Over the past several months, we have been implementing the TPACK Professional Development framework (as outlined on this site) in several schools. To help introduce this process, I have created a slideshow to outline the goals for the framework. Several schools are using the framework in its entirety, while others have chosen parts to implement this year.
Archive for Professional Development
TPACK and Systemic Integration – The Four C’s of Tech Integration
While much of the focus thus far has been on the tool itself, it now time to look at how to begin integrating them into the curriculum. Looking back at the tool analogy, it is import to remember the absurdity of walking into a room with a power drill and asking what you can use it on. Rather, the more effective method would be to identify the task first, then apply the tool based on what it is you are doing.
TPACK and Systemic Integration – Affordances and Constraints
Once the focus tools are selected, the next step is learning how to learn about and evaluate those tools. To begin, each of the focus tools should be defined. This definition should be detailed enough that someone would have an idea of what the tool is and how it can be used, but concise in that it does not overwhelm a user. The definition should also be shared with students and parents, or made available online for easy access. By creating a simple definition, it begins to create a shared vocabulary that can be used at both home and school.
TPACK and Systemic Integration – Focus Tools
With the advent of Web 2.0 technology and the increasing affordability of mobile devices, it seems that the choices for educational technology tools are virtually limitless. While, this provides teachers with unprecedented access to technology tools, it also creates a challenge for systemic integration of technology. To go back to the tool analogy of hanging a picture with a hammer and nail, with the current technology, it would be as if there were thousands of choices of the type of hammer and nail to accomplish the task.
TPACK and Systemic Technology Integration Part Two
The Analogy
In order to set the stage for our professional development, I begin with an analogy to help illustrate how we would like teachers to re-frame their thinking.
Imagine if you were asked to hang a picture on the wall. In order to do so, you are presented with three tools: a hammer and nails, a wrench, or a circular saw. Which of these tools would you choose?
Professional Development Meets Iron Chef
Traditional professional development has often been centered around teaching software and or tech integration methods. One of the problems we have found with this, is that once the training is complete, it is very hard for teachers to find practical uses for what they learned, or they have a hard time recalling all of the information. So we feel that one way to help this problem is not train on specific applications, but rather show a variety of different applications and focus more on larger concepts. For example, in a digital storytelling class, I might focus more on the process and then demo several applications that could accomplish this concept, rather than just teaching iMovie as a means of digital storytelling. We then follow with support in the buildings with various technology personnel.
TransADMINiformers
This week we had an amazing opportunity to provide technology professional development to all of our district’s administrators. While the group does receive periodic training for technology, the tone of the day was much different than the typical training.
Our district has invested a lot of time and money into technology. We have invited speakers from other districts to talk to teachers and administrators, and have made sure that our staff is aware of the technology available to them. However, we have also felt that we are beyond just being exposed to the technology. In order to take the next step with the technology, we would need to begin to look at how we use the technology and using it to transform learning and productivity.
The training consisted of each admin getting to use an iPod touch with the challenge of modeling the tech to their staffs. Rather than teaching applications, or how to, much in the way we would want to work with kids, we allowed them to play and learn on their own. In providing them this opportunity, many of the admin found things on their own, and could share with the group. Ultimately they found things that we as trainers hadn’t known. This is a powerful way to expose people, especially children, to technology.