It's time to RENOVATE our PD for technology integration!

"Now more than ever, education leaders must focus strategically on educational technology profesional development (ETPD) for teachers" (Harris, 2008)

There is no question that the need for Professional Development in the area of technology integration is required for teachers to keep up with the increasingly digital world that our students are living in. Unfortunately, the path our Professional Development has taken in the past has not been working in our attempts at ETPD...it's time for some renovations!

I'm a huge fan of home improvement T.V. shows such as "Holmes on Homes", "Trading Spaces" and "Real Renos"! As I read through this week's readings, I started to get the sense that ETPD really needs to go through a major renovation. The methods we have been using for professional development in this field have not been addressing the needs of the teachers as learners and therefore technology integration is not transcending into their teaching practices. I really connected with the article by Kimberley Ketterer "Coach, Nurture or Nudge, How do you learn technology best?". In this article she identified three unique styles in which teachers prefer to deal with the learning of technology integration:

1. The Coaching Style - They are willing to take risks, but they need support and encouragement from a colleague and embrace feedback from their coach.
2. The Nurturing Style - They need a teaching partner to help develop and model lessons, someone to help build their confidence.
3. The Nudging Style - These learners need to be gently pushed, prodded and cajoled into learning how to integrate technology and their development is very gradual.

As I read these different styles, I could actually visualize different members of my current staff in each style! As a future TL in my school, taking on the role of technology integration PD leader of ETPD renovations, I could tell I was going to have my work cut out for me! Simply put in the 4 part series of articles by Judi Harris..."One Size Doesn't Fit All"! There is definitely a need to renovate our ETPD to help teachers learn technology integration in the manner that best fits their individual learning styles and program goals.

As teacher-librarians or "contractors" for ETPD renovations, this may require tearing it all down and beginning from the ground up to construct and re-build how we educate our teachers about technology integration. As Scott McLeod states in his article "An Absence of Leadership", "We will see few tangible, long-term benefits from technology in most schools until they have leaders who know how to effectively implement, build upon, and sustain technology -related initiatives." That's a pretty tall order for a teacher-librarian or any "expert" designated as the information technology leader in a school, so where does one begin with a renovation project like this?

In the words of Camilla Gagliolo, "How best can we, as technology leaders, inspire teachers to take advantage of these opportunities to engage students in 21st century learning?"

I guess if I'm going to play the role of "contractor" of renovations, I'm going to need a pretty hefty toolkit of ideas to begin this project. I decided to try and pool many of the suggestions made in this weeks' articles to create a resource for myself (and others) in our future endeavors towards ETPD in our schools.















So, let's take a peek inside my toolbox:

• begin with a set goal in mind, whether it is awareness, curriculum integration in a specific content area, change in instructional practice or school cultural change (Harris, 2008)


• build a professional learning community (ie. collegial collaboration, feedback at community or individual improvements, etc.) (Gagliolo, 2008)


• establish a teacher mentorship program within your school


• hold regular meetings and training sessions on ET


• set up co-teaching opportunities in the classroom


• celebrate successes by sharing at staff meetings


• create a set of laminated "keys" that contain information on experts and their area of technology exptertise, so they can be a resource for teachers


• "provide a fabulous Library 2.0 learning space and robust online information portal that provides good reading and quality in-depth information resources in all possible formats" (O'Connell, 2007-08)


• let students provide the information and be the teachers...take a step back (yikes!)


• become the "knowledge broker" in your school for continuous technology integration and support for your teachers (or find someone who can play this role...good luck!) (Plair, 2008)


• enourage online professional learning (like EDES 501....I just had to get that one in there!) I guess you could call this the DIY strategy of professional development and one that has worked wonders for me, but isn't for everyone!


• classroom visits for teachers to observe other teachers integrating technology to gather ideas and confidence


• action research and study groups on ET (Within my school division, teachers are required to develop our own Professional Growth Models and submit these at 2 different points in the year. Teachers are given 6 different models to choose from that best suits their learning styles and needs. An ideal situation but a challenging one for administrators and most teachers to monitor on their own.)
  

I'm sure this list could go on, but it's a great starting point and demonstrates the many possibilities for renovating our ETPD. As with home renovations, there are always barriers and obstacles that need to be overcome and there is such a gammit of choices in styles, colors, sizes and materials in making those improvements.

"Once teachers make the paradigm shift to the positive role that new instructional technology strategies and tools could have in their classroom, it is just a matter of deciding how they will learn it best." (Ketterer, 2007)

Technology Integration! Hot off the presses!

EXTRA, EXTRA, BLOG ALL ABOUT IT!

LATEST BREAKING NEWS… “THE USE AND INTEGRATION OF EDUCATIONAL TECHNOLOGY IMPROVES TEACHING AND LEARNING FOR THE 21ST CENTURY!”

(Let`s have some fun with the 5W`s today, shall we?)

WHAT...What is effective technology integration?

Anita McNear in her article “School Wide Technology Integration” helps to define “successful integration of technology” using a model of instruction known as TCPK (Technological Pedagogical Content Knowledge) that was developed by researchers Mishra and Koehler. According to their research, successful integration of technology is when pedagogy, content and knowledge are weaved together and “how technology adds to the pedagogical toolkit.” I knew when I was reading this article that this sounded all too familiar. Once again, I have to refer to our Literacy with ICT continuum that has been developed here in Manitoba for K-8 teachers! The model used by our team of developers reinforces the idea that effective technology use in the learning process and educational setting should not be a supplementary class or lesson anymore but rather a relationship where technology is infused in the students’ learning. Here is a quote directly from our Literacy with ICT document, along with a diagram to visually represent this idea…

“The pedagogy of Literacy with ICT Across the Curriculum encourages movement from “ICT as supplementary to the curriculum” to a model that infuses ICT across the curriculum.

A supplementary relationship separates ICT and curriculum in space, time, and personnel - separate computer labs, computer classes, and computer teachers. A complementary relationship begins to connect ICT with curriculum in various ways. An integrated relationship allows the classroom teacher to bring ICT into the classroom so it is available at teachable moments. An infused relationship allows the transparent application of ICT, wherever and whenever appropriate, to enhance critical and creative thinking.”

WHO...Who needs to be involved to make technology integration happen?

In order to be truly successful and feel that technology IS being integrated and not just “more noise that teachers must respond to and filter out”, then according to David and Margaret Carpenter in their article “All Aboard!”, technology integration has to be a collaborative process wherein “the teachers, learning specialists and administrators comprise a Collaboration Team based on the idea that everyone should participate and ‘own’ the curriculum.” At the same time, “the teacher is placed in charge of the process but put in conversation with the instructional technologist, the library media specialist and the gifted-and-talented coordinator.”
Clearly everyone needs to be part of the integration of technology in an educational setting in order for it to be effective and improve teaching and learning, without making it the sole responsibility of any one educator or specialist.

In our point/counterpoint discussions this week, the topic of technology courses in our university training was raised with the revelation that most of us had either had a poor experience in learning about how to integrate technology into our future teaching practice or (like myself) none at all! In the article, “Technology Integration and Instructional Design”, the authors discuss various models of instruction for teaching technology integration to pre-service teachers and provide an eight module approach to learning new technologies and creating lesson plans for students. What an amazing opportunity for the next generation of teachers to experience! This type of university course for our 21st century teachers has to be a MANDATORY part of their training if we’re going to make technology integration a reality in our classrooms.

But let's not forget those veteran teachers out there...it's not too late for them either. Check out this video from edutopia.org entitled "Conquering Technophobia: A Classroom Teacher warms to Digital Tools":



WHERE...Where is technology integration happening right now?

The integration of educational technology is happening globally in classrooms, libraries and forward-thinking schools around the world. Even where a digital divide may exist, attempts at making technology a part of our 21st century student learning and teaching is making its way into classrooms and learning environments everywhere.
Just take a look at this site: http://futurekids.com/ where over 65 schools from around the world and the U.S. are focusing on computer literacy and their mission statement states they are “creating a worldwide community that integrates the power of technology to facilitate and improve student performance.”
Truthfully, you don’t have to look to far nowadays to find a teacher integrating technology in their practice. Type in 'edublogs' into Google and let your exploration of classrooms where technology integration is happening begin!

WHEN...When should technology integration take place?

As outlined in my previous quote from our Literacy with ICT continuum, “ICT integration needs to be applied in a transparent relationship WHENEVER and WHEREVER appropriate to enhance creative and critical thinking of our students.”
Just read the article, “Meaningful Technology Integration in Early Learning Environments” and you can see how technology has been integrated into this early childhood program using digital tools such as the internet, digital cameras, and an interactive whiteboard to ensure opportunities for the children to learn in a technologically rich environment with purpose and meaning. These tools are used in a center based approach on a regular basis in this classroom setting, NOT as a separate class or project!

WHY...Why should teachers make technology integration a priority in their practice?

Read the headline…it improves teaching and learning!! OK, so you want some proof?
The proof is in the engaged faces of our 21st century learners in a technology integrated classroom. The proof is in the speed at which new concepts and ideas can be accessed with the integration of technology. The proof is in the motivated and empowered teachers that are using technology to create purposeful, collaborative and creative lessons for their students. The proof is in the new curriculums and tools being introduced into the school systems that are finally addressing the needs of the 21st century student.

Unfortunately, not all technology is being integrated appropriately! A study done by Cable in the Classroom entitled, “Learning with Technology” states “poorly designed programs that lack an instructional foundation; casual, purposeless use of technology in the classroom; and lack of alignment between desired learning outcomes and the application of educational technology all threaten the success of any learning-by-technology endeavour.”

Mullen and Wedwick state it best in their article, “Avoiding the Digital Abyss”, “To be successful in the world, students must learn to manipulate various forms of new media with a high level of comfort and skill, and school must become a place in which students can acquire the necessary skills for technological success.” Frankly, teachers don’t have much of a choice when it comes to making technology integration a priority in our schools. If we want to prepare these students as best we can for their future, we have to!

It’s not the 5W’s without asking HOW…How do we make technology integration happen so it is purposeful, infused, outcome based and “seamless”?

This week’s required readings for our EDES course were filled with examples, models and ideas of how to make technology integration a reality. From the plethora of examples on the Edutopia website or the list of “20 easy ways” from the Education World article, “Technology Integration Made Easy”, it would seem easy to begin integrating technology right away. For some teachers, this isn’t a difficult feat and rather a part of their current teaching practice, for others, there is a digital divide that they need to bridge before technology integration is easily accomplished for them. Professional development opportunities need to be provided for these teachers, computers and other digital tech tools need to be made available, as well as having your administrative team on board in the pursuit of effective technology integration. All these things need to be considered before all educators can implement this model of “seamless” and “infused” technology education.

As for myself, I don’t need anymore convincing! I have become a techno-education junkie and I’m doing my best to quickly spread the word. I take any opportunity I am given to share my knowledge about Web 2.0 tools, integrate them purposefully into my own classroom environment and continue to develop my professional learning about this technological education revolution! As a teacher-librarian, I hope that I will be in a better position to help make technology integration a priority in our school, through team-planning and providing professional learning workshops right in our own school. As for right now, I am a blogging classroom teacher, a voice-thread addict, a wiki wizard wannabe, a SMARTboard convert and a member of our IT committee at school. I guess you could say I am trying to practice what I preach and hopefully my fellow teachers will follow suit.

I’m going to leave you with these final words of Marc Prensky from his article, “Adopt and Adapt: Shaping Tech for the Classroom”,

“Let’s not just adopt technology into our schools. Let’s adapt it, push it, pull it, iterate with it, experiment with it, test it and redo it, until we reach a point where we and our kids truly feel we’ve done our best. And lets do it quickly, so the 22nd century doesn’t catch us by surprise with too much of our work undone. A big effort? Absolutely. But our kids deserve no less.”

Thanks, Marc, I think sometimes we need that reminder!

What does your digital tattoo look like?

“Most young people are extremely likely to leave something behind in cyberspace that will become a lot like a tattoo – something connected to them that they cannot get rid of later in life, even if they want to without a great deal of difficulty.” Born Digital (p.53)



I heard that quote after watching an interesting Google video of a TV show called Digital Age entitled, “Does anybody care about privacy anymore?” It was an interview with John Palfrey, the author of Born Digital, giving his views on privacy in our digital age. It wasn’t that anything in the interview was “new” or “enlightening” to me but rather it reminded me of how everyday I am leaving behind digital markers of myself…my shopping habits, my personal interests, my banking records and the list goes on!

On another surf through the web on privacy, I came across this “interactive” demonstration subtitled “How much information about your daily life gets recorded by big business and Big Brother?”…YOUR DIGITAL FOOTPRINT. (You really have to give it a try!) It’s another reminder of how we share little pieces of ourselves everyday without even thinking about it or knowing it!
All of this made me wonder…if I have been so unaware, how aware are the young people that are growing up in this digital age that every little thing they do “digitally” is being “recorded for posterity for generations to come”?
In this video, Digital Dossier, you get an idea of how the students we teach today are creating a digital file of themselves from the moment they are first born…






Keeping Andy’s digitally recorded life in mind…is there much we as educators can do to protect and safeguard the privacy of the digital natives we are teaching today?


Well, let’s say …YES and NO!

YES…
Fortunately, I think there’s a lot we can do and a lot that is already being done! After viewing the 3 part series of Google Videos on Privacy, I was somewhat impressed with the fact that such a large conglomeration would go to such measures to ensure the average “Googler” was afforded such degrees of privacy (if they were willing to learn about them and use them, that is!). I always feared these courses would get a bit technical but if “cookies”, IP addresses and chrome buttons is as technical as it gets, I’ll be fine! If the engineers at Google are actually trying to help us maintain a degree of privacy with our online activity when using Google, it’s the least we can do to impart this information to our students as Google is often their first choice as a search engine, both academically and personally.

Along with Google, the Office of the Privacy Commissioner of Canada has also made several resolutions to help in the education and awareness of the privacy risks involved with increased online activities in children and young people. It was reassuring to know that the Canadian Government is taking action to keep up with the growing online environments and the development of their privacy practices.

Another great tool for guiding students and the general public for that matter on how to protect themselves with their online activity is through a visit to Privacy Town, created by Canada’s Office of Consumer Affairs. I found the checklists and protection guides a handy resource and user-friendly approach to informing the public of their rights and how to guard their privacy.


NO…
Unfortunately, it’s getting harder and harder to keep up with the growing social networking trends from Facebook to twitter to the next best “ning” (no pun intended). Regrettably, it’s not until after a significant breach of privacy or what I like to call a “learning moment”, that a young person realizes the impact their “social” actions have made into their ever growing digital “tattoo”. It’s refreshing to know that many educators and bloggers are looking out for our best interests with resources about privacy using Facebook such as the posting I found here.

As the video of Andy and the Digital Footprint experiment demonstrates, it’s almost impossible not to be leaving some form of your private life in cyberspace. What it amounts to, is how MUCH is given and for what PURPOSE!

Doug Johnson points out in his article, Lighting Lamps, “rights are always accompanied by responsibilities.” As 21st century learners, these children are growing up with a right to express themselves freely using the internet as a vehicle for their voice, opinions, images and other multimedia forms of expression. However with this powerful tool, they must understand that they have a responsibility to use it safely and that whatever they choose to publish digitally can be copied and shared for generations to come. Not a responsibility that should be taken lightly…by either our children or us as their caregivers!

As for my future role as a Teacher-Librarian?

The issue of privacy came to light for me in the article, “Privacy Matters” by Helen R. Adams when she raised the point that there is a “lack of understanding of or support for privacy rights for minors using library media centers.” Our discussions this week brought up this point frequently. How often do we send out notices to parents about overdue books without considering whether the students wish to share with their parents what they are currently reading? Where does the line get drawn between “keeping parents informed” and “protecting the rights of the child”?

Obviously there are some weighty issues surrounding privacy in our dealings with students and particularly in their experiences with online learning/socializing environments. If our digital natives don’t care about the “tattoo” they are leaving behind in their digital lives, I think it’s important we show them why and how they should!