be able to integrate resources such as these into the lessons with the same fluidity and precision as we once did when we were limited to textbooks, handouts, overhead projectors and 2-D models.  By using the TIP model we will now be able to provide our students with a vast amount of information which was once not as readily available.  Teachers will also be able to determine whether the relative advantage of integrating technology into a particular lesson or unit will be useful, and if so, how?  The TIP model will also allow instructors to focus on measurable objectives and expected outcomes from which they may then choose how to best integrate the use of technology to support these objectives.

Education, like a fine instrument, needs tuning from time to time.  In today's interconnected world, technology seems to be the ultimate be all, end all.  Fight it as we may, I have finally thrown in the towel and instead decided to embrace this 'new world era'. 

Currently I am interested in exploring the use of electronic student portfolios.  The benefits of storing portfolios such as these are limitless... remote access, neat orgainzation, ability to track progress, use of other forms of technology within the creation of pieces of work- to name a few.  I am also interested in the integration of technology as a means of transporting knowledge 'across the curriculum' as opposed to a rigid division of content areas. 

Like the old saying goes... if you can't beat it, join it!