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If you as a teacher have scarce time and resources to devote to learning new skills, learning those that will last you the remainder of your career is a sound investment. All teachers do need to be “technologically literate” if they are to both improve their professional productivity and to give their students the learning opportunities technology provides. If we don’t, we are as unethical as a doctor who refuses to learn how to take advantage of a CAT scan.

The focus of all teacher training must shift from just-in-case to just-in-time - learning only what one needs to know, just when one needs it. The just-in-time model of technology training relies less of district- mandated classes and more on more personal, individual learning opportunities.Whether individualize or though a class, learning technology should only be a part of a larger professional growth target.  Learning to use a database should be a part of learning to do more effective assessments. Learning to use mind-mapping software such as Inspiration should be a part of learning better writing instruction practices. Learning to more effectively search the Web should be a part of learning to how to improve student research practices. (Other examples can be found at <http://www.doug-johnson.com/dougwri/rubrics-for-restructuring.html) In other words, the focus should be on improving professional practices, not learning to use a computer. Most educators, including me, are better teachers than students. I’ll confess I have small patience with most classes and workshops whether they are about technology or anything else. Sitting, even for a few hours, listening to a presenter drone on does little for me except help develop a strong empathy for our kids. But if we learn to structure technology training to suit individual adult learning styles and place it within the context of improving educational practices, teachers can and will become “technology-literate” – just in time. 

Atomic Learning offer teachers technology integration courses for graduate credit in association with IT4Educators The online, anytime, anywhere format you enjoy with Atomic Learning is now available in courses for college credit in cooperation with IT4Educators. » Apply learning by creating classroom content. Start with your own curriculum, and use your existing Atomic Learning username and password to view our video clips on the most innovative technology tools available - from Twitter to blogs, Moodle® to SMART™ Notebook. » Online and self-paced. The interactive courses are created and delivered by highly-trained practicing educators in the field to help you stay ahead of each new generation of digital learners. » Earn credit. Engage your students. You earn college credit. And what you'll create are innovative classroom experiences that will fully engage your students in the learning process.

The first speaker was quite good, but he kept referring to the “backnoise.”  I didn’t know what this meant, but a quick check of Twitter and Facebook led me to the BackNoise website.  From what I can determine, BackNoise is the equivalent of passing notes or whispering in the back of the classroom, except anyone who wants to participate or listen in can do so.  Someone had set up a conversation area on BackNoise for New Media Atlanta, and people in the audience were typing in comments during the day that others could read in real time. 

One thing I learned yesterday was how the existence of BackNoise can change the direction of an event in real time.  This sounds like a good thing, and it partly is.

after lunch, the lights in the auditorium were low and several people posted on BackNoise that they were falling asleep, so the organizers turned the lights back up.  When a panel discussion and the keynote speaker got good reviews, they let those sessions run long (which meant the last session of the day didn’t happen, which would have upset me if I were that presenter, but it appears the audience got what they wanted).  And there were enough gripes about the “no beverages in the room” policy that the organizers had a shipment of bottled water brought in and added a break in the afternoon.  All good stuff!

A growing number of schools across the nation are embracing the iPad as the latest tool to teach Kafka in multimedia, history through “Jeopardy”-like games and math with step-by-step animation of complex problems.

Many think of Twitter as a place where people post insignificant updates about themselves. You know, "I'm getting a coffee." There was a time when I thought the whole concept was silly. Then, Twitter transformed...actually Twitter users developed new ways to use this communication tool. Here's how educators are using Twitter to collaborate and learn more about their craft.

Hashtags changed everything. Twitter users have developed ways to search for content and one of the most important innovations is the hashtag (#). A hashtag is text inside a twitter post (called a tweet) that starts with a # and then some text (i.e., #hashtag). This provides a very efficient way to search for content.

- Note - The power of Twitter for professional development is not the tweets themselves...it's the links to broader content.

RESOURCES for EACH BIG6™ STEP

1. Task Definition

General-to-specific triangle