Using an Observation Cycle for Helping Teachers Integrate Technology

2014 ◽  
pp. 999-1009
Author(s):  
Julia S. Fuller ◽  
Barry A. Bachenheimer
Keyword(s):  
Professional Development ◽  
Technology Training ◽  
Class Discussion ◽  
Simulated Case ◽  
Integrate Technology ◽  
Definition Of ◽  
Development Literature ◽  
Supporting Teachers

The purpose of this chapter is to present a simulated case study for class discussion about supporting teachers with technology integration. The study frames the authors' definition of educational technology by focusing on research-based technology training and follow-up observation cycles for facilitating teachers' application of technology into instruction. Readers should consider the importance of utilizing professional development to support teachers via technology training geared toward integration of specific digital tools and instructional strategies. The instructional design of the study includes a focus on adult learning assumptions (Knowles et al., 1998) and elements found in the professional development literature: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation (Desimone, 2009). Additionally, the use of observation cycles (Danielson, 2007) in this case study emphasizes collaborative planning and feedback opportunities for helping teachers integrate technology, as well as promotes further analysis of the case.

Using an Observation Cycle for Helping Teachers Integrate Technology

2013 ◽  
pp. 69-84
Author(s):  
Julia S. Fuller ◽  
Barry A. Bachenheimer
Keyword(s):  
Professional Development ◽  
Technology Training ◽  
Class Discussion ◽  
Simulated Case ◽  
Integrate Technology ◽  
Definition Of ◽  
Development Literature ◽  
Supporting Teachers

The purpose of this chapter is to present a simulated case study for class discussion about supporting teachers with technology integration. The study frames the authors’ definition of educational technology by focusing on research-based technology training and follow-up observation cycles for facilitating teachers’ application of technology into instruction. Readers should consider the importance of utilizing professional development to support teachers via technology training geared toward integration of specific digital tools and instructional strategies. The instructional design of the study includes a focus on adult learning assumptions (Knowles et al., 1998) and elements found in the professional development literature: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation (Desimone, 2009). Additionally, the use of observation cycles (Danielson, 2007) in this case study emphasizes collaborative planning and feedback opportunities for helping teachers integrate technology, as well as promotes further analysis of the case.

Learning Transfer: The Missing Linkage to Effective Professional Development

2020 ◽  
Vol 23 (3) ◽  
pp. 32-47
Author(s):  
Corinne Brion
Keyword(s):  
Professional Development ◽  
Middle School ◽  
School Improvement ◽  
Learning Transfer ◽  
Educational Leaders ◽  
Multidimensional Model ◽  
Effective Professional Development ◽  
American Schools

This case study illustrates the perspectives of leaders and teachers regarding professional development and learning transfer as they relate to school improvement. The case study is set in a Midwestern middle school that is representative of many other American schools. It encourages future administrators to participate in meaningful conversations about effective professional development and learning transfer. The hope is to better understand how school leaders can plan, assess, and follow up post professional development events using a Multidimensional Model of Learning Transfer (MMLT). The case poses questions designed to prepare educational leaders to provide effective professional development for their teachers.

Moving from Theory to Practice

2016 ◽  
Vol 7 (2) ◽  
pp. 28-43
Author(s):  
Lisa-Marie Bald ◽  
Judith A. Orth ◽  
Kathleen M. Hargiss
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Mobile Devices ◽  
Teaching Reading ◽  
Collegial Interactions ◽  
Theory To Practice ◽  
Emerging Themes ◽  
Adult Learning Styles

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

Moving From Theory to Practice

TPACK ◽  
2019 ◽  
pp. 439-456
Author(s):  
Lisa-Marie Bald ◽  
Judith A. Orth ◽  
Kathleen M. Hargiss
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Adult Learning ◽  
Learning Styles ◽  
Mobile Devices ◽  
Collegial Interactions ◽  
Theory To Practice ◽  
Adult Learning Styles

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

scholarly journals REFLECTIVE PRACTICE AND SELF-IDENTITY AS PARTS OF PROFESSIONAL DEVELOPMENT: A SURVEY IN A TERTIARY LEVEL

JURNAL ELINK ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 160
Author(s):  
Lulu Laela Amalia
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Tertiary Level ◽  
Learning From Experience ◽  
Self Identity ◽  
Western Education ◽  
Asian Context ◽  
Definition Of ◽  
Almost All

This study aims at revealing the knowledge of the teachers on the concept of reflective practice and self-identity as parts of professional development in an EFL higher education context. Reflective practice is closely related to the idea of learning from experience (Thomson & Pascal, 2012) and ithas been an important activity since 1980s in western education. Unfortunately, it has not been treated as one in Asian context, let alone in Indonesia. Despite the debate on the constant definition of reflective practice, investigating the understanding of the concept is yet thought-provoking. Thus, this study involves some teachers in tertiary level from both state and private universities in Indonesia. The data in this study are gained through distributing a Likert scale questionnaire on the knowledge of Reflective Practice and self-identity and an interview as a follow up data collection method in order to have thorough information. The result of the study shows that almost all teachers are aware of both concepts and their benefits for their professional development. Key words: Reflective practice, Professional development, Self-identity

scholarly journals Teacher support - an exploration of how foundation-phase teachers facilitate language skills

2011 ◽  
Vol 58 (2) ◽  
Author(s):  
Anna-Maria Wium ◽  
Brenda Louw
Keyword(s):  
Professional Development ◽  
Expert Knowledge ◽  
White Paper ◽  
Self Evaluation ◽  
Rural And Urban ◽  
First Time ◽  
Supporting Teachers ◽  
Specific Section

The role of speech-language therapists (SLTs) has been redefined by White Paper 6, which emphasises the role of support to both teachers and learners. SLTs have expert knowledge and skills pertaining to communication and language, and therefore have much to contribute to the process of learning in teaching. This article builds on a previous article published in the 2010 edition of the journal, which reported on the process of supporting teachers to facilitate listening, language and numeracy skills in semi-rural and urban (township) contexts. In this follow-up article the focus is on the qualitative findings obtained from a specific section of the larger study. Where the overall study made use of a mixed methods approach to evaluate the process of providing support, and reported on the entire continued professional development (CPD) programme, this article focuses specifically on the qualitative data collected when the CPD programme addressed the facilitation of language. This article explores how the strategies were used in the classrooms, and the benefits of the support provided. The data discussed in this article were obtained from questionnaires, focus groups, and critical self-evaluation by teachers, as well as a research diary used by the programme facilitator. The results show that both the participants and their learners benefited from the support provided. The participants reportedly for the first time were able to meet curriculum outcomes which previously had been omitted, and showed an increased ability to plan their lessons. Several teachers experienced changes in their teaching practices and could reflect on their practices, which contributed to their professional development. These teachers became more empowered. Learning in the classroom was enhanced through increased participation of all learners, and enjoyment of the strategies.

Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Fatemeh Nami
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Project Based Learning ◽  
Potential Contribution ◽  
Materials Development ◽  
Integration Strategies ◽  
Development Course ◽  
Technology Review

Abstract The growing popularity of online CALL professional development (PD) courses and programs has necessitated a more in-depth look into their design. For so doing, a qualitative case study was carried out to explore how project-based learning (PBL) contributes to six in-service teachers’ CALL PD. Drawing on data obtained from technology-review projects and follow-up discussions, it was observed that the experience of review, reflection, and discussion enhanced participants’ technological knowledge, along with their attention to the affordances and constraints of different tools, their application for materials development or selection, and CALL evaluation. The potential contribution of this study to PD research lies in the account of how inquiry-oriented projects can be defined into the design of a CALL PD. The integration strategies are applicable for online PD attempts across various contexts.

scholarly journals Crisis consultations as a component of political management

2018 ◽  
Vol 21 (7) ◽  
pp. 24-30
Author(s):  
S. V. Stavchenko
Keyword(s):  
Risk Management ◽  
Crisis Management ◽  
Strategy Development ◽  
Maximum Increase ◽  
Crisis Prevention ◽  
Political Management ◽  
Definition Of

It is determined that crisis consultations represent a set of measures aimed at stabilizing the situation of a particular subject, solving a set of problems associated with the maximum increase in the efficiency of the activity. The following types of crisis consultations are singled out: direct consultations of managers; implementation of advisory activities (consultations on emerging problems, diagnosis of the organization, definition of a crisis strategy, development of a plan of measures for crisis prevention, risk assessment and follow-up of its implementation, support of the organization during the implementation of the plan for crisis prevention, development of preventive measures in relation to avoidance of crisis phenomena); crisis reflexive games (training of managers and staff); case study review; use of benchmarking methods. The role of crisis analysis in conducting crisis consultations has been determined. It was emphasized that crisis analysis enables to prevent and plan possible crisis situations, ways of their neutralization and overcoming with minimal expenses for the organization. The role functions of crisis advisers are determined. The stages of crisis management (according to R. Heath) are revealed: prevention – prevention of crisis risks, analysis of losses for business; readiness – awareness of the probability of crises, staff training; salvation – drawing up plans, preventing consequences; recovery – recovery of effective production, assessment of the crisis. The types of crisis management are distinguished: preventive, aimed at analyzing the indicators of the crisis and identifying its causes and factors for timely prevention or minimization of possible crisis processes; an anticipatory, the essence of which is to develop goals and objectives for leadership in order to prevent crisis phenomena. A demarcation of crisis management and risk management has been conducted: if crisis management is primarily a process of responding to already existing serious threats to one or another organization or to events that have already occurred, risk management is associated with the process of identifying certain risks mainly for future activities organization, as well as the appropriate acceptance of these risks or their elimination.

Professional Development Programme in the Use of Educational Technology to Implement Technology-Enhanced Courses Successfully

2010 ◽  
pp. 91-110
Author(s):  
Sibongile Simelane
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Development Programme ◽  
Faculty Members ◽  
Successful Implementation ◽  
Integrate Technology ◽  
Professional Development Programme

Universities globally have realised that they need to educate instructors, lecturers and teachers in how to integrate technology into education. Some higher education institutions have already introduced professional development programmes in educational technology to ensure that technology will be effectively utilised, which in turn will enhance the quality of their educational practices. In this chapter, a case study of the implementation component of the e-TUTO programme will be discussed in depth with the findings from the participants who participated in the programme during June 2005 to June 2006. An overview of professional development programme in the use of educational technology to assist lecturers to implement technology-enhanced courses successfully is presented, as well as an overly demanding e-TUTO programme, which might hinder the successful implementation of a technology-enhanced course. The professional development programme should empower faculty members to utilise and integrate technology to enhance the quality of teaching and learning.

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