This week our video and
reading focus was on several topics, including technology intervention, cooperative
learning and professional development. One of the statements in the readings that really interested
me was “We often provide “just in case” training rather than “just in time”
training” (Solomon & Schrum, 2007). As I read this I began to think about my own recent summer
professional development trainings. Many times as teacher we are presented with
professional development just as we need to begin to implement it. This does not give use much time toTe “chew
on it a bit” and “digest it”. I
personally need time to reflect on the usage and how to implement it into my
curriculum. I think this leads to frustration, mistakes in how it is put into
practice and presentation, and a lack of willingness, on some teachers’ part,
to use the technology. Teachers need the same opportunities as students to
discover the benefits of new technology tools, especially if they are expected
to use them immediately in the classroom.
Another issue that was
discussed was professional development and emergence of professional learning
communities, which in a sense is like the Personal Learning Communities learned
about in a previous course. Another statement from a reading, “a strong feeling
of community increases the willingness to share information, the passion to
support each other, and the collaborative efforts to complete joint activities.”
(Solomon & Schrum, 2007) Reading this made me think about how it might be
useful in my school. We do not
really have formal professional learning communities. In fact, I feel just the opposite. I see a specific committee group of teachers who are
involved with the implementing of a grant-funded program as almost a
clique. I feel that I use
technology as much as or more than others do, yet when I try to share my activities
and “new” technology a teacher from this group the response is less
enthusiastic than I expect. I feel
that, as teachers we are not unified in our endeavors in the implementation of
technology and this will not be helpful to the success of the program.
Solomon, G. & Schrum, L.
(2007). Web 2.0: New tools, New schools.
Eugene, OR: International Society for Technology in Education, 99-116.
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