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Social media can be beneficial to teachers if it is understood how to use it and how to implement it.

This part talks about four challenges that come up with implementing technology.  “(a) Teachers are resistant to using equipment and ideas for which they have little experience, (b) teachers do not understand how certain technologies can benefit them and their students, (c) students envision the use of technology differently than the teachers do, and (d) teachers are looking at the technologies as tools to replace old ones, not as tools that have not been available previously (Prain & Hand 2003).” (Papa, 2011, p. 114)

Educators need to learn about the social media that students are using and need to find a way to implement it into their daily lessons. Social media is typically used in the older level students, but can be introduced at a young age with things like Google Classroom, Remind, and ClassDojo.

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Geer, R., White, B., Zeegers, Y., Au, W., & Barnes, A. (2015).
Emerging pedagogies for the use of iPads in schools.
Retrieved June 24, 2017, from
http://onlinelibrary.wiley.com.ezproxy.mnsu.edu/doi
10.1111/bjet.12381/pdf;jsessionid=4CF23644B3E0
A80E8B1ED89C8A58A8D2.f03t01.

Handover Research. (2014, June). Professional Development for
Technology Integration. Retrieved June 24, 2017, from
https://ts.madison.k12.wi.us/files/techsvc/Professi
onal%20Development%20for%20Technology%20Integr
ation.pdf.

Hwee Ling Koh, J., Sing Cai, C., & Ying Lim, W. (2017). Teacher
Professional Development for TPACK-21CL: Effects on
Teacher ICT Integration and Student Outcomes. Retrieved
June 24, 2017, from
http://journals.sagepub.com.ezproxy.mnsu.edu/doi/p
df/10.1177/0735633116656848.

Papa, R. (Ed.). (2011). Technology Leadership for School
Impovement. Thousands Oak, CA: SAGE Publications.

Technology Essential Conditions Rubric. (2013, July 12).
Retrieved June 29, 2017, from
http://www.k12.wa.us/EdTech/TechLiteracy/pubdoc
s/TechEssCondRubric.pdf.

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Link to Discussion

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Professional development plans need to be motivating and engaging for educators. With an effective mentoring program, this can be accomplished.

“Mentoring, the most complete human skill to acquire; teaching, coaching, facilitating, and other such similar descriptors describe a process for adult learning. Characteristics of mentoring in the following manner:

Adults are motivated to learn as they develop needs and interests that learning will satisfy

Adult orientation to learning is life or work centered

Experience is the richest resource for adult learning

Adults have a deep need to be self-directing

Individual differences among adult learners vary with age, gender, culture, language, and experience” (Papa, 2011, p. 99)

It’s important the professional development attendance is done to get something out of it, not to collect PD hours and because it’s required.

“The founding father of adult learning title is often attributed to Knowles. Knowles identified the following principles:

Adults need to participate: plan and evaluate their instruction

Experiential learning activities should be provided

Topics must be relevant to their jobs or personal life” (Papa, 2011, p. 97)

Because technology is developing at a rapid rate, educators have a hard time development infrastructures that impact pedagogy and content in the classroom.

“Unfortunately the rapid development of new technologies and the ensuing development of school infrastructures have yet to impact the pedagogy or content of the typical classroom.” (Papa, 2011, p. 112)

A processing content rubric should be in place to understand where each educator is at in their technology skills.

There are many challenges when dealing with implementing technology into the classroom and a main challenge is educators not aware of how to relate to the social media that is being used every day. Not being able to use the tools allows for educators not able to implement into the classroom.

“teachers do not understand how certain technologies can benefit them and their students

teachers are resistant to using equipment and ideas for which they have little experience” (Prain & Hand 2003) (Papa, 2011, p. 114)

“...when exploring teaching practices based on social networking, higher education instructors are required to deal with a series of issues such as their prior experience with educational technologies, their expectations and their pedagogical beliefs and practice (Ajjan and Hartshorne 2008; Scott 2013; Veletsianos and Kimmons 2013; Veletsianos et al. 2013).” (Greer et al, 2017, p. 612)

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We concluded the following related to this resource:

Technology is an enhancement of learning and instruction, not a replacement for learning and instruction.

Technology tools need to be practiced before they are implemented.

Students need time to be introduced to a new technology tool.

A backup plan needs to be ready in case technology doesn’t work out due to wifi issues or program malfunctions.

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In the Professional Development for Technology Integration article, we discussed guidelines for implementing technology tools. The following figure was helpful:

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According to Rosemary Papa, “The following should be considered when implementing teacher ICT professional development:

Link pedagogical visioning to impactful student outcomes

Provide time for teachers to be familiarized with design scaffolds

Emphasize teacher competency for establishing pedagogical transformation with ICT integration

Foster teachers’ confidence for design and TPACK through prolonged engagement in school based communities” (p. 191-192)

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The following is the process for professional development in TPACK:

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There are many challenges to educational technology integration that need to be addressed. One big challenge that we discussed were the designing of professional development plans being motivating to educators to improve their current skills in relation to technology integration. Through the TPACK article, it was found that this model enabled teachers to feel more confident in this area. ““The study results showed the TPACK-21CL professional development process to be generally effective for enhancing both teachers’ TPACK-21CL confidence as well as their confidence for design. For five of the seven design teams, their redesigned lessons demonstrated pedagogical change for the different facets of 21st century learning and improved student outcomes.” (Koh, Chair, Lim, 2017, p. 190)

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The continuum that was used using the SAMR model was the following:

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A processing rubric for technology skills should be implemented into professional development plans so educators can understand and identify their strengths and weaknesses in regards to educational technology which will enable them to set specific goals in their deficit areas. An example of a rubric was found online:

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Formal training is important for professional development of technology, but the focus should be more on experimental learning, where teachers are working with technology tools to learn and understand the opportunities the tool can have in the classroom. “Teachers require exposure to the range of pedagogical approaches that lend themselves to iPad use so that they can critically analyse and ascertain the best approach for student learning (Henderson & Yeow, 2012). However, Burden et al (2012) suggest that formal training should be kept to a minimum and that greatest benefits are likely to be evidenced through experimental learning, taking into account the time required for teachers to familiarize themselves with the technology.” (Greer et al, 2017, p. 492)

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Common Interests: Finding the best way to implement technology into a PD.

Common Questions: How do we make a PD useful for all staff?

Differences in Experiences and Opinions: Kasson Mantorville has started doing some PD with technology and Fairmont is just starting to get going with it.