If most technology coordinators are like myself then they are probably frustrated with how to deliver effective professional development to faculty. From all day sessions with terrific experts to mini-meetings with departments or interested teachers on a specific topic to one-on-one instruction; we've tried it all with varying degrees of success with the one shot faculty day being the least valuable. What has seemed to work best is the department model. Over the summer I met with each department before the beginning of school and did specific curriuculum using Web 2.0 or other related technologies. The only problem has been the followup. Once the school year hits it's very difficult to round up those same teachers in that relaxed and inspiring atmosphere. What is a technologist to do?
A few years ago I joined the NYCIST listserv (New York City Independent School Technologists). It has become a staple resource in my professional development. I have recently joined Twitter nation and found some excellent educational leaders to follow. Their resources and comments leave me with much inspiration and motivation. The Classroom 2.0 and Independent School Educator Network nings have also proven to be wonderful resources. Reading Liz Davis' blog titled The Power of Educational Technology and listening to Alex Ragone and Arvind Grover's weekly EdTechTalk webcasts also play a pivotal role is keeping myself current with technology trends and issues. Which got me thinking, if they work for me, why not faculty???
I will be approaching departments on how to use Web 2.0 tools for professional development, not only for them use as a resource but also for them to contribute their expertise. Hopefully the English department will use The English Companion ning or the history teachers will be inspired by the tweeting from History Teachers on Twitter . Once teachers start using these tools for themselves then hopefully they will begin to develop the vision on how these tools can be used by students in their classes.
Tuesday, January 19, 2010
Tuesday, January 5, 2010
Preparing Teachers for Online Education
Yesterday I had an insightful and inspiring conversation with Brad Rathgeber of the Online School for Girls. In learning about their program Brad started me thinking about how to formally prepare teachers for online education.
It is an inevitable that online courses will become an integral part of our students' educational experience. David Nagel of Campus Technology reports that "nearly 12 million post-secondary students in the United States take some or all of their classes online right now. But this number will skyrocket to more than 22 million in the next five years, according to data released recently by research firm Ambient Insight"(Campus Technology. October 28, 2009). As my school, School of the Holy Child, seriously considers adding the option of online courses for a variety of reasons (scheduling, collegiate preparedness) key questions must be explored and answered. Are we preparing our high school students for the online course environment? How is student learning different in an online venue versus the traditional classroom? Is assessment authentic and accurate? Does teacher pedagogy change as a result of online courses? Are there certain classes which are more appropriate face-to-face instruction or can any course be delivered online?
As the educational technologist on staff whose primary task is to train faculty in the latest technology and educational applications of such technology I am contemplating how to best approach my staff with inevitable shift in classroom content delivery. Our school has had a successful 1:1 laptop program for ten years. Over the past decade we have had many discussions on the impact of technology on education and developing lessons and content that foster a more student-centered approach toward teaching and learning. Web 2.0 tools have been an essential part of that discussion and implementation. Teachers at Holy Child blog, skype, create videos, podcasts and the like. Yet it still seems that there is a significant amount of time in the traditional teaching paradigm. It's hard to argue that a total shift take place when our teachers and students are successfully teaching and learning blending traditional and web 2.0 approaches. Our students are accepted into the top colleges and universities around the country. Thus, how does the educational technologist and administration approach staff with this model?
Stay tuned for my next post on how we are embarking upon this topic with faculty.
It is an inevitable that online courses will become an integral part of our students' educational experience. David Nagel of Campus Technology reports that "nearly 12 million post-secondary students in the United States take some or all of their classes online right now. But this number will skyrocket to more than 22 million in the next five years, according to data released recently by research firm Ambient Insight"(Campus Technology. October 28, 2009). As my school, School of the Holy Child, seriously considers adding the option of online courses for a variety of reasons (scheduling, collegiate preparedness) key questions must be explored and answered. Are we preparing our high school students for the online course environment? How is student learning different in an online venue versus the traditional classroom? Is assessment authentic and accurate? Does teacher pedagogy change as a result of online courses? Are there certain classes which are more appropriate face-to-face instruction or can any course be delivered online?
As the educational technologist on staff whose primary task is to train faculty in the latest technology and educational applications of such technology I am contemplating how to best approach my staff with inevitable shift in classroom content delivery. Our school has had a successful 1:1 laptop program for ten years. Over the past decade we have had many discussions on the impact of technology on education and developing lessons and content that foster a more student-centered approach toward teaching and learning. Web 2.0 tools have been an essential part of that discussion and implementation. Teachers at Holy Child blog, skype, create videos, podcasts and the like. Yet it still seems that there is a significant amount of time in the traditional teaching paradigm. It's hard to argue that a total shift take place when our teachers and students are successfully teaching and learning blending traditional and web 2.0 approaches. Our students are accepted into the top colleges and universities around the country. Thus, how does the educational technologist and administration approach staff with this model?
Stay tuned for my next post on how we are embarking upon this topic with faculty.
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