This week’s
assignment focused on designing student-centered learning activities that
incorporate technology along with professional development to implement into
the classroom. Since I am involved with professional development in my current
position, I felt at ease designing a training program for our scenario
teacher. Where I struggled, of course,
was the student learning activities. Since
I belong to a great group, we were able to guide and strengthen each other and
complete our final project.
During the readings and videos this week, I read a statement that I agreed with. According to Solomon and Schrum (2007), students are more advanced in technology than most teachers. The problem is "even with modern technology in so many schools, it is not being utilized in the way that has been envisioned" (p.101). The discussion continues to state professional development usually isn’t sufficient or sustained. Another issue is not everyone embraces technology nor has the same understanding of the expectations. Typically, professional development workshops are mandatory and held after school, when everyone is tired and distracted. On our campus, professional development is a mix of both mandatory and optional. Usually the optional workshops will be tutorials on useful programs that can be easily implemented in the classroom or workplace. They are typically topics of interest and curiosity. Of course, the mandatory trainings are usually implemented begrudgingly. The authors and presenters of the workshops should collaborate with the graduates of this degree. The future technology specialists graduating would be able to design training workshops that address student learning and engage teachers better. *smile*
Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Eugene, OR: International Society for Technology in Education, 99-116.
During the readings and videos this week, I read a statement that I agreed with. According to Solomon and Schrum (2007), students are more advanced in technology than most teachers. The problem is "even with modern technology in so many schools, it is not being utilized in the way that has been envisioned" (p.101). The discussion continues to state professional development usually isn’t sufficient or sustained. Another issue is not everyone embraces technology nor has the same understanding of the expectations. Typically, professional development workshops are mandatory and held after school, when everyone is tired and distracted. On our campus, professional development is a mix of both mandatory and optional. Usually the optional workshops will be tutorials on useful programs that can be easily implemented in the classroom or workplace. They are typically topics of interest and curiosity. Of course, the mandatory trainings are usually implemented begrudgingly. The authors and presenters of the workshops should collaborate with the graduates of this degree. The future technology specialists graduating would be able to design training workshops that address student learning and engage teachers better. *smile*
Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Eugene, OR: International Society for Technology in Education, 99-116.
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