The Integration of Digital Tools during Strategic and Interactive Writing Instruction

2016 ◽  
pp. 941-960
Author(s):  
Jennifer Renėe Kilpatrick ◽  
Rachel Saulsburry ◽  
Hannah M. Dostal ◽  
Kimberly A. Wolbers ◽  
Steve Graham
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Student Learning ◽  
Writing Instruction ◽  
Hard Of Hearing ◽  
Teacher Perspectives ◽  
Digital Tools ◽  
Evidence Based ◽  
Interactive Writing ◽  
Teachers Of The Deaf

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital tools, they were observed incorporating several new tools into their instruction; however, most of the tools were not the ones targeted during professional development. There are factors related to both teacher perspectives and professional development design that seem to play a role in what digital tools are used, how they are used, and who uses them. Based on these factors, suggestions are made for the design of future professional development that more effectively introduces technologies to teachers and supports their efforts to integrate these tools into classroom instruction.

The Integration of Digital Tools during Strategic and Interactive Writing Instruction

2014 ◽  
pp. 608-628 ◽  
Author(s):  
Jennifer Renėe Kilpatrick ◽  
Rachel Saulsburry ◽  
Hannah M. Dostal ◽  
Kimberly A. Wolbers ◽  
Steve Graham
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Student Learning ◽  
Writing Instruction ◽  
Hard Of Hearing ◽  
Teacher Perspectives ◽  
Digital Tools ◽  
Evidence Based ◽  
Interactive Writing ◽  
Teachers Of The Deaf

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital tools, they were observed incorporating several new tools into their instruction; however, most of the tools were not the ones targeted during professional development. There are factors related to both teacher perspectives and professional development design that seem to play a role in what digital tools are used, how they are used, and who uses them. Based on these factors, suggestions are made for the design of future professional development that more effectively introduces technologies to teachers and supports their efforts to integrate these tools into classroom instruction.

Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity

2019 ◽  
Vol 2 (2) ◽  
pp. 102-121 ◽  
Author(s):  
Yuko Iwai ◽  
Leslie Rogers ◽  
Debra McKeown ◽  
Mary Brindle
Keyword(s):  
Professional Development ◽  
Writing Instruction ◽  
Evidence Based Practice ◽  
Opportunity To Learn ◽  
Strategy Development ◽  
Future Research ◽  
Evidence Based ◽  
Preparation Programs ◽  
Development Opportunity ◽  
Professional Development Opportunity

Teachers must be equipped with the skills necessary to effectively deliver quality instruction, especially when implementing an evidence-based practice. Delivering these practices with high levels of fidelity requires knowledge that goes beyond what is learned in initial teacher preparation programs, often requiring ongoing and targeted professional development. In the current study, 19 teachers and instructional personnel attended and completed a professional development opportunity to learn how to use the Self-Regulated Strategy Development (SRSD) model, an evidence-based practice, when teaching writing. Pre- and post-professional development surveys were completed and analyzed to evaluate whether meaningful outcomes occurred. Results indicated that the professional development caused participants to re-conceptualize their knowledge and perceptions of quality writing and quality writing instruction and to explicitly share intentions to implement SRSD writing instruction in their classrooms. Results will be shared and implications for future research discussed.

Technology as a Lever for Adolescent Writing

2019 ◽  
Vol 6 (2) ◽  
pp. 194-201
Author(s):  
Penelope Collins ◽  
Tamara Powell Tate ◽  
Mark Warschauer
Keyword(s):  
Professional Development ◽  
Explicit Instruction ◽  
Writing Process ◽  
Career Readiness ◽  
Digital Tools ◽  
College And Career Readiness ◽  
Evidence Based ◽  
College And Career ◽  
Adolescent Writing ◽  
Effective Use

Despite needing this critical skill for college and career readiness, American adolescents are struggling to develop effective writing. In today’s schools and workplaces, much of that writing uses digital tools. Integrating technology in secondary schools can help improve adolescent writing within initiatives focused on the pedagogy of writing. These initiatives would provide teachers with technical support so they may focus on instruction. Professional development would emphasize how to leverage digital tools to deliver evidence-based writing instruction. Students gain most when provided systematic, explicit instruction in scientifically based strategies for writing and the writing process, as well as how to make effective use of digital tools as part of the writing process.

Bridging New Media Literacies and the Common Core Through Narrative

2021 ◽  
pp. 85-103
Author(s):  
Emily Howell ◽  
Alicia D. Kelley
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
New Media ◽  
Common Core ◽  
Digital Tools ◽  
Fifth Grade ◽  
New Media Literacies ◽  
Formative Experiment ◽  
Writing Standards ◽  
The Common

This chapter discusses a formative experiment studying professional development given to fourth- and fifth-grade teachers to help improve their integration of digital tools and writing instruction. The authors focus on the need for teachers to study and integrate both the Common Core writing standards and new media literacies. The authors discuss which new media literacies elementary teachers of writing seemed to identify with most and why. Subsequently, the authors discuss where the new media literacies were implemented through digital storytelling. The authors focus here on narratives at the elementary level and give teachers practical suggestions not only for how they might make these stories digital, but also discuss the underlying skills that their students might gain from engaging in such practices.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

Under a growth-centered accountability system: A job demand and resource perspective for physical educators

2021 ◽  
pp. 1356336X2110031
Author(s):  
Tan Zhang
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Job Demands ◽  
Work Life ◽  
Working Environment ◽  
Physical Educators ◽  
Teacher Accountability ◽  
Accountability System ◽  
Sampling Procedures

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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