Instructional Technology Ed.S Final Blog: A Reflection on My Professional Growth

In this final blog post, I have chosen a few professional activities to highlight even though many other people and events have played a part in helping me grow throughout my career and especially during my time in the Instructional Technology Ed.S. program at the University of Montevallo. As a part of my district’s instructional technology department, I often have a leadership role in professional development and teacher training, but in most other areas, I participate in planning and implementation under our Technology Coordinator’s direction. Many times when it comes to the information and technical side of technology, I am an observer of our network engineers and technicians who ensure that our infrastructure is secure, safe, and efficient.
CoSN (Consortium for School Networking) has developed the CETL Framework of Essential Skills - a comprehensive list of areas in which education technology leaders provide various levels of support for all stakeholders. This Framework is an outline of what successful education technology leaders need to know and do.


LEADERSHIP - Instructional Focus and Professional Development

One of my main responsibilities as an instructional technology coach is to provide training, support, and professional development for certified Personnel across our district. During the past six years I have served in this role, I have presented sessions at State conferences, local conferences, and District workshops and meetings.

Based on the professional development goals, I work independently or collaboratively to prepare, plan, and develop my session to include speaking parts, interactive components, and reflection or feedback from the participants. I have co-presented at least one session at the Alabama Educational Technology Conference (AETC) in Birmingham for the past 5 years. Last year, I co-presented at the Annual AETA Fall Symposium where I teamed up with a colleague to share our experiences and efforts to support teachers as we have moved toward a BYOD system. At AETC in June 2016, I will present 2 one-hour concurrent sessions on technology topics that are aimed at guiding teachers toward best practice in the implementation of technology in their classrooms.

PARTICIPANT - Strategic Planning

Every year, our district and individual schools each submit a Technology Plan to the Alabama State Department of Education. In the past, I have worked with our District Technology Coordinator to develop certain parts of our district tech plan. I also serve on our District Technology Action Committee which meets a few times per year to discuss the state of all things technology in our schools. This committee also reviews how certain policies support or possibly hinder learning.

In the spring, each school works to develop their individual technology plan, and I often guide and support the Local School Technology Coordinator (TC) in this process. We have two formal meetings with all of our local school TCs, but I often work individually with them to ensure their plan meets our district expectations and their school vision and goals.

OBSERVER - Information Technology

In most cases, I am not directly involved with planning tasks related to our network infrastructure and the management of devices. Once a year our technology department holds a “tech road map meeting”, that I attend as a representative of our instructional staff. Keeping abreast of all the new technologies we will use for filtering, firewalls, and even wiring and wi-fi increases my ability to provide the highest level of support for administrators, teachers, and students. For example, over the past two years, we have replaced old equipment in each school building with brand-new wireless systems. Throughout the process I was able to accurately update both administrators and teachers on the latest information and give them tips on what to expect as far as how to prepare and what interruptions they could expect.

As I evaluate my experiences in each skill area, I realize how much I have grown professionally and how much I have yet to learn. I also recognize how valuable every member of our department is in making sure every student and employee in our system has the safest and most efficient technology available on a daily basis.

References

CETL Framework. (2016, Apr 27). CoSN. http://www.cosn.org/Framework

Image retrieved from AETA: http://www.go-aeta.org/

Image retrieved from COSN: https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRnTJuUg_95nnu293ll9LAlmXbO5XAJgp84U05b3tyydW8jxbf2MA

Connect and Engage with Effective Online Design

“Distance education is easier for people who have some degree of ability to direct their own learning” (Moore & Kearsley, 2012, p. 115). When designing online learning materials and activities, deliberate planning for interaction is essential. An appropriate balance of synchronous and asynchronous communications between teacher and students and among students is more likely to engage distance learners. In my experience, those courses with a combination of assignment types, instructional videos, and a social media component have been the ones I preferred and enjoyed the most. 

Throughout the ten Ed.S. courses I have taken, the ones I have found to be the best examples of good design and the best quality instruction are those that included instructor-created video clips or multiple opportunities for interaction, either live or asynchronous. When learning completely online, these types of interactions provided the humanizing factor that “emphasizes the importance of the individual” (Moore & Kearsley, 2012, p. 137). I found the online trainings we did using Periscope to watch each other present to be one of the most engaging and unique activities because it allowed us to share a tool or do a training with a potentially global audience. 

Image retrieved

from: http://tti.montclair.edu/instructionaldesign/img/Capture.JPG

Another example of an effective online training was a 6-week long MOOC (Massive Open Online Course) I took in the fall of 2014. The course was Virtual Instruction Training offered through UC Berkeley to anyone in the world and had around 1200 students. The instructor recorded and posted a series of 3-5 videos in each module to deliver content and share her experiences with us. She used a program that recorded her screen, which was usually a slide show, and a smaller window that showed her webcam recording herself on it. When watching the videos, it felt more like being in class and having a personal connection with the teacher because periodically she would ask a question. The video paused and a question popped up so I could respond either by choosing a response or typing out my answer. Adding to the personal feel of the course, her cat was almost always somewhere on the desk or shelf behind her while she spoke to us in the recording. The instructional strategies she used to engage and interact with us made the class enjoyable, and overall the content and experience were excellent quality. This course was for my own professional growth and not for credit as most of the courses I have taken. 

I have also experienced a few not-so-effective online modules, one activity that comes to mind was a series of cases from a textbook that I had to analyze. The course had other well-designed components, but the time and effort required to complete this particular assignment did not match with the points available and there was limited feedback given. The design of this particular activity was flawed, but it could be adapted better for online learning so that it is more effective next time.To improve this activity, the point value needed adjusting to match the time involved in completing the questions. Another option might have been to divide the cases up among each student or pair to make it a collaborative cases project. To bring an interactive component to the activity, it could have a synchronous, web-based conference to allow students to present and discuss each case. 

In all of my online experiences, those courses that included more teacher instruction using multimedia (not just text) and a variety of student interactions were most effective. Activities that required hours of reading and answering end of chapter questions for minimal points were least effective in my opinion.

References

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.

VIRTUAL LEARNING COMES TO ALL ALABAMA DISTRICTS IN 2016-17

Image retrieved from:

http://ct.counseling.org/wp-content/uploads/2014/04/VirtualSchool2.jpg

When news of the Virtual Learning Option Law was first announced last year, district leaders across the state began searching for information about virtual schools and programs to find out how they operate and deliver high-quality courses. Both a board-approved policy and a program option or actual virtual school must be in place before next year for a school district to be in compliance with this Alabama law. The development of a district policy outlining a virtual learning program option for students in grades 9 through 12 is a key step on the path to successful implementation of this new legislation. Moore and Kearsley (2012) point out the importance of the district’s decision to use or purchase an LMS (Learning Management System) for their virtual option because “the quality of the course delivered at a distance and the quality of the student’s experience will to some extent depend on the particular delivery system used“ (p. 178). Some districts are still making decisions about using ACCESS or another LMS for course content and delivery while others are working out details of their policy before it goes before the board for approval.

Shelby County Schools has a policy for virtual learning options that was board approved in January 2016. That policy and the few courses that will be available for enrollment for next year were publicized to parents of registering students in all seven of our high schools. Next year students can take English 10-12 and social studies courses as their virtual option. The policy includes a plan to gradually offer all courses as virtual options over the next four years and the requirements for eligibility to enroll in the program. Leaders in the district Curriculum and Instruction Department are exploring options for a delivery system, but at this time, no decision has been made public.

Image retrieved from: 

http://www.connectionsacademy.com/Libraries/blog/blog-why2.jpg

In the fall, a survey was administered to all high school students and their parents to gauge interest in taking one or more courses via the virtual option. Seeking this input from families in the district is a best practice in my opinion because the results showed the level of demand for online learning. Mississippi’s State Department of Education offers a statewide virtual program via Connections Academy which offers many reasons families may choose to try a virtual option. One of the most urgent concerns is how this new law and district offerings will impact student learning and achievement. Too many strict requirements for eligibility will severely limit the number of students who will even look at this as an option. Students who have never taken coursework online will benefit from a face-to-face orientation to prepare them for the challenges that come with virtual learning.  As we move past this initial year of implementation, I believe the number of students who register and succeed in the current options will determine our district’s path and how we adjust our virtual program so that we continue to meet our students’ needs.

References

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.

Realities and Research of Virtual Learning

School districts across the state of Alabama are currently working to develop a virtual school policy all in an effort to meet the state’s requirement for the upcoming school year. A major difference between what many high schools offer in the way of virtual education is that most teachers blend or supplement their in-person coursework with online learning or digital activities. The virtual education policy must include options for high school students to take classes in a fully online learning environment. This leads us to take a closer look at true virtual learning and what it will look like for K-12 education.

My review of virtual learning in high schools brought both awareness and curiosity, but here are three things I found most impressive. Alabama's virtual school, ACCESS, has pre-developed courses in every high school subject area and utilizes certified, highly-qualified teachers in our state. Any system that is unable to offer a virtual program themselves can confidently choose to offer ACCESS classes as their virtual option to high school students. In addition, states across the country have committed to offering virtual options to increase the number of courses their students can take, and this trend is continuing to grow very fast. As access to technology has increased, many more students can take advantage of these virtual courses than have in the past. One last impressive fact is that so much research has been done to not only prove there is a need, but also to show that teacher training and cost are important factors in successful implementation.

One thing that surprised me is that even after several years of offering courses online more students don't sign up to take them. With the number of online colleges and knowing many traditional colleges incorporate online learning into their courses, more students should try out this type of learning before they graduate high school to ensure they are better prepared. Another surprise is that studies in general show that there is no significant difference in student achievement when the traditional face-to-face classroom is compared to online delivery of content (Moore & Kearsley, 2012).

I am curious about how K-12 districts prepare students to take a class like English or Algebra II that is fully online. In Chapter 6, Moore and Kearsley (2012) point out that the instructor needs to understand the different interactions and roles that are necessary in online instruction. Virtual learning that is 100 percent online is still very new to high schools. Students who have never taken an online class would benefit from some type of prerequisite orientation or training prior to taking a course so they can effectively interact and engage in the virtual environment.

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.

Learner Needs Drive Decision to Adopt an LMS in K-12 Schools

Modern distance education often involves an interactive, web-based virtual environment that is secure and private for teachers and students. So, choosing the best learning management program for this purpose has become a crucial process for districts who want to offer distance and online learning options.

When I was in college, I attempted to take a 3-hour class while I was back home for the summer by taking a correspondence course, as it was called back then. It was a business finance course that lasted 6 weeks and involved reading a textbook, completing a series of problems and worksheets, and mailing it all back to an office at the university. With no interaction, no instruction, and no feedback, I struggled through most of it. Even today, there are challenges for instructors and students making the transition into a virtual or online learning environment.

Distance learning has evolved into a much more dynamic, media-rich experience than first generation options (Moore & Kearsley, 2012). Colleges and universities have embraced virtual learning environments to both replace and supplement courses. Some post-secondary institutions devote a year or longer to the review process to ensure they select the best system to fit their needs (Thackaberry, 2016). A K-12 district needs a review process to fully investigate LMS options as well, but it should involve fewer people, less time, and different priorities. The criteria for selecting the best learning management system (LMS) for students in K-12 classrooms should include a review of the interface for all users - students, teachers, and parents. Technology can help us provide an exciting and engaging experience for students while maximizing the time spent in the classroom (Pape, Sheehan, and Worrell, 2012).

First, I recommend looking at a few initial factors to narrow down options that will work within the budget and the infrastructure already in place. The District Technology Coordinator, or other knowledgeable administrator, might start evaluating a product by comparing cost, security, privacy policies, infrastructure requirements, and technical support for each LMS. Key personnel should be involved in the review process so that all aspects of its implementation can be thoroughly evaluated (Levin & Schrum, 2012). I have participated in several LMS reviews including Moodle, Edmodo, Canvas and Google Classroom. In each situation, our network administrator set up a ‘sandbox’ environment which allowed us to use the program and put it to the test. A select group of teachers joined this sandbox and spent time adding content and reviewing the user-friendliness of it. If adopting an LMS requires a substantial investment of time and money, it will be worth it to test and evaluate the program so the best choice can be made.

The LMS experience a high school student needs is different from those in the elementary and middle grades. An 11th grader might be preparing to attend college where they will use Blackboard or Canvas, so an LMS that is similar to those would fit their needs best. Taking that into consideration, I would select Moodle for my district’s high school virtual and blended courses. It will provide the most college-like online classroom experience for students with no license fees and continual developer updates to keep it current. Training tutorials are available from several Web-based sources so teachers and students can learn to use Moodle with ease. Teachers can develop courses with high-quality content and activities while tracking student progress and achievement. A close second-place choice would be Canvas, but its per-student license fee would make it the less desirable option with my district’s budget constraints. This middle school teacher explains how she uses Moodle:

Video Link: https://www.youtube.com/watch?v=Z9XfwBzt1mY 

Middle and elementary students need an LMS-like solution that includes collaborative and storage features plus a parent portal. For these grades, Edmodo makes the most sense because it can be managed by the district, has Google integration, and allows parents to use a code to access their child’s account. Android, Chrome, and iOS apps for Edmodo give students and teachers anytime, anywhere access using a smartphone or tablet to complete activities in their virtual classroom. Moore & Kearsley (2012) point out that mobile devices are quickly emerging as a learning tool and provide immediate access to the Internet and its stream of information. By giving younger students a chance to interact in the virtual classroom using Edmodo, we can prepare them better for the high school years. This short video will introduce you to Edmodo:

Video Link: https://youtu.be/TzPHQr1ONaA 

Our attempts to create a technology-rich, engaged learning environment for all students should include the selection of an age-appropriate LMS. By using Moodle to blend technology into the classroom, teachers promote self-directed learning and digital literacy skills (Pape, Sheehan, and Worrell, 2012). We can expand the variety and level of learning opportunities we offer students with this pair of virtual learning programs which supports our district mission to prepare every graduate for their future.

References

Levin, B. B., & Schrum, L. (2012). Leading technology-rich schools: Award-winning models for success. New York: Teachers College Press.

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.

Pape, L., Sheehan, T. & Worrell, C. (2012). How to do more with less: Lessons from online learning. Learning & leading with technology, 39(6).

Thackaberry, S. (2016). The great LMS review adventure. WCET. Retrieved from: https://wcetblog.wordpress.com/2016/02/04/the-great-lms-review-adventure/  

Video retrieved from: https://youtu.be/TzPHQr1ONaA 

Video retrieved from: https://www.youtube.com/watch?v=Z9XfwBzt1mY 

Viewpoints from the Coaches Box

Over the past few weeks, some obstacles have emerged in the coaching situation causing me to shift and strategize in unexpected ways. I have found it necessary to make adjustments from time to time because I want to ensure I have made the strongest effort to inspire my teacher-coachee to take risks and to grow. The teacher I am working with is an experienced and motivated teacher who wants to reach her highest potential with integrating digital tools and mobile devices in her instruction.

Image retrieved from: http://www.janettv.com/sites/default/files/Coaching_Blog-main.jpg 

This coaching relationship has not moved along as quickly as I thought it would, but the main issue is simply time to connect often with my teacher-coachee. We have mostly communicated by email to establish growth goals since I work at a different location, but this week, I decided to try something a bit different. I used an Android tablet, like some in the school, and Google Drive to create a ‘1-take video’ and emailed her the link to the video. The dual purpose of this video was to share my thoughts on her element choices and what the research says about related strategies and to model a potential option to enhance a classroom activities. Both elements we chose fall under the area of ‘addressing content’ with the question: “What will I do to help students effectively interact with new knowledge” (Marzano & Simms, 2013, p. 41)? Recording video with no script, no rehearsing, and in one take is not easy, and those of us who have a perfectionist side, might have to fight the urge to edit. When time is short, though, I recommend trying out a podcast or video message, and the 1-take video works. Watch Dr. Lodge McCammon explain how 1-take videos work, and it might work for one of your strategies or suggestions.

Video retrieved from: https://youtu.be/kvBcEbM138M

Now that a certain level of trust has been built, I am providing support and guidance to my teacher-coachee so we can establish some action steps to help meet the growth goals. I find instructional coaching much more challenging than providing technology training to teachers. The shift I am focusing on most is to not share all of my ideas at once, but I purposefully phrase my ‘suggestion’ into a question about what might work or if the students might like to try this or that for a certain topic. Marzano & Simms (2013) point out that a coach can take a variety of approaches to differentiate, and every conversation I have with my teacher-coachee is vital to the relationship and to achieving the growth goals. In a recent reflecting conversation, I asked this teacher to consider which strategies have been used to build prior knowledge for students. My purpose in asking it that way was to prompt some thoughts about what has worked and whether it worked for all students or only some of them. I will continue to work on my coaching behaviors and how I phrase statements and questions so my teacher-coachee can reach applying and innovating in the selected elements.

References

Marzano, R. J. & Simms, J. A. (2013). Coaching classroom instruction. Bloomington, IN: Marzano Research.

Making the Move Toward Applying Technology

Image retrieved from: http://edtechlead.net/2014/03/23/21st-century-emerging-technology/

Technology coaching brings a unique layer of professional development to teachers who want to boost student engagement and deliver technology-embedded lessons to their students. Even a teacher who is mostly innovative and experienced will likely be brought back to Stage 1 when implementing new technologies or trying out a digital strategy with students for the first time. The Coaching Continuum includes moving from a novice or non-user (0) to a potential innovator (4), but the process involving technology for teachers is not always linear and they may not stay at the same levels from year to year. A teacher may be applying and innovating in the majority of the 41 elements, but trying out a brand new activity with mobile devices may mean that teacher has to revisit strategies for classroom management and routine processes as a beginner or non-user (Marzano & Simms, 2013, p. 62).  

Image retrieved from:
https://www.thesignaljammer.com/images/cell%20phone%20jammers%20in%20schools.jpg

In a recent meeting, I talked with a veteran teacher who was clearly an expert of his content area. He revealed how intimidating it was for him to allow students to bring their cell phones to class even though he planned to let them use their devices for an activity. Educators are gradually realizing the potentially transforming power of personally-owned devices and cell phones especially in secondary learning environments (Ormiston, 2012). For a teacher who is at the applying and innovating level in most of the instructional elements already, the decision to incorporate mobile devices or try a new digital activity in the learning process means taking a step back. It becomes necessary to re-examine classroom management elements that relate to processes surrounding the digital activity so chaos doesn’t erupt when those cell phones come out for a round of Kahoot or a Socrative exit ticket. If I am the one coaching a teacher in this process, I need to be ready to provide initial support with several tasks for a proactive approach:

1. Help with establishing the learning goals that involve using digital devices
2. Advise the teacher on what to expect when students begin using mobile devices in the classroom
3. Provide guidance in setting up classroom expectations for using cell phones and other personally-owned technology and communicating those expectations to students (p. 147)
4. Ask questions about what outcomes are desired from students using technology
5. Ensure they have a plan B in case of network or connection issues

In the 2nd or 3rd coaching session, I would concentrate my questions on helping the teacher specify those desired student outcomes and describe how they will know that each student has reached the learning goals (p. 67). Some questions would include:

• Which apps or web sites will students be allowed to use?
• What content will they research or explore?
• How will they ‘turn in’ their work - email, LMS, printed, shared Drive folder?
• How can technology be used to differentiate in a lesson or activity?
• What rubric or other assessment tool is needed?
• How do you plan to monitor student responses (p. 75)?

As the teacher progresses toward the applying stage, their own confidence will increase as they establish digital procedures and increase the frequency of technology-infused activities. A strong coaching relationship will contribute to teacher successes and set the stage for creativity and innovation to take place.

References

Marzano, R. J. & Simms, J. A. (2013). Coaching classroom instruction. Bloomington IN: Marzano Research.

Ormiston, M. (2012). How to use cell phones as learning tools. Teach Hub. Retrieved from: http://www.teachhub.com/how-use-cell-phones-learning-tools.

Tech Coaching: Getting Ready to Step into a New Role

All teams have a coach whose job it is to bring success. This is nothing unusual to most of us, but I have most often been one of the players on a sports team, not the coach. For me to become the one who observes and provides feedback or models a strategy is quite a change from just being a trainer or adviser of all things technology. I see it as a major shift in my thinking about how I help teachers integrate technology and am curious about several models presented in our chapters. Since plenty of research has been done on instructional coaching, my focus for this post will be on relating coaching to technology and how we can help teachers make progress toward their goals. So, exactly how does a technology coach get teachers moving towards innovation? Several key factors that stood out for me were:

• Recognizing the nature of the coach-teacher relationship
• Selecting a model for coaching based on each situation
• Establishing a coaching perspective to help direct teacher actions

In preparation for stepping into the role of a technology coach, it is important to have both awareness and knowledge of these factors that will impact how I put coaching into practice. Each phase of the coaching process needs to be strategic and purposeful and may even require on-the-spot decisions and advice. I often deliver training sessions, provide technical assistance, and help teachers investigate their digital options to support what they are already doing in their classrooms. Taking more of a coaching role will require me to think differently as I prepare to work with them and be more proactive by finding out what technologies they currently use and what is available to them at their school.

Teacher-Coach Relationships

Marzano & Simms (2013) point out that the coach is not an evaluator or supervisor of the teacher and that take most of the pressure off of the development of a collegial relationship (p.9). If I were to sense that a teacher was not a willing participant in the improvement process, which does happen at times, then I would adjust my approach and carefully form my questions in attempts to build trust and establish a positive relationship. Working with teacher who are tech savvy and up-to-speed on the latest sites and tools is ideal, but I am always up for the challenge presented by those who claim to be ‘old school’ or tech newbies.

The Coaching Model

Choosing a model almost equates to selecting a play or a strategy in a game. I looked into the GROW model and found this graphic that illustrates the steps necessary to design a plan for improvement. Gallwey definitely started the ball rolling with bringing his tennis coaching principles into the business world, and he influenced Whitmore’s model which emphasizes a teacher’s potential and meeting their own goals (Marzano & Simms, 2013, p. 14). This will be my preferred model in coaching situations because it is driven by logical questioning techniques and is appropriate for even experienced teachers. The great thing about technology is it is always evolving and can bring new life to any classroom with the right implementation. Digital tools can provide a way to differentiate instruction, reteach missed skills, and enhance a traditional lesson so that all students are engaged and excited about learning.

A New Perspective

Probably the biggest adjustment any of us will make is to see ourselves as coach rather than trainer, mentor, or teacher. I guide teachers step-by-step in technology training sessions weekly, but being a coach means I will be listening way more often than I will be doing the talking. I believe my knowledge of how various digital tools and resources can enhance a lesson or allow efficiency in collecting data will benefit me in my new role as coach. I anticipate that many teachers will have content-specific goals they want to achieve, and they will want me to recommend the best, most engaging and effective resources to meet their needs.

Schools That Work, Hampton High School in VA video about their experience with instructional technology coaching: https://www.youtube.com/watch?t=2&v=4l5JBUacW1w

Coaches see the potential in their players and the goal is to win the game. The learning environment is like our playing field, so moving forward means  we prepare our mindset, analyze the situation, and gather the tools we need to help teachers reach their potential.

References

Marzano, R. J. & Simms, J. A. (2013). Coaching classroom instruction. Bloomington IN: Marzano Research.

A Reflection on My Instructional Design Process

All teachers want every lesson they deliver to be a positive learning experience for students. I now have a much better understanding of every piece of the process to ensure this happens for me and all teachers I train. A sufficient amount of time and planning plus the mindful selection of media and tasks will result in a well-designed lesson (Larson and Lockee, 2014, Loc. 4549). I think if any one of the ADDIE components are left out of this design process, then learner needs won’t be met and the lesson will fall into the ‘poor and ineffective’ category. Will some lessons fail? Of course they will! The key is to bring that lesson out of failing mode and give it a redesign to improve and change the parts that did not work. Instructional design is a process that mostly happens before the lesson is taught and includes phases: learner analysis, planning and design, developing the activities, and implementing the lesson. Evaluation happens at the end of the lesson, but it also occurs during the process so that at any time a component can be modified or eliminated.

Prior to this course, I was not aware of the Connectivist Approach to instruction and how it can enable educators to build a high-quality, robust lesson from any content area and for any grade level.  In my approach to developing a training session, I realize how each decision made throughout the ID process should be centered around the participants, their perception of the topic, and how they will use their new ideas and skills to impact student learning (Larson and Lockee, 2014).

My professional development session, Bring It On with BYOD, addresses policies, management, and instructional use of BYOD. The goal is to guide teachers in their planning as they strive for a 1:1 learning environment (Davis, 2014). My target audience is high school teachers of all subjects, but this training could be delivered for middle and upper elementary teachers as well. Even after I went through the selection of media and activities, I made some last minute changes to my agenda because I do not want to confuse or overwhelm my participants. Since the topic is BYOD, I chose to model a lesson using NearPod, a free app for students for any device/OS. I designed my slides in PowerPoint and imported them to NearPod where I added even more activities and resources. I selected a few different interactive tasks and two different assessment tools to demonstrate, Socrative and a Google Form which will be accessed by QR code. One digital strategy in my training is called an ‘App Smash,’ and it will be a new term for most of my participants. I selected an article on how to teach students to App Smash and will give teachers time to read or scan it during the session. My presentation, video, handout, and more resources are on my blog page, Bring It On with BYOD in Your Classroom.

Image Credit: https://ipad4schools.files.wordpress.com/2014/04/i4s-appsmashing-005.png 

One thing I will change for future trainings is to include at least one task or activity that allows the participants to have several options for a more differentiated style. Also, I have usually posted my handouts and presentation on my blog for participants to access after the training is over, but I have several new ideas on how I will make these available in the upcoming year. For example, one idea I want to try is to create an app that will act like a web page for all materials, activities, and assessments to make PD available anywhere, anytime.  If time allows me to create a prototype this fall, then I may have a sample group of teacher try it out for our next class. Overall, I have many new ADDIE-inspired ideas that I plan to develop in the upcoming school year.

References

Davis, V. (2014, Feb 4). 6 BYOD discussions every school should have. Retrieved from Edutopia: http://www.edutopia.org/blog/byod-discussions-schools-should-have-vicki-davis

Image retrieved from: https://ipad4schools.files.wordpress.com/2014/04/i4s-appsmashing-005.png 

Larson, M. and Lockee, B.B. (2014). Streamlined ID: A practical guide to instructional design. New York: Routledge.

Technology Selection for 21st Century PD

Choosing the right technology for learning involves selecting the tools you will use as the presenter, resources and devices your participants will use to be trained, and the digital means you may use to actually deliver or record your training. For this blog post, I will mainly focus on the last 2, but the presentation and modeling of effective technology use is also a crucial part of any professional development.

Take BYOD for example. As more and more schools embrace the idea of students bringing their personally-owned devices to school, teachers are realizing that there are new opportunities to make use of these devices in their classroom for learning. In my opinion, there are many digital activities that students can participate in without the need to be one-to-one in the classroom. However, there can be huge benefits for students to have their own computer or tablet to work on for assignments or even for a collaborative project. If a teacher does not have a classroom set of computers or mobile devices, then they might consider encouraging students to bring in their own device assuming the school and district have a policy that allows BYOD. This is something we are promoting in my district and in the upcoming school year, we will be training teachers in many of our schools on a variety of instructional activities, apps, and strategies they can use to improve learning and achievement. Larson and Lockee (2014) describe how teachers should familiarize themselves with the different types of technology and their capabilities in order to make the most effective choices for instruction and best support the learners in your classroom (Kindle location 4533, 4550).

Several important factors influence my decisions on the technology to include when I train teachers and provide professional development at schools:

• The topic or content of the training
• The desired learning outcomes and chosen strategies
• The existing technology available at that school or site
• Specific requests for a particular resource or device training by the principal or group of teachers

One assumption I often make is that elementary level teachers expect training to include digital tools that are appropriate for younger students. When I work with secondary teachers, there are often teachers from different grade levels and subject areas. In that case, I always try to include a balance of tools from various subject areas that are appropriate for their age group.

Over the last 5 years I have worked to develop my own Professional Learning Network (PLN) using a combination of tools including Diigo, Pinterest, Twitter, and some of my favorite online technology journals and edtech bloggers. I am always looking for new resources and tools to try out and share with other teachers both formally in training and informally through emails and in conversation. Teachers may want something new to try, but it can be a mistake to overwhelm them with too many ideas and options. In Chapter 9, Larson and Lockee (2014) share that there appears to be no standard categorization of instructional technology, but I have seen several infographics and charts recently that appear to be attempting to create this type of structure (Loc 4500). I think this is helpful for teachers because it allows them to choose a level of Bloom’s taxonomy or a certain medium they want their students to use and matches it to a digital tool, site, or resource. A visual chart like iPadagogy is useful for professional development too because it connects strategies and outcome with the tool or app.

As I work with teachers to train them on utilizing student’s personal devices for learning in their classroom, selecting the technologies to deliver the content are key to the effectiveness of the training. The convenience of anytime, anywhere learning is not just for students; it is for all of us.

References 

Image retrieved from: http://elearningstuff.net/wp-content/uploads/2013/06/padagogy-wheel.jpg

Larson, M. and Lockee, B.B. (2014). Streamlined ID: A practical guide to instructional design. New York: Routledge.