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Julie Garber

Education Week: 'Flipped' PD Initiative Boosts Teachers' Tech Skills - 2 views

  • collaborative, technology-driven nature of the relationship between teachers and the technology coaches is the hallmark of what the Stillwater district calls "flipped professional development."
  • job-embedded coaching in educational leadership circles
  • personalized online resources
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  • how-to videos
  • Teachers watch the videos to find new or better approaches and then discuss developing those approaches with the technology-integration specialists.
    • Julie Garber
      Access to online materials & how to videos allow teachers to review materials at home.
  • They give me the confidence to move forward because I know I can have support whenever I want it."
  • Feller and Daniels meet with 200 classroom teachers and specialists in small groups each month for structured, two-hour coaching/training and workshop sessions that focus on individual projects, then offer additional guidance by request.
  • To support that idea, ISTE now has benchmarks for technology coaches seeking to give effective guidance and support to teachers in a digital age.
  • Content area, grade level, technological expertise, and the interests of each teacher and specialist affect the type of online training offered.
  • When they realize they're being given time to think about what they want to be doing, and to grow at their own pace, they're absolutely relieved. And there's been a remarkable shift in attitude toward personal growth because of that."
  • that showed only 10 percent to 15 percent of teachers added a new classroom practice to their repertoire when given professional development but no follow-up support. That figure jumped to 90 percent, however, with sustained support.
  • "Proactive"
  • "Reactive" videos
  • "individual backpack" videos
  • To increase collaboration and transparency, the technology specialists guide teachers through the use of Google Docs to set goals for the year, link to videos and other resources, and chronicle their progress.
Julie Garber

Technology Will Not Replace Teachers | LinkedIn - 0 views

    "Photo Credit: PhOtOnQuAnTiQue on Flickr via Creative Commons 2.0"
Julie Garber

A migrating idea? Digital Native; Digital Immigrant. | Sally Burr - 1 views

  • My own favorite example is the ‘Did you get my email?’ phone call” Prensky
  • More “digital immigrant” giveaways include - phoning someone to ask “did you get my email?” taking notes via a laptop and printing copies instead of email CC editing a doc via printed copy first and then on-screen reading one thing at a time – refraining from media-stacking using a manual rather than just “seeing what happens” as you go along
  • Residents” live their lives online, digital “tourists” drop in and out of web resources, doing what they need to do before returning to their familiar print and paper home.
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  • Printing and editing with pens are biggies that you wouldn’t catch a digital native doing.
  • A crisis is the big motivator to inspire us to adapt to a new situation.
  • Tech change = f(user crisis vs. user’s total perceived pain of adoption)
Julie Garber

On Digital Immigrants and Digital Natives, offered by Zur Institute, LLC for Psychologi... - 2 views

  • "digital DNA.
  • "iGeneration
  • digital natives speak and breathe the language of computers
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  • Digital Immigrants fall into the following three major groups:
  • Avoiders:
  • They tend to have landlines, no cell phone and no email account.
  • they do not see much value in these activities.
  • they try to engage with it, but it feels alien and unintuitive
  • Reluctant adopters
  • they do not text if they can help it.
  • Enthusiastic adopters
  • This group sees the value of technology and does their best to make use of it
  • Immigrants who wish to switch from "reluctant adopter" to "enthusiastic adopter" or members of either group who wish to become more adept with technology are encouraged to hire a patient, pleasant digital native to help build up the skill set.
  • We take classes to learn Spanish - so why not get a tutor to get up to speed on making good use of technology?
  • Like digital immigrants, digital natives are also not created equal.
  • Avoiders
  • even though they were born digital, do not feel an affinity for digital technologies
  • engage with it minimally and only when they perceive it is necessary
  • Minimalists realize that technology is a part of today's world,
  • They will ask for directions to a friend's house instead of simply getting the address and looking it up on Google maps.
  • Enthusiastic participants make up most of the digital natives.
  • interact on Facebook all day long, many of them Tweet, all of them are online in some capacity
  • When they want to know something - such as a language translation, directions to a party, how to spell a word - the first thing they do is turn to Google
  • All of them find technology fun
  • This group is harder to reach on the phone than via online methods and texting
  • constant access to the Web.
  • instant,
  • This group is accustomed to having instant access to their teachers, peers and parents on Facebook
  • The native/immigrant distinction is important, as it can help explain tension between parents and children, educators and students, and business management and younger workers. Often, in these situations the different styles, values, and habits of the different groups create misunderstandings, misperceptions, conflict, disharmony and communication breakdowns.
    • Julie Garber
      Goal of NCTIES session
  • This understanding can increase effective communication and contribute to harmony at home, enhance satisfaction and productivity in the workplace and increase the quality of learning and mutual understanding in educational institutions.
    • Julie Garber
      Goal for NCTIES session - learn characteristics in order to promote harmony between teacher and student, and immigrant/native staff members.
  • Feeney (2010), Toledo, (2007) and others describe a continuum of people's relationships to the digital world, which is not based on a person's date of birth but on their relationships, attitudes and practices in regard to digital technologies.
  • They use landlines and avoid email and the Internet. The newspapers they like to read arrive via snail mail carrier, not via Internet server
  • use technology reluctantly.
  • Tourists These are the people who feel like visitors in the digital world.
  • pay attention to the 'local' or 'native' digital culture, learn its language, observe its rituals, and comprehend its complexities
  • Innovator Members of this group are not only enthusiastic, they work with technology to improve it
  • Members of this group are extremely protective of their "right" to be online, and will become upset, irate and even violent if technology is not available.
  • Addicts include those whose physical, mental, emotional, educational, or occupational aspects of their lives are significantly, negatively affected by their excessive use of digital technologies. Examples of people in this group are gamers who play for 18 hours a day, missing school, work and home life
  • Cannot relate to manuals - Solve problems "intuitively."
  • are engaged in rapid 'trail and error' actions and prefer discovering via actions, experimentation and interaction rather than by reflection
  • And importantly - this has relevance for education - having control over the exploration of material seems normal to them. Instruction to "open a book, go to page 5," lands as completely archaic to most digital natives
    • Julie Garber
      Digital native students expect/want to have control and be able to explore!
  • As "reflective learners" they like a logical and linear process of discovery
  • Work intermittently 7 days a week; alternate among play, work, socializing, etc. 24/7. No "end" to the week - continuous flow, natural rhythm
  • Rely on a traditional 5-day work week, followed by an off-work weekend
  • Value privacy and limit self-disclosure to small circle of friends, if even that
  • Digital natives are often criticized by digital immigrants for their multi-tasking habits
  • One task or pleasure at a time
  • Their brains - as many immigrants have probably noticed - "hop" faster than that of their adult counterparts
  • The differences between the generations inevitably result in tension, misunderstanding and conflict at
  • and in schools, between teachers and students or even older and younger teachers and staff
  • You CAN have an influence on your child - but start with the goal of understanding and respecting
  • Ask your child to help you figure out a new gadget, such as a digital camera, smartphone, new email account.
  • If you are tech-phobic, work on getting over these issues. Y
  • Give your child an opportunity to learn online
  • meeting them where they're at."
  • Sit down and play the game with them for a bit.
  • avoid becoming the "tech is bad" person
  • First, understand and honor your children.
  • This does not mean your kids get carte blanche to do anything online
  • Cyber-Wellness philosophies and practices are best implemented with sensitivity and respect to generational, cultural and individual differences in background, attitudes, outlook and relationship to technology.
  • Digital technologies and the Internet have revolutionized the way people gather information and acquire new knowledge
  • With a click of a button, any person who is wired to the web can access millions of documents, ranging from books, to poems, to articles
  • Because of this capacity to gather and create new information, natives often view themselves as equal or - in terms of technology - superior to their professors. The old hierarchy is gone.
  • Generally speaking, digital natives prefer to scan shorter text rather than thoroughly read longer text. Their preference is to view visuals, videos and - whenever possible - games
  • This creates predictable, serious problems between baby boomer or digital immigrant teachers who are anything but eager adopters and their students, who see the instruction to sit and receive as archaic.
  • It is obvious that educational systems must change and catch up to modern times
  • At a basic level, this means changing the educational model to be more participatory and less passive
    • Julie Garber
      Here we can also encourage technology professional development to follow this model: participatory, less passive. EXPLAIN - Explain the characteristics of digital natives as well so teachers make the connection!
  • Even without technology, this approach at least mirrors the experience of natives online - they have choices and can direct their own learning
  • Class websites, chat rooms
  • Educational games
  • Is not a math game much better than sitting glossy-eyed in front of the non-participatory, passive television set?
  • native employees who seamlessly text and update their Facebook profiles during work hours and do not hesitate to watch a YouTube video or even
  • Internet works as equalizer of the playing field.
  • he fact that young people are often much more tech savvy than older ones and are faster (intuitive) learners gives them more power, in some ways, than their employers
  • "Twitter revolution"
  • The organizing potential of this tool is incredible.
  • young people do not value loyalty to a company the way the older immigrants do.
  • They prefer to tele-commute rather than seek a cubicle, and to do work that interests them
  • Realizing that native workers thrive in a participatory culture can help managers harness the creativity, knowledge and capacities of native workers in such environments
  • . Obviously, a happy and satisfied workforce is likely to be the most productive, effective and stable -
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