The Next Tech Thing: Professional Development

Showing posts with label Professional Development. Show all posts

Monday, February 25, 2019

Technology in the Classroom: Friend or Foe?

A few weeks ago I was a panelist at the Learnit Conference in a session entitled “Technology in the Classroom: Friend or Foe?” Co-panelists with me were John Short Ring, Deputy Head of King's College School in Wimbledon and Bani Dhawan, Google Head of Education, India and South Asia. The panel was moderated by Richard Culatta, CEO of International Society for Technology in Education (ISTE).

We all agreed that technology is a very beneficial and essential tool for learning--a definite friend of the classroom. Unfortunately though, when technology is implemented poorly and not used with intention, it can earn a bad reputation, possibly lead to bad press and generate misconceptions and doubts about its overall benefits. We also discussed some of these ways that technology in the classroom can become a foe.

One of the topics we discussed was the need to start small when implementing new technology programs or devices. For example, I spoke about our 1:1 iPad program in Minnetonka, which we began eight years ago by starting with just half of our freshman class of students for six months before deciding to slowly expand it one or two grades each year thereafter. In comparison I have seen some 1:1 technology programs implemented all at once which have struggled--instead of being able to learn, adjust and make changes with a small amount of users, schools have sometimes stumbled, flailed and failed in their efforts, such as the notorious Los Angeles 1:1 iPad debacle years ago.

Related to this need to carefully plan and deliberately execute a technology roll out is the important and sometimes overlooked need to provide continuous professional development for teachers around successfully integrating technology and using the tools and software. I talked about how this can also sometimes give technology a bad name. One of the phrases I mentioned and have heard over the years of this not being done well is called the "Spray and Pray" philosophy, in which technology is distributed (sprayed) all over the place and then the staff hope (pray) that it gets used well.

We also discussed the difficulties of determining if technology is having a positive impact on student achievement. There are so many other factors within any given classroom that play into changes in students' scores, from home life to student behavior to other other variables such as new curriculum being implemented, differences in teachers or perhaps other interventions also being implemented. It is often quite difficult, if not impossible, to singularly isolate technology and determine its impact. When we first began our iPad program we did try limit almost all of these variables by giving half of our students in ninth grade iPads while the other half were in a control group with no iPads. Students had the same teachers, the same curriculum, and we purposely had a variety students of backgrounds and abilities in both groups. After looking at the students' scores on the same assessments with the same teachers and curriculum, we were able to positively show that the students in the group using iPads benefited from that technology and scored higher than their peers without it. But often times it’s not possible to run these controlled experiments to determine the effects of technology which this can give technology a bad name.

As a panelist I also talked about the slowly changing understanding by parents and educators about the difference between educational and entertainment screen time. The American Academy of Pediatrics had long suggested limiting a child’s total screen time per day. Then in 2015, the AAP revised their screen time recommendations. They now encourage parents consider the content on the screen itself before deciding whether or not there should be any time limits. The AAP recommends limiting recreational/entertainment screen time to one to two hours per day for children over age two. There is no screen time limit for educational content and use, but many parents still don't understand the difference and have the older limits in mind, which can make them think that technology in the classroom is a foe.

Related to this I discussed the need to continually share great examples of how technology is a friend in the classroom. A lot of what we need to do is storytelling; educating parents and our community about why we bring technology into the classroom and how the classroom is different from the parents' experience is an ongoing task. As one of my colleagues described it, we need to keep repeating these important key messages because our parents are like a passing parade moving through our system with their children. Giving a message once and hoping it has been heard, changed minds and we're done isn't enough.

I found the panel to be a great experience and thoroughly enjoyed discussing these topics with the other panelists. Hearing about the challenges they are facing in education in Europe and Asia was fascinating, too. Each of us believes that technology is a friend of the classroom and is working hard to help others recognize this, too, and not view technology as a foe. Other topics for panels and presenters at the conference were great and globally varied. One I found especially interesting I wrote about a few weeks ago on The Future of Blockchain in Education.

Related posts:

Monday, October 22, 2018

Instructional Technology Teacher Professional Development without Substitute Teachers

Like many schools across the country, our district often has a shortage of substitute teachers. Sometimes there aren't enough reserve teachers available to cover teacher absences due to illness, let alone cover trainings that take place during the school day. In the past we would offer teachers instructional technology trainings and staff development during the school day. Starting last year began eliminating this practice to reduce the overall need for reserve teachers and this year plan to use zero reserve teachers.

As I've written about in the past, one of the reasons I believe our 1:1 program has been successful is because of our ongoing, sustained professional development. We are now in the eighth year of 1:1 and still providing all of our teachers with about nine hours annually of professional development related to technology. Whether teachers are in their first or eighth year teaching students with 1:1 devices, they attend multiple training sessions per year. The reason we provide continual staff development for our teachers is to help them use technology in ever new and innovative ways to deepen learning for students and make it more meaningful (see Beyond SAMR Ladders and Pools: A Framework for Teaching & Learning).

To make this happen without reserves, our instructional technology coaches are providing this staff development before and after school as well as online. Sometimes principals replace one or more monthly staff meetings with staff development sessions. This was the case last week at both our Middle School East and High School. At each site, teachers had the option to choose from a menu of options, including instructional technology sessions. Pictured are two high school mini-sessions last week, one on formative assessment with Pear Deck held in the newly remodeled Loft space and the other on Strategies for Improving Feedback in the Online/Blended Environment for teachers in our Tonka Online program. Last spring I wrote about 14 different technology mini-sessions from which high school teachers could choose in place of a staff meeting. Staff at all our sites are asked to attend about two hours of face to face meetings before/after the school day related to instructional technology staff development.

In addition to face to face sessions this year we are expanding our online instructional technology staff development so all teachers will take two hours of training per semester equaling four hours of training this year. This past summer we increased our online technology related offerings for teachers to 18 sessions and had over 20% of our staff take at least one session using our learning management system, Schoology. Some of these same sessions will be offered once again and our instructional technology coaches are busy creating further sessions for teachers.

We also offered extensive technology related face to face trainings in August. We have been providing these August trainings since 2005 and the options certainly have increased since that time. Teachers are asked to take at least two summer classes so they end up with about three hours of training in the summer. In the end all these training options add up to the same number of instructional technology training hours we have asked teachers to complete since our 1:1 iPad program began:

3 hours: August training classes online/face-to-face

2 hours: Face-to-face instead of staff meetings or before/after school

4 hours: Online training modules

9 hours: Total

In addition to these nine hours of instructional technology staff development, teachers can and often do meet with their instructional technology coach or media specialist for additional help and/or to work further on a project. All of these options and work have made it possible to continue to support our teachers and advance their work with students helping to improve the ways that technology enhances learning and teaching.

Over 20% of Minnetonka Teachers Are Learning Online This Summer

This summer we are offering more online learning options for our teachers than ever before. Currently over 20% of our teachers signed up for a class, many of which are already underway. There are 18 different classes from which they can choose, each taught by Minnetonka staff who are sharing their knowledge and expertise with their colleagues. There are classes on coding, screen casting, reading instruction, and much more. Farther below is the complete list.

These classes allow teachers to work at their own pace at a time of their choosing while learning. Courses open in July or August and must be finished by the first day of school. Teachers can continue to sign up over the next month, so in the end we anticipate that more than just 20% of our teachers will have done an online class. All courses are run through our learning management system, Schoology, using the same platform and tools our teachers use with their students in both their face-to-face instruction and through our online student program, Tonka Online. We also have numerous face-to-face classes for teachers in late August. Some of these classes are offered both online and face-to-face, so it will be interesting in the end to see which method of instruction and delivery is preferred.

In addition to our returning teachers taking one or more classes online this summer, we also are offering our approximately 75 new teachers online training. In the coming weeks, these new teachers will learn about technology and other topics like our teacher evaluation process prior to beginning new teacher face-to-face workshops and then beginning teaching on the first day of school, Tuesday, September 4.

Here is the list of online class options for returning teachers. Links will lead to full descriptions of each course:

What Are Minnetonka Teachers Learning About This Summer? A Lot--During Our Professional Development Classes!

Last past week we launched our annual summer catalog of professional development for our teachers. There are almost 100 sessions from which teachers can choose, including 18 online options. You can view all the course descriptions and the schedule. Hundreds of our teachers will spend time in classes and trainings we offer over the next three months, right up until school begins. Each summer over 400 Minnetonka teachers take technology professional development classes in addition to the other curriculum trainings and courses offered. Summer is a prime time for teacher training to occur. Our summer program has grown considerably over the past 12 years--back in 2005 we only had eight technology related classes!

Over the next three months there are technology classes related to iPads, Schoology, computer coding, digital health and wellness, maker spaces and more. In addition to technology classes, there are also many non-technology sessions offered such as classes on assessment, engagement, special needs, and our teaching and learning framework. We also offer extensive training sessions in August for all of our new teachers.

We use My Learning Plan to manage all of this. Teachers can sign up and drop classes, automatically be notified and reminded of classes and locations, and we can track rosters, waitlists, and CEUs. Teachers receive a stipend for the time they spend learning in summer technology sessions.

Summer 2015 Technology Professional Development for 400+ Minnetonka Teachers

Technology Speed Dating Professional Development

Tip #2 for a Successful 1:1 Implementation: Differentiate Teacher Training

Teacher Teaching Teachers

Tonka Teacher Talks at ETT San Diego iPad Summit 2015

Minnetonka Top 100+ Ideas for 1:1 Integration in 5th grade, English, Math, Science, Social Studies, and World Language

An Easy Way to Weekly Inform Teachers & Parents of Great Technology Integration

Beyond SAMR Ladders & Pools: A Framework for Teaching & Learning

The Tonka AppMazing Race

BreakoutEDU in Minnetonka for Adult (and Student) Learning

Tenth Annual Minnetonka Technology Site Visit a Success!

Monday, January 8, 2018

More Tips for Successful 1:1 Programs: Ongoing Teacher Sharing, Dialog, Reflection & Colleague Observations

One of the reasons I believe our 1:1 program has been successful is because of our ongoing, sustained professional development, which I've written about in the past. We are now in the seventh year of 1:1, and still providing all of our teachers with about 9 hours annually of professional development related to technology. Whether teachers are in their first or seventh year teaching students with 1:1 devices, they attend multiple training sessions per year.

Learning to use the device itself is simple, as is learning how to use it in education to move from traditional paper and pencil environments to a digital document cycle. That part doesn't require ongoing training. The reason we do provide continual staff development for our teachers is to help them use technology in ever new and innovative ways to deepen learning for students and make it more meaningful. (See Beyond SAMR Ladders and Pools: A Framework for Teaching & Learning)

As part of our trainings with 1:1 teachers, we have found it beneficial to provide them with time to share ideas with one another and talk through issues, whether we are meeting with a group of new or experienced teachers. Originally we called these conversations Roses & Thorns (what was going well and what is not). More recently some of our instructional technology coaches have called it Roses, Buds & Thorns, adding the sharing of a growth area/goal to the conversation.

Our high school instructional technology coaches have called these meetings "Roundtables." Two past roundtable sessions I attended are pictured. During the first year teachers are in a 1:1 implementation the roses and thorns shared at these sessions tend to be about logistics and classroom management. After teachers are more experienced and comfortable with 1:1 teaching and learning, the topics and ideas shared become much more complex and creative, as teachers share innovative lesson ideas and ways they have used technology to redefine teaching and learning. Making time for the sharing of these ideas is a great way to spread the wealth of information and experience they collectively have and move your program further forward. We have grouped teachers in a variety of ways besides experience; sometimes teachers have been grouped by subject or grade levels, too. During the share time all ideas are documented so teachers can revisit them afterwards.

Besides sharing ideas with one another, we have also had teachers go out and observe colleagues. I mentioned this in a past post, too. Most recently, our high school instructional technology coaches dedicated 20 minutes of a training session to classroom observations. They asked teachers to visit about three classrooms for around five minutes each, with only one class in their own department. Afterwards they regrouped and debriefed. Teachers shared what they noticed about instruction, student engagement, and the use of technology.

This process of ongoing sharing, dialog, reflection and colleague observation is one of the keys to our success and growth of our 1:1 program. You can learn more about our it, iPads, and use of technology for learning in the additional related posts below: