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Toister, Jeff. (2014, September 23).Introduction to Malcolm Knowles's andragogy theory. [Video file]. Retrieved from https://www.lynda.com/Higher-Education-tutorials/Introduction-Malcolm-Knowless-andragogy-theory/170070/193558-4.html

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After the initial course, educators will be able to choose courses based on appropriate timing and needs for them. Using an online platform will allow first grade teachers from different schools to meet and collaborate when it is best for them. They will also be able to collaborate about areas that interest them, if they would love to talk about using laptops during guided reading, for example.

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Grade level teams will work directly with their curriculum and their specific routines to brainstorm ways to meaningfully integrate laptops into the classroom. Online learning will allow educators to collaborate with other members of their grade level and those with similar motivations.

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The initial in person PD will take place before the school year begins, so that teachers are ready to introduce laptops when they are teaching students the routine. Online PD related to the curriculum will be available directly before the next quarter, when curricular planning is usually happening.

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Having part of my professional development online will allow educators to pick and choose topics that interest and motivate them. Integrating laptops in the classroom and routine will be completed in person as first step, to assist educators who need technical help. Once teachers have usage down, they can choose to learn about how to use laptops in the curriculum in different ways.

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A pre-PD survey will identify the amount of experience and technological ability educators have. I will be able to adjust PD based on the amount of experience of the group. Basic skills practice upfront may be necessary, or the course may be able to skip right to creating lessons with familiar software.

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My plan will include PD that is specific to grade/school level teams. Elementary educators will learn how to integrate laptops into their routines and their specific curricular objectives. Middle and High School students will be able to use technology in different ways, so their PD will focus on more advanced software and tasks.

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Adults learn better when motivation comes from within instead of the use of external rewards.

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Adults learn better when training is focused on helping acquire skills and abilities and solve problems rather than learning only content.

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Instruction is meaningful and motivational when adults can use the concept to solve immediate problems.

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Making adults responsible for their learning decisions.

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Adults will find learning easier when they are building on existing knowledge. Prior experience should provide the basis for learning activities.

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Sharing the reason, purpose, and objectives for learning with adults so that they are motivated to expend energy and effort on the task.