Preparing Professional Development

Posted March 30, 2008 by mmcateer
Categories: Uncategorized

I used the Web 2.0 , Bubbl.us in order to create a graphic organizer that outlined important Issues you must address when peraring for Instructional Technology Professional Development Check it out!

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Issues to Address when Preparing for Instructional Technology Professional Development

Posted March 30, 2008 by mmcateer
Categories: Uncategorized

Adult Learning Process and Needs

  • They seek out learning opportunities
  • The process is individual
  • Develop a “felt Need” for participants
  • Learn best through direct participation
  • Organize activities that ensure success
  • Immediate application
  • Realistic Situations (role play, demonstrations, case studies)
  • Informal learning environment (refreshment breaks, behavioral guidelines, immersed in the educational process)
  • Variety of teaching methods (through senses-promotes retention)
  • Guidance, not grades-adults benefit from encouragement of their capabilities as learners, fear humiliation-don’t use as an example
  • Safety-Trust in the competence, make self experience clear-introduce self safe and confident in teacher, trust in relevance of objectives, point out how objectives  by learning needs and recourse assessment, four learners at a table large enough for their materials, physical and social safety. Start with a simple, clear, and relativity easy task before advancing to more complex. Sequence and reinforcement

Need for Professional Development

  • Analysis of student date and identification of student learning needs
  • Statement of what teachers need to know and be able to do to address student learning needs—Teacher needs assessment—WWW question (Who as needers, what as needs, who as definers
  • Description of teacher knowledge and skills necessary to assess student learning needs
  • Aligned with the expressed needs of teachers from large samples and indicators
  • National standards are aligned with PD,  addressing teachers needs, opportunities for sharing experiences, reflection, and construction of knowledge and skills

Learning Outcomes and related indicators which address the need for the

  • Outcome defined in terms of participants mastery of new knowledge and skills (their application or exit slip)
  • Strategies to ensure full participation
  • Clear expectations
  • Description of links between professional dev. And others
  • Focus on higher order teaching strategies to increase the use of those strategies in the classroom
  • Study groups and teacher networks enhance the experience-involves teachers from the same subject, grade, or school
  • Frequent and coherent to enable positive change in performances
  • Follow up- provide support to elicit understanding, approaches, elements of instruction

Evaluation

  • Explanation of how each evaluation question will be addressed and who it will focus  on each of the intended outcomes and related indicators
  • Timeline and assignment for conducting the evaluation and reporting the results

Budget

  • Complete
  • Resources are sufficient to ensure activities, follow up, and evaluation will take place

Professional Development Topics

Helpful site for gaining insite about Professional Development

How Adults Learn

Posted March 25, 2008 by mmcateer
Categories: Uncategorized

Learning Principles

At times in my life, I have heard that adult audiences can be difficult.  Maybe that’s true or maybe we just need to know more about how adults learn and what strategies are effective in ways of presenting the information to them. While viewing the attached PowerPoint presentation, I continuously thought about the similarities of the information shared and my own learning needs. As it was noted, adults need to be involved and participating in the learning. We do need brain breaks (and snacks do help). I also found that I am less willing to take risks, as I often did as a child. This could be  due to the adult’s fear of failure, as also stated within the presentation. To me this information is very interesting because the information could also hold true for children alike. Children also need breaks, they need hands on experiences, and they also have barriers when it comes to the learning process.

Too much of a good thing? Overuse of technology in the classroom.

Posted November 12, 2007 by mmcateer
Categories: Educational Technology

When academics gather to discuss teaching practices in the traditional classroom, not the on-line classroom, the topic of technology often comes up. Numerous research studies  have shown the benefits of technology in the classroom, and it is a well established tenant that instruction must be geared toward tomorrow. According to Lev Vygotsky, “Instruction must be oriented toward the future, not the past. The only good kind of instruction is that which marches ahead of development, and leads it; it must be aimed not so much at the ripe- -as the ripening functions” Lev Vygotsky, Thought and Language, 1997

What many teachers rarely discuss is the potential negatives of using technology in the classroom. One such negative is its overuse.  According to Pagnucci, Mauriello and Winner, when teachers of writing first introduce technology in the writing classroom, there is a “displacement” that takes place between the course content and the instruction of using the technology, whereas in traditional writing classrooms, teachers very rarely spend valuable class time explaining how to use pen and paper. They argue, “This reshaping displaces traditional writing activities with technology-based instruction, thus challenging the notion of what constitutes appropriate curricular content within the composition classroom. This curricular change necessitates political action on the part of technology-focused teachers, for instance the establishment of new types of teaching collaboratives and the rethinking of departmental policies.” Click here for more information.

“Reading Between the Code: The Teaching of HTML and the Displacement of Writing Instruction.” Computers & Composition, (December, 1999).

The message for teachers who choose to use technology in the classroom is clear — make sure the technology compliments the curriculum– not overpowers it. Additionally, teachers have to make the necessary changes in their class plans to adopt technology into their traditional curriculum. Failure to do so, according to these authors, will end up allowing the technology to overshadow the course goals.

What is Photo Story 3? How Can It Be Used?

Posted November 6, 2007 by mmcateer
Categories: Educational Technology, Photo Story 3

Photo Story3  is a Microsoft program that can be used to create video stories. With use of digital photos and other picture files, the user can create presentations in an exciting way! Features of the program include: zooming,  panning, cropping, voice recording, titles, and music. Importantly, you must have Windows Media Player 10 downloaded to use Photo Story 3 (FCPS Photo Story 3 Introduction and Tutorial). Click here to find out more about Photo Story 3.

“This program is helpful for teachers to create video stories about content area or for students to share what they have learned or experienced with others” (FCSP Photo Story 3 Introduction and Tutorial). The uses (for both teacher and student) are countless. Photo Story could be used by a teacher when preparing for a field trip to a museum. The teacher could create a video story including art that will be seen at the museum. They could show the presentation to students prior to the trip. This could be motivational for students and it could set the expectations of what is to be viewed. Students could also use Photo Story in order to share their Science Fair Projects. Using this program would enable students to share photos from the experiment phases, and it would allow them to record important ideas about the photos used.

Go to this site for created educational examples using Photo Story 3.

The Engaging and Motivating, Flickr

Posted November 4, 2007 by mmcateer
Categories: Educational Technology, Flickr

While planning and developing lessons, teachers sometimes find themselves struggling to make learning fun and engaging. As I read about Flickr in Will Richardson’s book,  I though about many ways that Flickr could be integrated into everyday classroom lessons and how motivational it would be for students.  Wikipedia defines Flickr as  a photo sharing website and web service suite, and an online community platform. As stated in Will Richardon’s book, “Flickr is a great tool for introducing students not only to digital images and publishing, but to the social conversations and collaborative learning opportunities that are now offered.”

Some of Flickr’s uses include: highlighting and conversing about current events, presenting and reflecting on class projects, increasing technology, typing, and map skills, and allows for opportunities to discuss field-trips and classroom speakers. Flickr could be used in various educational settings, ranging from the art room to math class.  Importantly, the annotation feature can be used in most of the educational settings. The annotation feature allows the user to add notes in a text form.

As with most technology tools, there are precautions to consider. For instance, members self-police the photos that are uploaded, so there is no guarantee of quality or appropriateness.  Teachers need to be aware of this prior to using Flickr and need to monitor student use appropriately.

When looking to increase student motivation and classroom participation, look no further than Flickr.

Keeping Your Wireless Secure

Posted October 23, 2007 by mmcateer
Categories: Educational Technology, Security

Whether a wireless computer is used for personal use and/or professional use ,  I’m sure that people do not want other individuals accessing their computer files or data. In the Technology and Learning magazine, it was noted that it is possible for people to use “personal wireless connections and use them as a source to send out spam or malicious software.” Therefore, I thought that I would share advice that they provided.

The magazine first advised changing the log-on user-name and password for the wireless router. In many cases, people do not do this and  keep the log-on set as the default. This makes it easy for people to access other networks. You can also use Firewalls in order to “decide who can communicate with your system”(Technology and Learning Magazine). Lastly, because hotspots are available in various places in order to provide Internet access, “you might want to forego doing online banking or shopping.” In the magazine, it was stated that, “this could be a draw for a bad guy with a sniffer, hardware or software that can intercept wireless signals” (Technology and Learning).

Click here for tips for securing your wireless and click here for more information about the topic.