Action Research
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Going from learning to use tech…
to using tech to learn.
IMPACT OF PD IN TECHNOLOGY
by Camille LoParrino
What kind of technology training, preparation, and support is making a difference for teachers?
THEORETICAL FRAMEWORK
Stages of Transformation Best Teaching Practices Effective Learning Communities Technology Skill Development Professional Competency Plans Environment for Change Successful School Partnerships
Stages of Transformation •
Entry
•Novice
•
Adoption
•Adoption
•
Adaptation
•Adaptation
•
Appropriation
•Appropriation
•
Invention (ACOT)
•Expert (Dr. K. P. King)
Best Practices • • • • • •
Objectives 1st/Tech 2nd Real-life Situations Flexible Roles Collaboration Scaffolding Variety of Tools
Effective Learning Communities
Knowledge Expansion Decision-Making Taking Risks Develop Expertise Task Interdependence Varied Activities
Technology Skill Development
CD-Rom and Online Tutorials Software and Hardware Tools Teacher Case Studies Classroom Activity Lesson Plans On-line Conversations On-line Projects Learning Opportunities Database
Professional Competency Plans
Collaborative Ideas Building-based Methods Grade Level Meetings Teacher Incentives Tech Experts Menu of Enriched Activities
Consider this simple equation If teachers are the catalysts that make change possible in their classrooms
and learning technology is a catalyst to change in classroom practice, then…
… it is the creative use of technology that can help educators to change the learning landscape. -- author’s reflections
Environment for Change Begin with… shared decision-making and bring all the stakeholders together.
How can technology become the accepted way of learning for all members of the school community?
LTARP Triangle of Learning
Teacher
Parents
Student
This investigation involves the collection of tri-fold data: • Personal interviews with public elementary school teachers. • Examination of lesson plans that include technology. • Direct observations of teachers as they interact with their students.
The power is in the community that can be brought together to redefine classroom learning. Margaret Riel (1990)
Center for Integrated Learning and Teaching
to using tech to learn.
IMPACT OF PD IN TECHNOLOGY
by Camille LoParrino
What kind of technology training, preparation, and support is making a difference for teachers?
THEORETICAL FRAMEWORK
Stages of Transformation Best Teaching Practices Effective Learning Communities Technology Skill Development Professional Competency Plans Environment for Change Successful School Partnerships
Stages of Transformation •
Entry
•Novice
•
Adoption
•Adoption
•
Adaptation
•Adaptation
•
Appropriation
•Appropriation
•
Invention (ACOT)
•Expert (Dr. K. P. King)
Best Practices • • • • • •
Objectives 1st/Tech 2nd Real-life Situations Flexible Roles Collaboration Scaffolding Variety of Tools
Effective Learning Communities
Knowledge Expansion Decision-Making Taking Risks Develop Expertise Task Interdependence Varied Activities
Technology Skill Development
CD-Rom and Online Tutorials Software and Hardware Tools Teacher Case Studies Classroom Activity Lesson Plans On-line Conversations On-line Projects Learning Opportunities Database
Professional Competency Plans
Collaborative Ideas Building-based Methods Grade Level Meetings Teacher Incentives Tech Experts Menu of Enriched Activities
Consider this simple equation If teachers are the catalysts that make change possible in their classrooms
and learning technology is a catalyst to change in classroom practice, then…
… it is the creative use of technology that can help educators to change the learning landscape. -- author’s reflections
Environment for Change Begin with… shared decision-making and bring all the stakeholders together.
How can technology become the accepted way of learning for all members of the school community?
LTARP Triangle of Learning
Teacher
Parents
Student
This investigation involves the collection of tri-fold data: • Personal interviews with public elementary school teachers. • Examination of lesson plans that include technology. • Direct observations of teachers as they interact with their students.
The power is in the community that can be brought together to redefine classroom learning. Margaret Riel (1990)
Center for Integrated Learning and Teaching
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