Tim Sparacino's Library tagged professionaldevelopment → View Popular

"Fort Smith Public Schools in Fort Smith, AR, implemented a 1:1 program with netbooks in several junior high and high school classrooms to create a more student-centered and project-based focus. Spearheaded by the district’s Professional Development Center, emphasis was first placed on changing the pedagogical paradigm. In this first of two parts, professional development director, Dr. Kathleen Cates, discusses the intensive professional development program, teachers share how the netbooks (mini laptops) encourage student engagement, and you will see students learning at their own pace."

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18 Nov 09

Educational Leadership:Teaching with Interactive Whiteboards

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using interactive whiteboards was associated with a 16 percentile point gain in student achievement.
In addition, three features inherent in interactive whiteboards have a statistically significant relationship with student achievement. The first is the learner-response device
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- A second feature is the use of graphics and other visuals to represent information. These include downloaded pictures and video clips from the Internet, sites such as Google Earth, and graphs and charts. Use of these aids was also associated with a 26 percentile point gain in student achievement.
- A third feature is the interactive whiteboard
  reinforcer—applications that teachers can use to signal that an answer is correct or to present information in an unusual context. These applications include dragging and dropping correct answers into specific locations, acknowledging correct answers with virtual applause, and uncovering information hidden under objects. These practices were associated with a 31 percentile point gain in student achievement.
- One of the more interesting findings from the study was that in 23 percent of the cases, teachers had better results without the interactive whiteboards. To determine why this occurred, we examined video-tapes of teachers using the boards. These disclosed some potential pitfalls in using the technology:
  Using the voting devices but doing little with the findings.
- teachers simply noted how many students obtained the correct answer instead of probing into why one answer was more appropriate than another.
- teachers incorporated video segments from the Internet or images intended to represent important information
- Not organizing or pacing the content well.
- However, they ran through the flipcharts so quickly that students,
- did not have time to analyze and interact with one another about the content.
- Using too many visuals.
- hard to identify the important content.
- Paying too much attention to reinforcing features
- the emphasis seemed to be on eliciting the applause rather than on clarifying the content
- Getting the Most Out of the Technology
- Teachers should think through how they intend to organize information
- group information into small, meaningful segments before they start developing the digital flipcharts.
- To ensure that they don't run through the flipcharts too quickly, teachers can insert flipcharts that remind them to stop the presentation so students can process and analyze the new information.
- visuals should clearly focus on the important information.
- no single flipchart should contain too many visuals or too much written information.
- After asking a question and getting student responses using voting devices, the teacher should typically discuss the correct answer along with the incorrect answers, making sure to elicit opinions from as many students as possible.
- When using reinforcing features like virtual applause, teachers should make sure that students focus on why an answer is correct or incorrect.
- simply assuming that using this or any other technological tool can automatically enhance student achievement would be a mistake. As is the case with all powerful tools, teachers must use interactive whiteboards thoughtfully, in accordance with what we know about good classroom practice.

Technology Combined with Good Teaching Leads to Success | Edutopia

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Interactive whiteboards are the future of educational strategies, and without proper adoption of these and other technology tools, teachers are doomed to become dinosaurs in their practices.

Who says so? Educational research and practice expert Robert Marzano.
- Of those classrooms employing the boards and using the voting technology, there was an immediate increase of 17 percent in scores.
- He also found that if a teacher had been given 20-30 months to hone his or her skills, there was an average 20 percentile gain.
- The sweet spot, he says -- the perfect storm of student achievement, according to his findings -- was when a teacher was trained to use the technology, had used it for 2 years, and did so 75 percent of the time. That profile shows a whopping 29 percentile gain in scores.
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- Of those classrooms employing the boards and using the voting technology, there was an immediate increase of 17 percent in scores.
- if a teacher had been given 20-30 months to hone his or her skills, there was an average 20 percentile gain.
- the perfect storm of student achievement, according to his findings -- was when a teacher was trained to use the technology, had used it for two years, and did so 75 percent of the time. That profile shows a whopping 29 percentile gain in scores.
- To get the most out of the interactive whiteboard, a school district can't just give it to a teacher, and not to just any teacher. The district has to train that teacher. And Marzano was quick to point out that weaker teachers require professional development in the use of both interactive whiteboards and effective teaching.

17 Nov 09

Survey of Preservice Teachers' Knowledge of Teaching and Technology

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16 Nov 09

10 ways to become an inspirational teacher - Articles - Educational Technology - ICT in Education

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Alltop - Top Education News

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12 Nov 09

Round & Round - News Features & Releases

"Borrowing a page from the medical school world, educators at the Ed School are showing teachers and school leaders how to find common ground when it comes to learning and instruction."

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You Are Probably Too Busy to Read This - TheApple.com

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7 Biggest Challenges Teachers Face - TheApple.com

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10 Nov 09

Fifteen minutes for silent sustained learning

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I’ve been thinking about that whole issue of time for teachers. Educators are very accustomed to taking care of others, and sometimes we forget to put the oxygen masks on ourselves first, as the cliche goes.
what it would be like for each educator to carve out that fifteen minutes, to sit with a cup of coffee and just learn something–to create that “space” for ourselves, instead of dashing about declaring we don’t have enough time to learn or add one new thing.
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- It strikes me that by making that time in our day, setting some boundaries for it, and making it a routine, we could each build a practice that was rewarding both in terms of learning, but also in terms of supporting ourselves.
- I’ve found a way to motivate myself by listening to podcasts on the way to work. My commute isn’t very long–in fact, it’s just 15 minutes. But in that fifteen minutes, I learn from some of the best educators in the world, some of the best writers for the New York Times, and I always walk away with an idea to try, or a new way to think of things
- what if we provided personal “learning time” the same way we utilize “uninterrupted sustained silent reading” time in classrooms? We could call it ”uninterrupted sustained silent learning.” What would it be like to hand that time to students and to teachers in a school as a principal, and say, this is your fifteen minutes? This is YOUR time to learn what YOU need to learn.
- So….what would you do with your fifteen minutes?

06 Nov 09

The State of Now in Education #140conf | Teacher Reboot Camp

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professionaldevelopment globalplc

30 Oct 09

Copy / Paste by Peter Pappas: Teacher-Led Professional Development: Eleven Reasons Why You Should be Using Classroom Walk Throughs

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