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http://svsdharvest.wikispaces.com/

Tue, 27 Oct 2009 22:24:20 -0000

SVSD SAG Harvest of Opportunity 2009

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SVSD SAG Harvest of Opportunity 2009 - Kirsten Carter

Tags: digital communication, best practices, social networking, professional development, svsdharvest, SVSD, ICT, teacherresources, education

by: Kirsten Carter

Help! What educators can learn from 'The Beatles' | Skoolz Out!

Sun, 11 Oct 2009 10:08:14 -0000

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by: Adam Brice

The ICT Sieve - The Importance Of Leadership In Technology | Skoolz Out!

Sat, 23 May 2009 02:44:37 -0000

School leaders, whether they are the ICT co-ordinator or leadership team, need to prioritise and plot a clear course of action for their staff. This is not to say an enthusiastic classroom teacher with a flair for ICT is not to be encouraged, but teachers need to be somewhat 'insulated' from the growing mass of emerging technologies so as not to be overwhelmed.

Comments:

School leaders, whether they are the ICT co-ordinator or leadership team, need to prioritise and plot a clear course of action for their staff. This is not to say an enthusiastic classroom teacher with a flair for ICT is not to be encouraged, but teachers need to be somewhat 'insulated' from the growing mass of emerging technologies so as not to be overwhelmed. - Adam Brice

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by: Adam Brice

How does Peer Coaching fit with Professional Online Learning Networks for Teachers?

Wed, 23 Jul 2008 23:35:17 -0000

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Professional Learning for teachers can take many different shapes and forms. There can be workshops, presentations, action research and peer coaching. Most recently Online Learning Networks have emerged through the Read/Write Web allowing teachers to learn anytime, anywhere.

In their research Joyce and Showers tells us that Coaching (Peer Coaching) is the most effective way to ensure skills and knowledge are transferred to the classroom.

My question therefore is - how do we blend online networks (web 2.0) with face to face peer coaching to gain the best possible results for our students? - Helen Otway
Helen,

I'm very interested in this question. Online PLNs don't necessarily focus solely on ICT and ICT integration, but the full breadth of teacher professional life, through ongoing communication and relationship-building. In this way they are perhaps a more well rounded delivery mode than formal PD, which is usually neccesarily confined to a single topic or goal. Peer coaching is another emerging trend, in which traditional leadership structures in schools are broken down to facilitate more 'just in time' learning and in-context PD. If more professionals and peer coaches are accessing multiple streams of learning they will more readily consolidate their learning and translate this to the classroom.

Helen Otway wrote:
> Professional Learning for teachers can take many different shapes and forms. There can be workshops, presentations, action research and peer coaching. Most recently Online Learning Networks have emerged through the Read/Write Web allowing teachers to learn anytime, anywhere.
>
> In their research Joyce and Showers tells us that Coaching (Peer Coaching) is the most effective way to ensure skills and knowledge are transferred to the classroom.
>
> My question therefore is - how do we blend online networks (web 2.0) with face to face peer coaching to gain the best possible results for our students? - Nirvana Watkins
Helen,

I believe peer to peer coaching is most useful when it is utilized through informal learning. You can use online networks in order to find the best way to implement a peer-to-peer coaching program, and then implement that program for teachers. An example would be CoachingOurselves, link: http://www.coachingourselves.com/

CoachingOurselves uses self-directed peer learning groups in order to implement professional learning. Their sessions, which are written mainly by leading professors are downloaded online, and then each peer learning group can implement it amongst themselves, each acting as a facilitator. The sessions are completely self-directed and can be done at the pace that works best for the group.

So my answer would be to blend online networks in order to research and communicate with others, but maintain peer coaching as being face-to-face and personal. This allows each member to develop individually, as a group, and then they can transfer their knowledge and experience into the classroom.

Helen Otway wrote:
> Professional Learning for teachers can take many different shapes and forms. There can be workshops, presentations, action research and peer coaching. Most recently Online Learning Networks have emerged through the Read/Write Web allowing teachers to learn anytime, anywhere.
>
> In their research Joyce and Showers tells us that Coaching (Peer Coaching) is the most effective way to ensure skills and knowledge are transferred to the classroom.
>
> My question therefore is - how do we blend online networks (web 2.0) with face to face peer coaching to gain the best possible results for our students? - Brenna C

Tags: ict, learning, online, pd, peercoaching, pln, professional, technology

by: Helen Otway

Technology - its impact on the brain and our behaviour. | Skoolz Out!

Sun, 26 Apr 2009 05:03:13 -0000

Surely there must be some impact all of this technology is having on our brains and behaviours as even mere males become more competent at multi-tasking their technological devices.

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Surely there must be some impact all of this technology is having on our brains and behaviours as even mere males become more competent at multi-tasking their technological devices. - Adam Brice

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by: Adam Brice

Tags, Categories & Favourites - Becoming Efficient 21s Century Educators | Skoolz Out!

Sun, 19 Apr 2009 08:21:04 -0000

The recent holiday break has reminded me of a number of things - how organised I am at work and with all things digital, yet my working space at home,

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The recent holiday break has reminded me of a number of things - how organised I am at work and with all things digital, yet my working space at home, - Adam Brice

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by: Adam Brice