Professional Development to Support Technology Integration

893.630

Online Course Site:

http://profdev.cjb.net

Meeting Days: Mondays & Wednesday Hours: 5:00-7:30 PM

Dates: 6/03-7/10

Instructor:

Gwyneth A. Jones

Murray Hill Middle School

Work Phone: 410.880.5897 Home Phone: 410.309.4988

Online Virtual Office can be found at www.tappedin.org office S2913

Email: gwynethjones@mail.howard.k12.md.us

1. COURSE DESCRIPTION

Participants examine the literature on how staff development can promote the effective use of instructional technology. Class members explore uses of technology for a range of teaching strategies and techniques that are particularly effective with adult learners. Students design a Professional Development Plan and staff development session while practicing technology applications ­ e.g., multimedia presentations, interactive video, distance learning, and on-line instruction ­ that can be used for training staff in schools.

2. COURSE OBJECTIVES

After completing this course, students will be able to:

·      Develop a needs assessment to evaluate technology skills of educators

·      Evaluate and select appropriate professional development models to meet a variety of staff needs.

·      Identify leading journals and electronic resources on the World Wide Web for current information on professional development in Instructional Technology.

·      Articulate strategies for teaching educators to integrate educational software into existing school curricula.

·      Evaluate technology applications- e.g., multimedia presentations, interactive learning experiences and on-line instruction-for use in staff development

·      Articulate strategies for implementing staff development

·      Design a year long Professional Development Plan that promotes the use of technology to support instruction.

·      Design formative and summative evaluation measures to assess the effectiveness of professional development initiatives.

1. REQUIRED TEXTS

Professional Development: Learning from the Best ,North Central Regional Electronic Laboratory (1999)

Technology Connections for School Improvement , North Central Regional Electronic Laboratory (1999)

Assorted Online Documents

2. ASSIGNMENTS

1. Weekly Reading Activities/Assignments

·      Using the textbook,. Professional Development: Learning from the Best North Central Regional Electronic Laboratory

·      Technology Connections for School Improvement , North Central Regional Electronic Laboratory

·      Online articles resources to be provided on web page.

1. These reading activities will be graded on: following directions and synthesis of thoughts and ideas related to the activity.

1. Commercial - Public Service Announcement

1. Clear communication of theme, concept or learning model that will be the focus of the professional development
2. Identifies reasons why teachers may be interested in learning more about this theme, concept or learning model
3. Creative presentation
4. Stay within a 60-120 seconds in length

1. Participation

1. shares quality ideas in class discussions
2. is cooperative, flexible and communicative about the class
3. Attendance and promptness count. One excused absence will be permitted during the course.

1. Staff Development Session

Create a Staff Development Session that would be immediately able to be utilized in an instructional setting. A rubric can be found on the Blackboard and class website.

2. Staff Development Group Research Project

A Group Project on a topic related to professional development will be presented to the class with all the members of the group participating. (Groups will consist of 2-4 people) Suggested topics and additional details will be given in class. Time will be provided during several class meetings for groups to plan their presentations, however, it may be necessary for participants to meet outside class time. A brief outline, describing the responsibilities of each group member and a bibliography must be submitted at the time of presentation. A rubric can be found on the Blackboard and class website.

 3. School Professional Development Plan / Final Project

The topic for the Final Project is a year-long Professional Development Plan that will introduce a group of educators (learners, if corporate) to a new technology/software program(s) or interactive rich site. Additional information will be given in class. A rubric can be found on the Blackboard and class website.

Standards for printed and electronically submitted assignments:

·      References within all course documents must follow APA style http://www.apastyle.org/elecref.html

·      Course assignments should be developed using Microsoft Office Word and saved DOWN (if need be) to the Office 98 level.

·      Assignments should be double-spaced in 12pt Times Roman font.

·      All email correspondence should contain the preface JHU-<yourname and assignment name in the subject line.

1. EVALUATION AND GRADING

Grading Scale: (points)

200-193=A

192-190=A-

189-188=B+

187-183=B

182-180=B-

179-178=C+

177-173=C

172-170=C-

69 and below=F

Please note:

·      Late reading assignments will be penalized at a rate of 2 points per day.

·      Late Staff Development Group Research Presentation, Staff Development Session and Professional Development Plan will be penalized at a rate of 10 pts per day.

Class Cancellation/Weather Emergencies

Regular classes at JHU’s Columbia Center are rarely canceled; however, due to the fact that the AACPS cohort is dependent on the Carver Center facility in Anne Arundel County, the following applies: if AACPS schools are closed or call for an early dismissal, classes will be canceled.

Classroom Accommodations for Students with Disabilities

If you are a student with a documented disability who requires an academic adjustment, auxiliary aid, or similar accommodation, please contact Ann Harrell in the Office of Student Affairs at 410-872-1210 or via email at harrell@jhu.edu.
 
 

1. COURSE SCHEDULE

H. Bibliography

* Items are good resources for training strategies to incorporate into your staff development session.

*Bailey, G. D. (1994). 101 Activities for Creating Effective Technology Staff Development Programs. New York, NY: Scholastic Inc.

Bailey, G. D. & Lumley, D. (1994). Technology Staff Development Programs: A Leadership Sourcebook. New York, NY: Scholastic Inc.

Blackmore, J. (1996, August 11). Pedagogy: Learning Styles. [Online] Available: http://granite.cyg.net:80/~jblackmo/diglib/styl-a.html (January 4, 2000).

Brand, G. A. (1998). What Research Says: Training Teachers for Using Technology. Journal of Staff Development. Vol. 19, No.1, 10-13.

Brookfield, S. (1995). Adult Learning: An Overview. [online] Available: http://nlu.nl.edu/ace/Resources/Documents/AdultLearning.html (January 4, 2000).

Brown, J. M. (1992). A Computer Based Cooperative Learning Project for Pre-service Teachers. Journal of Computing in Teacher Education, Vol. 8, No. 3, 11-16.

Caldwell, S. D. (Ed.). (1989). Staff Development: A Handbook of Effective Practices. Oxford, Ohio: National Staff Development Council.

Caverly, D. C., Peterson, C. L. & Mandeville, T. F. (1997). A Generational Model for Professional Development. Educational Leadership. Vol. 55, No. 3, 56-59.

Community Learning Network. (1999, October). Adult Learning Theory. [online] Available: www.cln.org/inservice/itpd/alearn.html (January 4, 2000).

Crafton, T. (1998, August). Adult Learning Theory: A Resource Guide. [online] Available: http://odin.indstate.edu:80/level1.dir/adultlrn.html (January 4, 2000).

Darling-Hammond, L. (1998). Teaching Learning That Supports Student Learning. Educational Leadership, 55, 6-11.

Dexter, S. (1996). From Entry Level to Proficient & Exemplary: A Design for Staff Technology Development. Technology Connection. March, 15-22.

Dilworth, M. E. & Imig, D. G. (1998). Professional Teachers Development and the Reform Agenda. Eric Digest ED383 694 [Online] Available: http://www.ed.gov/databases/ERIC_Digests.html (February 1998).

Edwards, S. & Barnes, S. (1985). A Research-Based Staff Development Model That Works. Educational Leadership, 42, 54-56.

Elmore, R. F. & Associates, (1990). Restructuring Schools: The Next Generation of Educational Reform. San Francisco, CA: Jossey-Bass.

ERIC Clearing House on Teacher Education. (1989). Resource review: Staff development (1981-1989). Washington, DC: American Association of Colleges for Teaching Education.

Garmston, R. J. & Wellman, B. M. (1992). How to Make Presentations that Teach and Transform. Alexandria, VA: Association for Supervision and Curriculum Development.

Goodson, B. (Ed.). (1991). Teachers and Technology: Staff Development for Tomorrow’s Schools. Annapolis Jct., Maryland: National School Boards Association.

Guhlin, M. (1996). Stage a Well-Designed Saturday Session and They Will Come!

In Computers in Education, edited by Hirschbuhl, J. and Bishop, D., Guilford, CT: Dushkin/McGraw-Hill.

Harris, J. (1998). Design Tools for the Internet-Supported Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Hixson, J. & Tinzmann. (1990). What Changes are Generating New Needs for Professional Development? NCREL [Online] Available: http://www.ncrel.org/sdrs/areas/rpl/esys/prodev.htm (February 1998).

Joyce, B. (Ed.). (1990) Changing School Culture through Staff Development. 1990 Yearbook of the Association for Supervision and Curriculum Development, Alexandria, VA: Association for Supervision and Curriculum Development.

*Kagan, S. (1996). Cooperative Learning: Resources for Teachers. San Juan Capistrano, California: Resources for Teachers.

Kershaw, A. (1995). Teachers Assessment of the Agenda and the Organization of Staff Development Programs as Suggested in Current Research. (ERIC Document Reproduction Service. ED 379 210).

Kierns, J. (1992). Does Computer Coursework Transfer Into Teaching Practice? Journal of Computing in Teacher Education, Vol. 8, No. 4, 29-34.

Lieberman, A., & Miller, L. (Eds.) (1991). Staff Development for Education in the ‘90s: New Demands, New Realities, New Perspectives. New York, NY: Teachers College Press.

Orwig, A. (1997). Integrating Technology: The Challenge and the Promise. Technology & Learning. Feb. Vol. 17, No. 5, 38-43.

Maryland State Department of Education. (1999). Creating Your Professional Development Plan. [online] Available: http://www.mdk12.org/process/sip/index_staff.html

Mather, M. (1996). Staff Development: How Are We Doing? Technology & Learning. March, Vol. 16, 25.

McKenzie, J. (1999). How Teachers Learn Technology Best. Bellingham, WA: FNO Press.

Russell, A. L. (1996). Six stages for learning to use technology. In Computers in Education, edited by Hirschbuhl, J. & Bishop, D., Guilford, CT: Dushkin/McGraw-Hill.

*Saphier, J. and Haley, M.A (1993) Activators. Action, MA: Research for Better Teaching, Inc.

*Saphier, J. and Haley, M.A (1993) Summarizers. Action, MA: Research for Better Teaching, Inc.

*Solem, L. and Pike, B (1997) 50 Creative Training Closers. Jossey-Bass Pfeiffer, San Francisco, CA: Creative Training Techniques Press.

*Solem, L. and Pike, B (1997) 50 Creative Training Openers. Jossey-Bass Pfeiffer, San Francisco, CA: Creative Training Techniques Press.

Skowron, J. (1998). A Tool for Engaging Teachers in Change. Journal of Staff Development. Vol. 19, No. 1, 40-44.

Taylor, H.G. and Wiebe, J. H. (1994). National Standards for Computer/Technology Teacher Preparation: A Catalyst for Change in American Education, Journal of Computing in Teacher Education, Spring, 21-23.

Thornburg, D. D. (1991). Education, Technology, and Paradigms of Change for the 21^st Century. Starsong Publications.

Thornburg, D. D. (1992). Edutrends 2010: Restructuring, Technology, and the Future of Education. Starsong Publications.

Todd, N. (1993). A Curriculum Model for Integrating Technology in Teacher Education Courses. Journal of Computing in Teacher Education, Vol. 9, No. 3, 5-11.

CEO Forum. (February 22, 1999). Year 2 Report Professional Development: A Link to Better Learning. [online] Available: http://www.ceoforum.org/home.cfm (January 7, 2000).

Zielinski, Dave. (1990). The Best of Creative Training Techniques Newsletter. Minneapolis, MN: Lakewood Books.

i would like to thank both ms. dolan and ms. stiles for assistance/inspiration/ideas for this class and the use of their original syllabus as for the creation/inspiration of this one.