Most recent public comments by Ashley McBride https://nowcomment.com/users/37206 https://nowcomment.com/documents/100538?scroll_to=996655 https://nowcomment.com/documents/100538?scroll_to=996655 I agree that there is a struggle to ensure people do not just trust anything they see pop up in Google. What I will say is that I still think we don't have to give traditional instruction for base knowledge. I think it is a matter of curating resources for students, moving to curating resources with students, then allowing students to curate their own resources and checking behind them until it is proven that they are getting the idea of how to find reliable information. This type of skill could take years to truly learn. I will not say perfect, because I don't know if this is a skill that can be perfected by anyone. Sat, 07 Apr 2018 06:39:12 -0400 https://nowcomment.com/documents/100538?scroll_to=996654 https://nowcomment.com/documents/100538?scroll_to=996654 Content that students are often tested on is so easily accessible that it may not be necessary to teach specific facts anymore. Although, skills are necessary. The skill to find the appropriate reliable resource to support an argument, the skill to solve math problems using the resources around you to review how to do that, and the skill to assemble all the knowledge needed to solve a problem are more necessary than specific facts that can be recited back quickly. Wed, 27 Nov 2019 10:36:03 -0500 https://nowcomment.com/documents/100538?scroll_to=996653 https://nowcomment.com/documents/100538?scroll_to=996653 I think that your notion of the need for traditional structures for learning may come in part to your work with adults. The training you give is probably embedded in necessary learning for your learners to do their job better or even just appropriately. In this case traditional learning may work because it is pertinent to your learners. Younger students, K-12, may not care about the things being taught to them so instead of learning these things that people have deemed necessary knowledge they have learned to play the educational system game earning points to meet their own personal goal of either getting through or doing well enough to move on to a specific college where they can learn about their interests. On the point of connected learning at a young age, I would argue that there is a way and importance to this. As young students are usually participating in learning that is embedded in hands on activities they are also participating in social emotional learning. Students at all ages will work harder on activities if they have a larger audience to share with. So sharing their learning with family, friends, classmates, and even the world via social media outlets can help them feel like their work is being seen and matters. Obviously, we would not ask a kindergartner to Tweet their work or anything, but closed social applications can allow sharing outside the classroom which can not only encourage deeper learning, but also teach social media etiquette at a really early age which is something that students need too. Sorry if I went off into left field on this. Wed, 27 Nov 2019 10:36:03 -0500 https://nowcomment.com/documents/100531?scroll_to=988825 https://nowcomment.com/documents/100531?scroll_to=988825 Level 2- come up with a standard for educators to meet. This is hard because in education every grade level and content area is different. I would probably use a reflection or lesson plan with a rubric framed around SAMR to ensure the results are evaluated uniformly. Level 3- This is going to require access to individuals after they have completed the training. Level 4- This would require access to existing data sources. This would require permission to access some of these sources and an ability to discuss long term PD effectiveness with administrators. Additionally, letting people know up front all of the things that will be required so the program can be evaluated is important. Mon, 26 Mar 2018 12:36:57 -0400 https://nowcomment.com/documents/100531?scroll_to=988819 https://nowcomment.com/documents/100531?scroll_to=988819 I am unsure that I am fully understanding the question, but I am thinking that gathering perceptions in a quantitative way could help to pinpoint some of the motivational factors for teachers participating in ETPD. This could possibly give some additional context for the observations and other quantitative data that is collected. It could possibly provide another element of consistency. Again, unsure to what is being asked. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/100531?scroll_to=988818 https://nowcomment.com/documents/100531?scroll_to=988818 School culture, educator willingness to implement, and the difficulty in randomization is why pinning down what works in ETPD. Each school culture has a different attitude about, well, everything and technology integration is no different. I believe school culture plays a role in what is actually implemented after a PD is given, so that same teacher in the same PD working in a different school may have different outcomes. You also cannot truly randomize because if it is voluntary, the teacher is already probably wanting to participate and implement new techniques. If it is compulsory, then data may be incorrect because teachers feel unhappy about yet another requirement on top of the millions they already have. It is really just the human factor that makes these things so hard. Tue, 27 Mar 2018 00:09:30 -0400 https://nowcomment.com/documents/100531?scroll_to=988710 https://nowcomment.com/documents/100531?scroll_to=988710 I would agree that feedback forms may not be the most reliable when it comes to measuring effectiveness especially if you are trying to measure the impact that the PD had on teaching and learning. I do think that their place is really to be used as a way to determine if the PD is perceived to be useful. I have been implementing a PD format in my district that is sustained throughout the school year. The measure that I have been using is a write up (document) that teachers put together that shows the integration of technology in their classes that took place because of the PD they were a part of. I feel like these documents, along with structured interviews could be effective measures. What I am unsure of is how to show that students have learned because of the teacher's participation in this PD. The documentation of integration could demonstrate this if the document shows student usage and products, but I am unsure that it is easily quantifiable through standardized testing methods. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/97744?scroll_to=964239 https://nowcomment.com/documents/97744?scroll_to=964239 I am currently working to push professional learning that is facilitated and not taught. Something that is not tool focused and does not push teachers to learn "the newest thing." Instead it introduces an idea, they determine where they want that idea to take them in their learning session and then they use that to implement new or different uses of technology in their classrooms. Through the research that I have done, I have seen that teachers need to actively engage in sustained professional learning opportunities that also provide them with support in the form of a coach or mentor. Basically, teachers need what the kids need because if educators are ever going to do something different, they need to see how it works and more importantly that it does work. Sat, 24 Feb 2018 21:41:32 -0500 https://nowcomment.com/documents/97744?scroll_to=964237 https://nowcomment.com/documents/97744?scroll_to=964237 Often innovation is seen as innovation in schools when the kids are excited about school. When teachers are asked to be innovative, it can be scary, especially in secondary, because the "fun" things or the things that are considered innovative take time and time is precious. It is even more precious when you have kids who are three grade levels below where they are supposed to be and you as their teacher are supposed to make them proficient at their current grade level by May. We need to ask teachers to be innovative, but we also need to demand that legislation allows for the innovation to happen. Sat, 24 Feb 2018 21:36:49 -0500 https://nowcomment.com/documents/97748?scroll_to=964235 https://nowcomment.com/documents/97748?scroll_to=964235 Changing perceptions is easier when people know what you are talking about. If teachers need to personalize learning, create product-oriented learning, and use a globalized context, then they need to see, or better yet, participate in this type of learning environment. Start with teacher preparation programs and professional development programs. Make those fit these parameters and then work with teachers on implementing. I think their enjoyment and curiosity will lead them that direction any way. Sat, 24 Feb 2018 21:30:38 -0500 https://nowcomment.com/documents/97748?scroll_to=964234 https://nowcomment.com/documents/97748?scroll_to=964234 I hate to steal an answer that I feel Todd would give, but I think one way is to start with getting districts to adopt OER. This is one way to start a movement of teacher creativity because teachers will have to start to fill in where textbooks once stood. Now, another way is to push ideas to teachers and really provide them time to discuss and work with these ideas. We don't give teachers time to be creative because they are too busy with the status quo. As for the system, well I think it is about getting early adopters and letting others see their success. The rest will come, and the pressure of these models will compel the system to change. It will be a slow process. Sat, 24 Feb 2018 21:27:22 -0500 https://nowcomment.com/documents/97748?scroll_to=964230 https://nowcomment.com/documents/97748?scroll_to=964230 Automation is easier right? When teachers are looking at over 100 kids each day, trying to differentiate, individualize, or personalize is not fathomable. So we create programs that help us to monitor students and automate their learning. There is a program that my district bought called Actively Learn. It is a tool that allows teachers to upload documents, web content, etc and embed questions, videos, links, etc. Very similar to this program we are currently working in. The problem is that now, instead of the questions just being at the back of the book, they are sprinkled throughout the text. It is very similar to what has always been done, read this, answer questions, move to next text. Sat, 24 Feb 2018 21:22:04 -0500 https://nowcomment.com/documents/97748?scroll_to=964214 https://nowcomment.com/documents/97748?scroll_to=964214 I see new technology tools come out all the time. This is one of the reasons I feel every school needs an ITF, because researching and learning about these is a full time job in itself. The problem is that many tools are implemented with only minor thought being put into the why. The majority of the time, the reason ends up being to engage students. Well that usually lasts a whole two minutes. Teachers need to focus more on stepping away from the methods they are used to and comfortable doing. Instead they need to focus on allowing the learner to lead, discover, and play to gain understanding. Teachers need to engage in innovation that says, "no, I have never tried this but I am willing to learn it with you." If teachers only focus on keeping kids at or below their own understanding, then we miss the point of having a next generation. The point is for them to learn and grow beyond us. Sat, 24 Feb 2018 21:15:00 -0500 https://nowcomment.com/documents/97744?scroll_to=963863 https://nowcomment.com/documents/97744?scroll_to=963863 If you had come to me just four years ago, when I was still a classroom teacher, and said "I think you should consider using blended learning methods." I would have looked at you, shook my head, said okay, then gone to grade the stack of research papers piled up in my wheeled tote. Teachers are overwhelmed and learning about different pedagogies often takes a back seat when you are focused on creating lessons and grading for 130 kids each day. If teachers don't have designated time to learn about, discuss, and think through pedagogies, like flipped or blended learning, you will get the same reaction I would have given when I was in the classroom because there is already a lack or work-life balance and trying to find and learn something on your own while being responsible for keeping things on track in the classroom is nearly impossible. So to get a teacher to gain what they need, I think the best approach is a support person dedicated to sharing, modeling, and guiding teachers through the various ideas, tools, and programs that will help them. This person would have the time to research and help find relevant tools that are capable of helping the teacher meet his or her curricular goals. Sat, 24 Feb 2018 15:40:29 -0500 https://nowcomment.com/documents/97744?scroll_to=963861 https://nowcomment.com/documents/97744?scroll_to=963861 I think I understand your question. I think that Dr. Zhao is breaking the question down into different conversations. By doing this, he is better able to have a focused conversation about what is happening and what/if anything can be done to change it. Sat, 24 Feb 2018 15:32:10 -0500 https://nowcomment.com/documents/97744?scroll_to=963860 https://nowcomment.com/documents/97744?scroll_to=963860 I predict that the factors will include: Teacher attitudes Technology Professional Learning Opportunities Mandated Proficiency Tests Parental Support Teacher technology experience/ skills Perceived lack of time Home resources Income level Sat, 24 Feb 2018 15:53:11 -0500 https://nowcomment.com/documents/96802?scroll_to=956825 https://nowcomment.com/documents/96802?scroll_to=956825 I wonder, keep in mind that I am not a computer scientist and I don't pretend to know how alga rhythms work, but if a computer program is set up to make decisions based on the data that was put in by the programmer couldn't that be off too? I mean, think about the numbers of times that programmers have programmed something and it turns out the program itself is bias, sexist, or racist because of the type of data fed into it in the first place. I just don't think that this approach would work for all kids as he seems to think it would. I could see this for a lesson or unit maybe, but an entire course no. This is one of the reasons why I refuse to take "at your own pace" type classes that don't have a facilitator. Computer programs are only as good as those who are programming them. Mon, 19 Feb 2018 08:48:22 -0500 https://nowcomment.com/documents/96802?scroll_to=954196 https://nowcomment.com/documents/96802?scroll_to=954196 I think for something to be scalable it has to be flexible especially when we are talking about education. A program that focuses on personalization, individualization, or differentiation cannot be the same across the board. It needs to have a few pillars that are set as a guide and from there you have to allow the local experts (teachers of the other students) to make it work for them. This does two things 1. it truly allows for something to not only grow but to grow and fill the needs where it is growing and 2. it makes those who are implementing the opportunity have some ownership and ownership equals buy in which means a better chance of success. Thu, 15 Feb 2018 21:39:57 -0500 https://nowcomment.com/documents/96802?scroll_to=954192 https://nowcomment.com/documents/96802?scroll_to=954192 I will say that I loved how she mentioned that the federal government knows that multiple choice bubble tests and the approaches that come with it are not serving our students. Yet, somehow the school I worked at gave 4 different standardized tests today to the bulk of the students in the school. I have yet to see the scale back on those tests. Also the addition of grants is great, but what tends to happen is the grant money runs out and the district is left to figure out how to fund a project or program. Many times it gets dropped because of the lack of money. Mon, 19 Feb 2018 08:15:57 -0500 https://nowcomment.com/documents/96347?scroll_to=945404 https://nowcomment.com/documents/96347?scroll_to=945404 Being able to connect the multiple things you are learning is probably the most important skill to acquire. To solve big problems faced in the working world, you have to connect ideas. I think this is one way to stop using strictly memorization and response as a teaching method and move more toward creating and making connections in learning. Could this be a foundation to Problem or project based learning? Thu, 08 Feb 2018 12:16:31 -0500 https://nowcomment.com/documents/96347?scroll_to=945403 https://nowcomment.com/documents/96347?scroll_to=945403 I don't know that I understood that terms you just used. And in thinking about that, I don't actually need to because these programs are designed to allow someone with limited or some technical knowledge to make these things work the way I want them to. Sun, 11 Feb 2018 23:44:29 -0500 https://nowcomment.com/documents/95752?scroll_to=937718 https://nowcomment.com/documents/95752?scroll_to=937718 I think the summer months would be a great opportunity to do the training needed to really change classroom instruction. Teachers need time to focus on learning and thinking about how they would implement changes in their classes. During the school year requires substitute teachers and sub plans and more work. To alleviate that and allow teachers to really focus, this could be done in the summer months so teachers would not have grading or lesson planning for the next day in the back of their minds distracting them from really figuring these things out. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95752?scroll_to=937717 https://nowcomment.com/documents/95752?scroll_to=937717 It is funny to me that schools or districts go 1:1 and think teachers are going to have a dramatic change immediately. They have to learn and experiment and be willing to experiment with the new tools. They have to got through the SAMR steps. We can't expect teachers to learn something overnight. They would be torn to pieces if they tried to do that with their students. Wed, 31 Jan 2018 08:56:42 -0500 https://nowcomment.com/documents/95752?scroll_to=937713 https://nowcomment.com/documents/95752?scroll_to=937713 I have found that this is really just a starting point for teachers. I am unsure that most teachers choose to stay here in how they use technology. What I have heard in my technology coaching practice (no specific data to back it up, just observations and discussions with the teachers I have worked with) is that they want to move to that next level of technology usage in the classroom, but they don't have an understanding to move there on their own. Teachers are placed in classes, rarely get to attend conferences or have PD that isn't just about "here is a new tool and how to use it." How can teachers learn to use the better technology practices if it is not demonstrated. In a meeting with district and local administrators a teacher stopped admin from talking as said, "I love the idea of blended learning in my class, and I want to do all of these things to differentiate, but I have never seen that or had anyone explain to me what that looks like. So I don't know where to even begin." I think this is a sentiment shared by many teachers. Sat, 03 Feb 2018 22:51:51 -0500 https://nowcomment.com/documents/95752?scroll_to=937711 https://nowcomment.com/documents/95752?scroll_to=937711 I think teachers are waiting until they learn how to use the tech themselves. The teacher mindset needs to change so they are less worried about teaching the technology to the kids and more worried about having the kids "play" with the technology. We never give students time to just play especially when they get in the upper grades. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95752?scroll_to=937710 https://nowcomment.com/documents/95752?scroll_to=937710 The integration of technology in a meaningful way is really hard. I think a number of people think either the fact that it is used at all is enough and others think that they have to know exactly how to use the tech in order to have students use it differently. I think teachers may be a bit afraid to look at a student and say, "I don't know, figure it out." In fact this is what educators need to get comfortable doing. Teachers are content experts, they don't have to be technology experts too. It is a two fold problem really. Some teachers feel like they have to be able to answer every question, and some students want or are used to being spoon fed what is going to be on the test. Honestly, if we want a change that is meaningful in how students are taught, policy makers have to stop trying to punish teachers who have students that can't get a good enough pass rate on a multiple choice test. As long as that is the stick we use to measure student success, we will continue to have this problem because teachers will focus on what they perceive is the best method for getting students to perform well and isn't what they consider to be an experiment that could possibly fail. Sat, 03 Feb 2018 22:57:30 -0500 https://nowcomment.com/documents/94517?scroll_to=929918 https://nowcomment.com/documents/94517?scroll_to=929918 I think TPACK is a way to get to 21st century literacies. If the teacher is able to combine the best practices in technology, pedagogy, and content then they are not only able to create units, lessons, and activities that instill 21st century literacies into students, but they are demonstrating their own ability to do it. Sat, 27 Jan 2018 11:01:33 -0500 https://nowcomment.com/documents/94517?scroll_to=929915 https://nowcomment.com/documents/94517?scroll_to=929915 I honestly think that the fact that students carry a device that can get facts for them makes knowing facts irrelivent. They do need content understandings, but the ability to create from those understandings is even more important. An example of this would be project or problem based learning. If you tell a kid that food deserts are a problem and ask how can this problem be fixed then the student doesn't need the teacher to tell them and they don't need to memorize facts about food deserts. They need research skills to find out what a food desert is and the cause and effects of it. From there they need to think critically about the causes and creatively think of ways these things can be solved. In addition to creativity, I think collaboration is key in this process as students who are solving the food desert problem can collaborate with other teams and provide critical feedback that allows the students to consider problems that may arise from their intended solution. Short answer: content can be found and learned, creativity and collaboration are what get the real results. Sat, 27 Jan 2018 13:58:09 -0500 https://nowcomment.com/documents/94522?scroll_to=929877 https://nowcomment.com/documents/94522?scroll_to=929877 I think the gap is less teacher and student anymore. I think the gap is actually in access and exposure. The ability to "play" with technology is about having not only the time to do so, but the resources. Many high school students that I have worked with are sometimes equally or more uncomfortable with technology than the teachers. This is surprising, but if you consider that some of these kids have only had internet or computer access at their local library, then honestly do they have time or means to get used to using it in a way that is meaningful. Students have asked me if they could do projects on posters or on paper because they do not feel comfortable with a digital project. Fri, 26 Jan 2018 18:17:40 -0500 https://nowcomment.com/documents/94522?scroll_to=929762 https://nowcomment.com/documents/94522?scroll_to=929762 In the k12 realm, I feel like this is not addressed for two reasons. The first is teacher time. Teachers would need training to understand these ideas and frameworks. Honestly, the time provided for professional learning is usually not focused in these areas. The time that is focused on these areas are usually spent showing teachers tools. For example, a school may give a technology integration training but they may only focus on how to set up the school's new LMS. This would mostly be showing teachers which buttons to push and one or two examples of how it has been used by others. Once that training is complete, then there are few or no resources that can continue teacher support. So the time that is provided to teachers for addressing these ideas is used ineffectively. The second point is the lack of resources. When I say resources, I do not mean computers or software. I mean the real support teachers need to integrate effectively. There needs to be leadership, whether it is a mentor, coach, or administrator, who can guide teachers to better understand these things and how they relate to their content areas. Educators are bound by multiple choice tests that are created to demonstrate proficiency. Let's be honest, multiple choice tests don't show skills like creativity. They show an ability to memeorize facts or at the most demonstrate some deeper thinking. If the tests that teachers and students are measured by only measure the ability to memorize facts, etc. then effective teaching will continue to look as it does for a large number of classrooms. Keep in mind that I have no expertise in any realm other than K12 education. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/93676?scroll_to=921860 https://nowcomment.com/documents/93676?scroll_to=921860 I am a strong believer that professional development courses and conferences are not enough. Teachers are uncomfortable with changing their methods of teaching, not usually because they are lazy or think it will not work better, but because they are nervous that they cannot handle the technology when it is used in the classroom setting. I know when I taught English I started to use blogs with my 8th graders. When I introduced this to them I got questions about the activity itself and the technology. I was trying to troubleshoot and teach at the same time. Had I had a coach or another co-teacher in the room with me, I feel it would have gone much smoother and would have been less stressful on me when I had 30 or more kids staring at me 5 times in a day. That is why I became a technology coach, so I could help others make that leap. Thu, 18 Jan 2018 11:15:39 -0500 https://nowcomment.com/documents/93676?scroll_to=921858 https://nowcomment.com/documents/93676?scroll_to=921858 This question concerns me. I work in a high achieving school where students are stressed and overwork themselves. The competition to be the best student or have the highest GPA is fierce. While I agree that there should be access for students to continue learning outside of school, I worry that this is a push that can become unhealthy. Recently, we have had a number of snow days. Even though these days will be made up and no time will be lost for classroom instruction in the long run, there are teachers who are pushing out learning assignments to students while they are at home. We even had some students who had school work over the one week holiday break! That seems excessive. The ability to learn remotely should not pressure students to ignore other important aspects of their lives. Learning on the go or outside the classroom is a great thing, but I think some real conversations need to happen to ensure the push is a healthy one for k-12 students. Higher education is a different can of worms, and those people are adults so this statement is not really aimed at higher education. Mon, 22 Jan 2018 10:40:09 -0500 https://nowcomment.com/documents/93679?scroll_to=919157 https://nowcomment.com/documents/93679?scroll_to=919157 I have been working with teachers on integrating technology in the classroom. I have modified my approach to professional development using the technology we have available in our district. Each person in my year-long PD program has chosen a specific path of learning to follow. (digital leadership, digital content and instruction, digital citizenship, or data and assessment) All four groups meet during the same session. Each person joins their group and begins the session by watching a focus video or doing a focus activity. If I use a video, it is sometimes a clip from a ted talk or other resource, but most often it is a video introduction of what we are working on learning that day and they why behind the day's focus. Once they watch the video or finish the activity, the teachers dig into resources that teaches them about the specific topic. Some that I have used include personalized learning, digital equity, and using digital tools to gather and analyze classroom data. The resources may be blog posts, articles, research, or video links. Most of the time the number of resources cannot possibly be read or watched in the 1 hour time limit that we have for the session, so individuals in each group divvy up the resources so they each only have 1-3 to worry about. Groups then come together to interact in either a discussion or a playground session that allows them to explore tools that meet the learning focus and could be integrated into their classroom immediately. For example, one group explored various options for students to demonstrate learning through digital technologies such as videos, infographics, blogs, etc. After looking at the different resources, they were able to use the materials that they have access to either for free or provided by the district to play. WeVideo was explored to allow for video creation, StoryBird was played with for story book projects, Weebly and Wordpress were used to set up demo websites. All these were in an effort to allow teachers time to interact with the technology and choose what they wanted to focus on for implementation in their classes. Wed, 27 Nov 2019 10:35:53 -0500 https://nowcomment.com/documents/92738?scroll_to=917974 https://nowcomment.com/documents/92738?scroll_to=917974 I think it helps to balance out the need for using money to get professional learning, but it still requires time which is a precious commodity for educators. Most of these opportunities, at least in my district, are not recognized as professional learning. By that I mean that teachers don't get credit that they must have to renew licensure or to advance in pay (which is done through PD credits in my district.) Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92738?scroll_to=917972 https://nowcomment.com/documents/92738?scroll_to=917972 I think we can push educators into more meaningful technology use with efficiency as the hook to get them started. I know that by introducing my teachers to items that allow them to have more time and flexibility I have been able to push them into more student centered learning experiences 1. because they now trust that I can help them find solutions to their problems using technology and 2. because they obtain more technological skills that allows them the confidence to explore further into what technology can be used for in the classroom. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92738?scroll_to=917957 https://nowcomment.com/documents/92738?scroll_to=917957 I think we need to consider what professional development should look like. We have k-12 teachers who can go through videos, participate in conversations, and attend conferences and presentations, but at the end of the day that teacher has to go back to the classroom and implement a new approach or technology with 30 students. I think we need to not only provide the arenas for teachers to learn about these things, but also provide support through co-teaching models or coaching models. This allows the teacher to have another person with them as they implement these things in the classroom. In my experience, teachers grow a great deal faster when they are properly supported. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92742?scroll_to=912552 https://nowcomment.com/documents/92742?scroll_to=912552 I like Khan Academy. I used it prior to taking my GRE and suggest it to teachers and students for helping to fill gaps in instruction. I will say though that this is only one method for blending math instruction. I fear that this could be taken not as, "Hey this is a good approach to teaching math that could work", but may be taken as "This is the silver bullet for teaching math to students." That is a fear that I have with all programs like this. Teachers may stop trying to make instructional decisions based on what is best for their students and assume that this one way will be the way to go about teaching all of their students. Wed, 20 Sep 2023 00:47:48 -0400 https://nowcomment.com/documents/92738?scroll_to=912507 https://nowcomment.com/documents/92738?scroll_to=912507 I do see shifts happening in the classroom. These shifts are slow. Time is an issue for educators. They are not given sufficient time within their working hours to really learn new technologies, approaches, or to think through changes they may make to make the classroom a more student centered or more technologically rich environment. Many teachers don't have anyone to help them except their administrators who have been removed from the classroom environment just long enough to not really have experience with the current softwares that allow for these changes to be made. For teaching to change, the teacher has to spend their own time and often money to participate in professional opportunities that expose them to these new ideas. Even then, it is a slow evolution as they learn to use these tools effectively. The SAMR model explains that teachers will move from Substitution to Augmentation to Modification and then finally to Redefinition. Teachers work their way through as they become more comfortable with technology and this can be a slow process. As a technology coach, I am able to push teachers to move forward with their thinking. Without a push, I know some of them would stay in Substitution or Augmentation and some still do even with that push and extra support. I honestly think that change is happening, but I think it is just happening slowly and in small pockets across the country at least in K-12. Higher education is a different story because enrollment is dependent on how good the program is and how the program is set up to meet the learning goals of the students. Wed, 27 Nov 2019 10:35:51 -0500 https://nowcomment.com/documents/92738?scroll_to=912506 https://nowcomment.com/documents/92738?scroll_to=912506 While money is still an issue, the prices of these devices have dropped dramatically. In fact, the current price of Chromebooks that we buy in our district is well under $200 each making these items as close t a disposable device as we have ever seen. Yet, these items are powerful enough that the majority of classes can function with only this technology. Of course our CTE courses and other specialty areas need something different, but I think this is less of an issue now than it was when this article was published. Wed, 27 Nov 2019 10:35:51 -0500 https://nowcomment.com/documents/92738?scroll_to=912505 https://nowcomment.com/documents/92738?scroll_to=912505 This is a popular notion that is being discussed at many different conferences, in books, and other professional development circles. Currently, I am seeing that teachers are interested in personalizing their student's instruction and honestly I believe many have done this but on a really small scale. Teachers have provided review work to struggling students and sponge activities for students who already mastered the current skills of the class. What I am seeing now, is that teachers want to provide these opportunities to everyone instead of just the lower and higher leveled students because they see the need. Tools like Google Classroom, Kaizena, Actively Learn, etc. have developed ways for teachers to personalize through their platforms. These programs allow teachers to assign materials to individual students instead of the whole class. Data collection and analysis is also quicker allowing for quick feedback on a student's progress. The hang up I currently see with teachers is how uncomfortable they are with communicating through these mediums and the idea that they will not be effectively teaching students if they are not directly explaining material to them face to face. I also see that some teachers see these types of set ups as hard to get started. There is a great deal of planning that goes into these strategies, but it makes the work easier on the back end and in the future when the lessons only have to be tweaked before using them again. I think personalization is slowly coming along, but it is only going to really be an option when teachers have a solid understanding of what this looks, feels, and sounds like in their own classrooms. Some are more willing to try than others. Wed, 27 Nov 2019 10:35:51 -0500 https://nowcomment.com/documents/92738?scroll_to=912503 https://nowcomment.com/documents/92738?scroll_to=912503 I think that most of us have heard this in our own k12 experience. Teachers consistently describing that the skills we learn, technology related or otherwise, will help us later. Sometimes later is so we can be successful in the next grade level or in future jobs we may have. As a student, I did not see this with technology as much as I have as a teacher and technology coach. Comments like "they need to learn to use these tools so they can be successful out in the real world" actually bother me. It is not the device or software that needs to be taught because those are constantly changing. It is the ability to learn these skills on their own to create or to master a concept that needs to be taught to students. Example: A teacher came to me and said, "Why are we pushing Google? Don't kids need to learn how to use Word?" No, they need to understand what a word processing program is and how to navigate it or how to learn how to navigate it regardless of if they are working in Google, Word, Pages, etc. I think there is an impulse to teach students what they will encounter in the future, but there is no real way to do that because things are constantly changing. Wed, 27 Nov 2019 10:35:51 -0500