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Blair Peterson

Social Media Tools for Personalized Professional Development - CPS version - 1 views

www.scribd.com/...sional-Development-CPS-version

OngoingProfessionalDevelopment education learning sharedvision social media Graded21c 21stcentury

shared by Blair Peterson on 03 Dec 10 - No Cached
  • Blair Peterson on 03 Dec 10
     
    Presentation by Lucy Gray on personalized professional development.
Blair Peterson

TeachPaperless: I Don't Want More Professional Development - 0 views

teachpaperless.blogspot.com/...nt-want-more-professional.html

21stcentury Graded21c OngoingProfessionalDevelopment pln

shared by Blair Peterson on 19 Apr 11 - No Cached
  • And so we develop ourselves. On blogs. On Twitter. Throughout the PLN. We have used the opportunity of the tools at our disposal to engage in an older and vastly more satisfying form of professional development than the mandatory in-service.
  • We've developed a relationship with development. We are engaging with our growth and our communal experience in an open, social, and mutually beneficial way.
Blair Peterson

The Innovative Educator: Want to be a great teacher? Don't go to PD. - 0 views

theinnovativeeducator.blogspot.com/...eat-teacher-dont-go-to-pd.html

OngoingProfessionalDevelopment Graded21c 21stcentury

shared by Blair Peterson on 10 May 11 - Cached
  • However, one thing I have noticed when it comes to integrating information communication technologies (ICT), is that the teachers and the schools that really fly, the high performing schools...they don’t come to my PD. They don’t go to any PD. They understand that they, and their professional networks, are their own PD.
  • The problem with PD is that on the whole it treats teachers as ‘consumers’ of professional knowledge, and discourages teachers from thinking for themselves. The reality is that most of good practice with ICT is still to be developed. Teachers need to be ‘creators’ of professional knowledge.
  • Great teachers see themselves as ‘creators’ of professional knowledge. Through a continuous cycle of ‘planning, application, reflection’ great teachers develop improved ways to educate students, tailoring their teaching to the specific needs of the context within which they teach.
  • ...1 more annotation...
  • I use three key questions to guide the reflection within this cycles – the reflection being the most important part:How well did that go? (what I tried to do?)How do I know how well it went? (what data am I relying on?)How well could that have gone? (this is probably the most important question)
Blair Peterson

Teachers Headline Capitol Hill Event on Digital Media & Writing -- WASHINGTON, Sept. 30... - 0 views

www.prnewswire.com/...-media--writing-104078423.html

21stcentury Writing StudentCenteredLearning OngoingProfessionalDevelopment learning teachers Graded21c sharedvision Tools

shared by Blair Peterson on 11 Oct 10 - No Cached
  • Every student needs one-on-one access to computers and other mobile technology in classrooms.Every teacher needs professional development in the effective use of digital tools for teaching and learning, including the use of digital tools to promote writing.All schools and districts need a comprehensive information technology policy to ensure that the necessary infrastructure, technical support and resources are available for teaching and learning.
  • Blair Peterson on 11 Oct 10
     
    College Board Advocacy & Policy Center, the briefing included two teachers featured in Teachers Are the Center of Education: Writing, Learning and Leading in the Digital Age, a report released this summer by the two organizations and Phi Delta Kappa International (PDKI). A few examples of teachers using technology for the writing process. Key findings include: Every student needs one-on-one access to computers and other mobile technology in classrooms.Every teacher needs professional development in the effective use of digital tools for teaching and learning, including the use of digital tools to promote writing.All schools and districts need a comprehensive information technology policy to ensure that the necessary infrastructure, technical support and resources are available for teaching and learning.
Blair Peterson

Education Week Teacher Professional Development Sourcebook - 1 views

www.edweek.org/index.html

OngoingProfessionalDevelopment 21stcentury Graded21c learning resources sourcebook Professional_Development

shared by Blair Peterson on 15 Apr 11 - Cached
  • Blair Peterson on 15 Apr 11
     
    Awesome resources for professional development.
Blair Peterson

SecEd | Features | The efficient classroom - 0 views

www.sec-ed.co.uk/...article.html

21stcentury StudentCenteredLearning Graded21c technology learning teachers OngoingProfessionalDevelopment TechnicalSupport

shared by Blair Peterson on 11 Oct 10 - No Cached
  • must engage in ongoing capacity-building; ideally including a combination of coaching, mentoring, support and training.
  • Not surprisingly, technology investments seldom produce maximal educational returns. To strengthen this weak link, any consideration of purpose-built technologies must benefit from including strong training, professional development, and ongoing professional learning components.
  • Similarly, waiting for equipment set-up (e.g. calibrating an interactive whiteboard), handling network glitches (e.g. security problems), and resolving equipment issues (e.g. burnt-out bulbs and stuck keyboard keys) too often sidetrack teaching, disrupt classroom activities, frustrate users, and ultimately diminish student learning.
  • ...3 more annotations...
  • These include preventative maintenance, equipment loaner pools, remote helpdesks, and school-site repairs.
  • Teachers benefit because they receive training, professional development and ongoing support that aligns with technology they receive and the work they do in their classrooms. Moreover, they have reliable tech support when they need it.
  • The first involves shifting computers from school tech labs to classrooms and from classrooms to pupils’ backpacks. The second replaces books and print-based analogues with online curricula and digital content. The third removes one-size-fits all, teacher-at-front-of-the room instructional approaches in favour of personalised lessons, assessments, and instructional modalities.
  • Blair Peterson on 11 Oct 10
     
    Mark Weston Article on 3 trends in technology for education. No surprises on the three. Shifting computers from classroom to backpacks; replacing print based books with online curricula and digital content and changing from teacher at front of the room to personalized lessons, assessments and instructional modalities. The key information comes on building the capacity of teachers and making sure that tech issues don't hold back teaching and learning.
Blair Peterson

AALF Articles - Patchwork Quilts and Effective 1:1 Learning - 0 views

www.aalf.org/...view.php

AALF EmpoweredLeaders OngoingProfessionalDevelopment sharedvision

shared by Blair Peterson on 08 Aug 11 - No Cached
  • 3. Create opportunities for job embedded learning. Use outside consultants, coaches, and professional developers to support or "push" educators to new understandings or levels, but also look for opportunities for educators to learn from their own practices.
  • 2. Acknowledge progress. True and effective professional development requires all educators to apply themselves in ways that they have not before and this is hard work so acknowledge the outcomes of this hard work! Job embedded professional learning meets the needs of teachers, and so the reciprocal outcome is that the needs of students are met as well.
  • Working during their department collaboration time, the teachers identified online discussions as a scaffolded writing strategy that they as an entire department could support. They articulated SMART goals within this strategy and they identified online discussions as a specific instructional practice.
smenegh Meneghini

Participating in professional learning networks | United Federation of Teachers - 1 views

www.uft.org/...professional-learning-networks

pln twitter

shared by smenegh Meneghini on 23 Mar 12 - No Cached
  • smenegh Meneghini on 23 Mar 12
     
    Casting aside the limitations of physical space and time, social networking on the Internet expands the possibilities for teachers to take control of their learning and to push beyond the borders of the classroom, the school and the district's annual professional development conferences.
Blair Peterson

5 Ways Twitter Has Changed Education | MindShift - 0 views

mindshift.kqed.org/...-twitter-has-changed-education

SocialMedia 21stcentury tools learning sharedvision

shared by Blair Peterson on 19 Apr 11 - No Cached
  • GIVES EDUCATORS REAL-TIME PROFESSIONAL DEVELOPMENT: Rather than waiting for school-sanctioned PD events and rather than having to locate experts on their own, Twitter gives educators access to a vast social network of other like-minded professionals. Questions posed to Twitter are often answered quickly, and special hashtags, such as #edchat, provide a forum for where teachers to address specific topics at scheduled times.
  • CREATES CUSTOMIZED PROFESSIONAL NETWORK: It isn’t just educators that are using Twitter to expand their access to experts. Twitter has become a key tool for creating personal learning networks, enabling anyone to build their own connections with other Twitter users, sharing learning resources and support. This support has been shown in several studies to help boost student achievement.
Shabbi Luthra

Creating a New Culture of Teaching and Learning - 2 views

www.edweek.org/...01reading.h04.html

professionaldevelopment

shared by Shabbi Luthra on 13 Dec 10 - No Cached
  • Shabbi Luthra on 13 Dec 10
     
    For a Massachusetts district, integration of 21st-century skills starts with teacher professional development.
Blair Peterson

How to avoid committing social media gaffes | Community | eSchoolNews.com - 0 views

www.eschoolnews.com/...committing-social-media-gaffes

SupportPolicies Graded21c 21stcentury 21stcenturylearning social_media

shared by Blair Peterson on 06 Oct 10 - No Cached
  • Develop guidelines for use and share with your staff. Update your acceptable-use policy as well as personnel policies to reflect the district’s position on appropriate use of social networking sites. For ideas, check out the Social Media Guidelines for Schools wiki (http://socialmediaguidelines.pbworks.com). Many of the ideas presented here are adapted from this resource, which is meant to be shared and expanded as new information becomes available.
  • reate an official site for your school or district. To protect others’ privacy, set it up as a fan page so people can post comments or become a fan without giving you access to their personal pages. Commit staff time or resources to daily updates. Keep the tone conversational, but represent your organization and your position respectfully and responsibly. According to Pew Research, “44 percent of online adults have searched for information about someone whose services or advice they seek in a professional capacity.”
  • Blair Peterson on 06 Oct 10
     
    Article on social media use in schools. There are two suggestions for developing policies for social media use. You have to have an account with eSchool News to see the entire article.
Blair Peterson

Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views

www.edweek.org/...01richardson.h04.html

Graded21c StudentCenteredLearning 21stcentury teaching web2.0 Education learning

shared by Blair Peterson on 12 Oct 10 - No Cached
  • There's no one teaching them about the nuances involved in creating a positive online footprint.
  • if you’re not transparent or findable in that way—I can’t learn with you.
  • “Without sharing, there is no education.”
  • ...10 more annotations...
  • I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changin
  • I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.
  • students should be able to create, navigate, and grow their own personal learning networks in safe, effective, and ethical ways.
  • And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent, self-directed, and informal. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools, because that’s not what they were built for.
  • So, I think we need to focus more on developing the learning process—looking at how kids collaborate with others on a problem, how they exercise their critical thinking skills, how they handle failure, and how they create. We have to be willing to put kids—and assess kids—in situations and contexts where they’re really solving problems and we’re looking not so much at the answer but the process by which they try to solve those problems. Because those are the types of skills they’re going to need when they leave us, when they go to college or wherever else. At least I think so. And I don’t think I’m alone in that.
  • I almost defy you to find me anyone who consciously teaches kids reading and writing in linked environments. Yet we know kids are in those environments and sometimes doing some wonderfully creative things. And we know they’ll need to read and write online. You know what I’m saying? But educators would read Nicholas Carr’s book, and their response would be to ban hypertext. It just doesn’t make sense.
  • “Why do you blog?” That’s what we need. We need people who are willing to really think critically about what they’re doing. I’m not an advocate of using tools just for the sake of using tools. I think all too often you see teachers using a blog, but nothing really changes in terms of their instruction, because they don’t really understand what a blog is, what possibilities it presents. They know the how-to, but they don’t know the why-to. I’d look for teachers who are constantly asking why. Why are we doing this? What’s the real value of this? How are our kids growing in connection with this? How are our kids learning better? And I definitely would want learners. I would look for learners more than I would look for teachers per se.
  • And I think we have to move to a more inquiry-based, problem-solving curriculum, because
  • it’s not about content as much anymore. It’s not about knowing this particular fact as much as it is about what you can do with it. What can you do with what you understand about chemistry? What can you do with what you’ve learned about writing?
  • What does it look like? Kids need to be working on solving real problems that mean something to them. The goal should be preparing kids to be entrepreneurs, problem-solvers who think critically and who’ve worked with people from around the world. Their assessments should be all about the products they produced, the movements they’ve created, the participatory nature of their education rather than this sort of spit-back-the-right-answer model we currently have. I mean, that just doesn’t make sense anymore.
Blair Peterson

Bring a "Knowledge Broker" to School Today! | Psychology Today - 2 views

www.psychologytoday.com/...-knowledge-broker-school-today

StudentCenteredLearning OngoingProfessionalDevelopment

shared by Blair Peterson on 19 Feb 11 - No Cached
  • First, he or she is up to date with technology, not only in the educational arena, but across the board.
  • Second, your knowledge broker must be able to have the interest in finding resources for any class content.
  • Third, and perhaps most important, the knowledge broker must be able to transfer his/her knowledge to a teacher - who is most likely not all that excited about technology or at best a bit skeptical - in a calm, jargon-free style.
  • ...8 more annotations...
  • ome teachers get whiteboards and dazzle themselves, while the students, for the most part, crave the media-rich environments in which they live when they are not in class. It is a conundrum to say the least.
  • Allowing teachers to fumble along implementing technology experiences haphazardly is no longer productive or effective.
    • Blair Peterson
      Blair Peterson on 19 Feb 11
       
      We have to keep this in mind when we think about professional development. Can't do it haphazardly.
  • "harbinger of innovation" meaning someone who keeps up with new educational technologies by attending conferences and staying connected with other knowledge brokers.
  • Second, he/she must have time to develop classroom (or outside of classroom) technology-related activities.
  • Third, these select individuals must be excellent teachers and know how to explain complicated technology to digital immigrants.
  • Fourth, knowledge brokers have to be available to help the teacher learn the technology, help introduce it to the students (or stand by while the teacher does the introduction to help with the expected problems), and be willing to return calls - shouts - for help immediately.
  • Finally, knowledge brokers need to be catalysts for change in the school environment which means that they have to be able to assume all four roles PLUS coordinating all the present and future technology integration. In other words, they have to love it and embrace it and get the teachers to feel the same way.
Blair Peterson

Personal Learning Networks for Professional Learning Communities PLCs - EdTechTeam - 2 views

www.edtechteam.com/pln

OngoingProfessionalDevelopment Graded21c 21stcentury professionaldevelopment plc learning

shared by Blair Peterson on 21 Mar 11 - No Cached
  • Blair Peterson on 21 Mar 11
     
    A presentation on developing a personal learning network with links to other resources.
Blair Peterson

The Creative Monopoly - NYTimes.com - 0 views

www.nytimes.com/...oks-the-creative-monopoly.html

Graded21c 21stcentury sharedvision curriculum CurriculumFramework

shared by Blair Peterson on 01 May 12 - No Cached
  • He’s talking about doing something so creative that you establish a distinct market, niche and identity. You’ve established a creative monopoly and everybody has to come to you if they want that service, at least for a time.
  • Instead of developing a passion for one subject, they’re rewarded for becoming professional students, getting great grades across all subjects, regardless of their intrinsic interests. Instead of wandering across strange domains, they have to prudentially apportion their time, making productive use of each hour.
  • Competition has trumped value-creation. In this and other ways, the competitive arena undermines innovation.
  • ...1 more annotation...
  • But it’s probably a good idea to try to supplement them with the skills of the creative monopolist: alertness, independence and the ability to reclaim forgotten traditions.
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