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Michael Oquendo

20 Ways to Use Edmodo - 0 views

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    This is a great resource for ways to use Edmodo.
Jeffrey Badillo

Teacher Tech | Alice Keeler - 0 views

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    Follow Alice Keeler's blog and on twitter for google How-Tos and practical tip for integrating technology in the classroom.
stephanie karabaic

Free teacher training videos for using Edmodo - 0 views

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    Free teacher training for Edmodo for teachers and students. TeacherTrainingVideos.com provides free step by step camtasia screencasts that take you through a whole range of ict and web2.0 tools
Jill Dawson

A Must See Graphic on Creative Commons for Students ~ Educational Technology and Mobile... - 0 views

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    Creative Commons Infographic! This would be a good resource for a classroom.
Jill Dawson

Understanding Google Certification - Edudemic - 0 views

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    This is a useful article that I found on Twitter.  It explains the various types of Google certifications.
Jeffrey Badillo

5 Trends in Education Technology Leadership -- THE Journal - 4 views

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    The report identified five key trends that emerged in 2008 in the ways in which state leaders approached the use of EETT funds. These included: Read more at http://thejournal.com/articles/2010/04/23/5-trends-in-education-technology-leadership.aspx#GH8DfdtC1ElAMUrw.99 
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    Policy & Advocacy 5 Trends in Education Technology Leadership SETDA's "National Educational Technology Trends Report" spotlights state efforts to boost learning through the federal Enhancing Education Through Technology program. Federal ed tech funds are increasingly being used to boost teacher effectiveness, scale up successful programs, and increase academic achievement, according to a new report from the State Educational Technology Directors Association (SETDA), a major education technology advocacy group.
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    I love the part about data and technology.
jessvanorman

Technology Infused Professional Development: A Framework for Development and Analysis -... - 0 views

  • learning is both an active and a social process
  • learning is both an active and a social process
    • jessvanorman
       
      Learning is active, requires doing, could learn a lot in a PD session where teachers just CREATE or DO things with tech they could actually do in their classroom.
  • Second, professional development must be developmentally appropriate. No two teachers are the same in their knowledge of content, instruction, and students, or in their experience in applying that knowledge to the classroom. Teachers must be supported at their current position on the journey from novice to expert. Professional development must start with the teacher and build on her/his current concept of teaching and learning and his/her goals and needs.
    • jessvanorman
       
      Knowing this- how could we differentiate professional learning for teachers? How could we create tech PD that'd be meaningful to all- google surveys?
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  • Finally, professional development must allow teachers to take charge of their own professional growth. Teachers are professionals, not skilled laborers. Like all learners, teachers will only be impacted by those ideas in which they deliberately chooseto engage. Teachers must be afforded the respect to set their own course of development and be encouraged to actively monitor their own progress.
    • jessvanorman
       
      Give choice- a menu of tools so people can choose what they are learning? A menu of skill levels to choose from too?
  • Of particular importance is the role of collaboration in professional development. In nearly all studies of professional growth and change in classroom teaching, the presence of other colleagues who are attempting to do the same is the most consistent predictor of success
    • jessvanorman
       
      People learn together and grow together, but also learn from each other. This needs to be implemented in our tech PD.
  • Third, professional development takes time. The advantage of thinking of teaching as a skill is that training can happen quickly, often in the matter of weeks.
    • jessvanorman
       
      It'd be great to have sessions that we can learn something... go try it... then come back and practice/reflect to keep learning with the tech/new tools.
  • Perhaps the best way to take advantage of the opportunities available through technology-mediated professional learning is to integrate e-learning into a balanced professional development program that combines formal face-to-face learning experiences optimally followed by online and one-on-one support, “just in time” training and development, and collaborative work on those tasks that most directly influence the quality of teaching and learning
    • jessvanorman
       
      In face learning, with tech tools- could possible set up a Google Classroom "Forum" for teachers to ask questions and get further help when they are using the tools after PD. A please to drop questions and get support from "expert teachers."
jessvanorman

Empowering teachers to implement technology-driven educational programs | ISTE - 1 views

  • that everyone is working at the appropriate level of understanding, allowing students to construct learning and providing learning in easy-to-digest nuggets. Those principles will also help build effective professional development.
  • Start by assessing the basic technology and technology integration skills of the entire teaching staff. Include open-ended questions in your assessment tools to get richer responses than multiple choice would. Try to ascertain which members of your teaching staff need training on specific technology tools or techniques and determine which are comfortable using technology but need more help integrating it into instruction.
  • Make sure your in-person training sessions include ample time for teachers to use the technology
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  • Even more than selecting the right devices for the classroom, professional development is the key ingredient in successful 1:1 computing programs in K-12 classrooms.
  • that everyone is working at the appropriate level of understanding, allowing students to construct learning and providing learning in easy-to-digest nuggets. Those principles will also help build effective professional development.
    • jessvanorman
       
      Differentiate for your teachers!
  • wever, the nationwide survey of K-12 teachers revealed that while schools are putting more technology into classrooms, not enough is being done to ensure that teachers know how to integrate it into their lessons. Six in 10 teachers feel they are inadequately prepared to use technology in classrooms, according to the survey, and those over 43 express less confidence in their ability to harness technology effectively.
  • Next, design training to fill in gaps and give teachers what they want. Ensure that each session is designed to be self-contained so that teachers can choose to attend workshops only in the areas where they need extra learning.
    • jessvanorman
       
      This happens too often- where only a few need the training, but all need to attend. So important to make sure teachers get what the NEED not what is being forced.
  • This will help your teachers process information without overwhelming them. Follow-up materials, such as online tutorials, help sheets or short videos will allow them to review the training on their own if they do forget how to do something.
jessvanorman

5 Key Areas of Technology Professional Development for Teachers | EdTech Magazine - 1 views

  • guiding these principles around school-specific goals for outcome improvement.
  • Coherence
  • best sources for educators are other educators.
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  • Collective Participation:
  • Training takes time
  • 5 Key Points of Professional Development
  • allowing teachers to actively engage in their own learning can help them retain lessons on using technology to solve classroom challenges.
  • Active Learning
  • Sustained Duration:
  • Content Focus: When providing technology coaching, concrete examples are key
  • K–12 teachers are interested in adopting technology, but low confidence in their abilities to use it well enough to make the integration worth the investment is a significant barrier. 
  • K–12 teachers are interested in adopting technology, but low confidence in their abilities to use it well enough to make the integration worth the investment is a significant barrier. 
    • jessvanorman
       
      This is the problem I see in my building.
  • 5 Key Points of Professional Development
  • nstead of explaining the hypothetical uses of a virtual reality helmet, show teachers how using mixed reality gear can be a helpful tool specific to their class material.
  • allowing teachers to actively engage in their own learning can help them retain lessons on using technology to solve classroom challenges.
    • jessvanorman
       
      Hands-on learning is necessary
  • Training takes time
    • jessvanorman
       
      Time is necessary for this to stick.
jessvanorman

infed.org | Peter Senge and the learning organization - 0 views

  • The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. For this to happen, it is argued, organizations need to ‘discover how to tap people’s commitment and capacity to learn at all levels’ (ibid.: 4).While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.
  • Personal mastery. ‘Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs’ (Senge 1990: 139). Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively’ (ibid.: 7). It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (ibid.: 141). Mastery is seen as a special kind of proficiency. It is not about dominance, but rather about calling. Vision is vocation rather than simply just a good idea.
  • But personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see the ‘journey is the reward’. (Senge 1990: 142)
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  • If organizations are to develop a capacity to work with mental models then it will be necessary for people to learn new skills and develop new orientations, and for their to be institutional changes that foster such change. ‘Entrenched mental models… thwart changes that could come from systems thinking’ (ibid.: 203). Moving the organization in the right direction entails working to transcend the sorts of internal politics and game playing that dominate traditional organizations. In other words it means fostering openness (Senge 1990: 273-286). It also involves seeking to distribute business responsibly far more widely while retaining coordination and control. Learning organizations are localized organizations (ibid.: 287-301).
  • it’s the capacity to hold a share picture of the future we seek to create’ (1990: 9). Such a vision has the power to be uplifting – and to encourage experimentation and innovation. Crucially, it is argued, it can also foster a sense of the long-term, something that is fundamental to the ‘fifth discipline’.
  • When there is a genuine vision (as opposed to the all-to-familiar ‘vision statement’), people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organization… What has been lacking is a discipline for translating vision into shared vision – not a ‘cookbook’ but a set of principles and guiding practices. The practice of shared vision involves the skills of unearthing shared ‘pictures of the future’ that foster genuine commitment and enrolment rather than compliance. In mastering this discipline, leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt. (Senge 1990: 9)
  • By attending to purpose, leaders can cultivate an understanding of what the organization (and its members) are seeking to become. One of the issues here is that leaders often have strengths in one or two of the areas but are unable, for example, to develop systemic understanding. A key to success is being able to conceptualize insights so that they become public knowledge, ‘open to challenge and further improvement’ (ibid.: 356).
  • In a learning organization, leaders are designers, stewards and teachers. They are responsible for building organizations were people continually expand their capabilities to understand complexity, clarify vision, and improve shared mental models – that is they are responsible for learning…. Learning organizations will remain a ‘good idea’… until people take a stand for building such organizations. Taking this stand is the first leadership act, the start of inspiring (literally ‘to breathe life into’) the vision of the learning organization. (Senge 1990: 340)
  • In essence, ‘the leaders’ task is designing the learning processes whereby people throughout the organization can deal productively with the critical issues they face, and develop their mastery in the learning disciplines’ (ibid.: 345).
  • One of the important things to grasp here is that stewardship involves a commitment to, and responsibility for the vision, but it does not mean that the leader owns it. It is not their possession. Leaders are stewards of the vision, their task is to manage it for the benefit of others (hence the subtitle of Block’s book – ‘Choosing service over self-interest’). Leaders learn to see their vision as part of something larger. Purpose stories evolve as they are being told, ‘in fact, they are as a result of being told’ (Senge 1990: 351). Leaders have to learn to listen to other people’s vision and to change their own where necessary. Telling the story in this way allows others to be involved and to help develop a vision that is both individual and shared.
  • People need to be able to act together. When teams learn together, Peter Senge suggests, not only can there be good results for the organization, members will grow more rapidly than could have occurred otherwise.
  • It is about fostering learning, for everyone. Such leaders help people throughout the organization develop systemic understandings. Accepting this responsibility is the antidote to one of the most common downfalls of otherwise gifted teachers – losing their commitment to the truth. (Senge 1990: 356)
jessvanorman

6 Qualities Every Teacher Leader Should Have - Leadership 360 - Education Week - 1 views

  • A learning facilitator offers professional development opportunities to colleagues, keeping learning relevant and focused on what is important in their classrooms.
    • jessvanorman
       
      I want to do this more- recently in our leadership's weekly memo I offered up a "Instagram How To" we'll see if anyone bites and actually wants to do it...
  • A catalyst for change have a strong commitment to continual improvement, holds the vision for improvement, and tend to ask questions that generate thought and movement forward.
  • A catalyst for change have a strong commitment to continual improvement, holds the vision for improvement, and tend to ask questions that generate thought and movement forward.
    • jessvanorman
       
      I feel I am a catalyst, but I often spin wheels when trying to make change. I will be more deliberate in my change project.
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  • Find and Develop Those Teacher Leaders
    • jessvanorman
       
      This seems to be where we are right now, our district is starting to embrace teacher leaders. They are finding and developing them.
jessvanorman

16 Traits of Great IT Leaders | CIO - 2 views

  • They Are Self-Aware
  • They Continue to Learn and Grow
  • They Work Through Other People and Delegate
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  • They Have Great Communication Skills
  • They Are Adept at Problem Solving
  • They Are Decisive
  • They Create a Safe-to-Fail Environment
  • They Are Authentic
  • Emotional intelligence is knowing your strengths and weaknesses as well as your emotional triggers. Knowing this will allow you to better focus on the people you interact with, so that you can recognize and interpret what's happening within them, and manage your interactions with them based on their emotions.
  • Emotional intelligence is knowing your strengths and weaknesses as well as your emotional triggers. Knowing this will allow you to better focus on the people you interact with, so that you can recognize and interpret what's happening within them, and manage your interactions with them based on their emotions.
    • jessvanorman
       
      I think this is an important quality for all leaders!
  • There are always fires to put out and deadlines to meet, but when you don't have a lot of extra time, setting time aside to learn can be difficult. However, professional development and continued growth are the only surefire ways to make sure you don't get left behind in the tech world.
    • jessvanorman
       
      This relates to what Michael Fullan says, admin should be "Lead Learners" where they are still learning and setting the example for their people.
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    I feel these traits carry over from IT Leader to being the technology coordinator. The traits that actually stand out to me include "Continue to Learn and Grow", very important with technology and in education in general. And having great problem-solving skills when it comes to "fixing" technology and finding a solution for a teacher struggling to integrate technology.
jessvanorman

Principals Believe in the Power of Technology, but Schools Face Challenges Ahead | EdTe... - 1 views

  • Insight survey indicating that principals have a lot of influence on technology purchasing, they have the ability to make sure that their school is getting tech that actually makes sense for their classrooms.
    • jessvanorman
       
      Do they have a lot of influence? I feel like influence of what to purchase/needs is driven by teachers if admin is not up to speed with the latest tech. Which means they are often "late to the party" and unable to advocate in the way that they should,
  • Insight survey indicating that principals have a lot of influence on technology purchasing, they have the ability to make sure that their school is getting tech that actually makes sense for their classrooms.
Hannah Fjeld

Expect the Miraculous | Barrow Media Center - 0 views

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    One of my favorite librarian blogs to follow, Andy Plemmons does creative, innovative, fascinating things in his elementary library. I never fail to be inspired by reading about his work.
pwarmack

ProfHacker - Blogs - The Chronicle of Higher Education - 0 views

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    The Chronicle of Higher Education's ProfHacker blog - a cohort of higher education faculty members and ed tech professionals submit tips and commentary on education, technology, education & college/university. Recent topics include making web content printer friendly, digital annotation, & time management apps.
pwarmack

Hack Education - 0 views

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    Audrey Watters describes herself as "an education writer, an independent scholar, a serial dropout, a rabble-rouser, and ed-tech's Cassandra" Hack Education is a weekly roundup of ed tech news, with topical organization and presented with witty commentary. Recent topics include education politics, ethics in the ed tech business, data analytics and open education.
jessvanorman

Creating a professional growth culture: 3 lessons from school districts - 2 views

  • Lesson 1: Incentives help overcome inertia
  • Lesson 2: Time is a precious resource
  • Lesson 3: Community makes a movement
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  • “Adoption needs to happen teacher by teacher, grade by grade.”
  • By helping educators develop the skills and confidence to grow professionally, school districts are investing in their students and building cultures that embrace technology. “It doesn’t matter how many devices you have,” Mac says. “If you don’t know how to integrate technology with teaching, it becomes just another add on.”
mirabelasunshine

Budgeting | Technology Planning Toolkit | NHEON - 1 views

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    More guidance on budget development to accompany ed tech plans, with a variety of relevant links.
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