EDTC 460 - Week 5 DQ - Steven Garrison by Steven Garrison https://padlet.com/steven_garrison13/2zvsnx0nh625 Made with a creative frenzy en-us 2018-10-12 20:57:32 UTC 2025-10-27 17:27:45 UTC hello@padlet.com Edcamps Experience steven_garrison13 https://padlet.com/steven_garrison13/2zvsnx0nh625/wish/292356036 I honestly have not heard of edcamps before this discussion. However, after reading about this kind of PD session, it reminds me slightly of a PLN. I like the concept of teacher on teacher learning. Aside from teaching, I am also a musician and one of the ways musicians build their skill set and grow in their craft is from learning and "jamming" with other musicians. I view this kind of opportunity as a "jam session" for teachers where they can share out their ideas/knowledge and learn from others just like them. When researching, I did find some upcoming edcamps taking place at:

Sat, 10/27/2018 - 09:15

Edcamp Loyola | Columbia Maryland, United States

Sat, 11/03/2018 - 08:30

CatholicEdcampDMV | Lanham Maryland, United States

Mon, 11/05/2018 - 2:00

Immersion Edcamp | Capitol Heights Maryland, United States

Sat, 11/10/2018 - 08:30

EdcampAACPS "Unconference" | Gambrills Maryland, United States

I am very interested in seeing how these operate and possibly implementing this kind of strategy within my school and school community as there are many local and neighborhood schools where I teach.
]]> 2018-10-12 21:07:58 UTC https://padlet.com/steven_garrison13/2zvsnx0nh625/wish/292356036 Professional Development Experience steven_garrison13 https://padlet.com/steven_garrison13/2zvsnx0nh625/wish/292357995 I haven't officially facilitated a professional development, however, I have hosted a small session in my classroom where I have worked with several teachers as it comes to technology resources and teaching strategies. I recently attended a Balanced Literacy professional development for first grade where we learned teaching strategies and how to maneuver through the curriculum. Though this professional development was very informative, I must admit, it was not the most engaging session as the facilitator's delivery was more so a lecture style. Nonetheless, the most effective PD I've been to was one called, "Powering Up With Technology" . What made this PD very effective was the fact that participants had an option on which sessions to attend based on their understanding of technology. In addition, it was very hands on where we practiced the use of the technological resources and applications throughout the presentation. I was motivated to attend this specific session due to my own interests in technology and my current school at that time's investment in educational technology. 

As technology leaders we should be motivating teachers to integrate technology by displaying its usefulness both in productivity and student engagement. Unfortunately, sometimes when new resources are introduced, it is often looked upon as an extra chore that teachers are forced to implement in their practices, but however, never fully grasp the concept of. This happens especially when the PD session is generalized. After viewing the video on andragogy, one of the key factors on motivation that stood out to me was the fact that motivation is based on relevance and need. If, the PD session does not cater to a specific need of the participant, then it will not be as effective as it possible could be. ]]> 2018-10-12 21:21:28 UTC https://padlet.com/steven_garrison13/2zvsnx0nh625/wish/292357995 What Resonated With Me and DTTP Implementation steven_garrison13 https://padlet.com/steven_garrison13/2zvsnx0nh625/wish/292428563 After viewing this weeks reading and videos, so many different things resonated with me. However, the one thing that resonated with me the most is author Daniel Pink's discussion on his book, "Drive: The Surprising Truth About What Motivates Us". Reflecting on my teaching experience thus far as it relates to both technology use and instruction, I have found what he has mentioned in this video to be very relatable. 

Daniel Pink broke down motivation into 3 key concepts:

1. Autonomy
2. Mastery 
3. Making a Contribution 

Autonomy is a crucial factor in motivating others. As we all are unique, we also bring different things to the table. Autonomy is the concept of being self-directed. Allowing teachers and staff to teach in their own unique way. The previous school I taught at did not practice this method. Everything was micro-managed and it was a very uncomfortable and non-motivating situation. As a result, there would be high teacher turnover rates yearly. Nonetheless, the school I am at now embraces this concept where I am able to bring my skill set and engage the students in my own unique way. In addition, we as the staff are able to share out our ideas and support one another. Doing this allows for teachers to crave for mastery or improvement of their craft. It allows staff members to want to be engaged and learn more. Also, doing this brings fulfillment where you feel appreciation for your work and that you are making a contribution. These are the 3 key concepts that keep staff motivated and retained. 

As this relates to the classroom, I believe that some of these concepts are already in the works. Teaching in the state of Maryland, we utilize the Common Core State Standards which is based on finding the commonalities between different subject/core areas. A way to continue this work nonetheless, is to empower both teachers and students by allowing them to express their own ways of delivering a solution to a problem(students) or facilitating instruction(teacher). Allowing students to realize that there's more than one way to obtain an answer creates freedom in their learning. It allows them to take control of their learning and also aligns with the constructivist theory where students are able to build upon their own background knowledge and experience. Also, as teachers continue to learn about different technologies, it is important that they have the freedom to integrate it how it best fits them. This provides more of an autonomy atmosphere as teachers are able to freely deliver instruction without being forced to implement resources a specific way. Finally, doing this can also contribute to a "unconference" or "edcamp" where teachers and other staff members can collaborate together on how they have implemented the technologies in instruction and build upon each others ideas. 


 While viewing the video on Andragogy, the speaker presented Malcom Knowless's 6 main principles which are:

1.  Need to Know - The need to know is a highly motivational factor that allows teachers to engage with a purpose or reason. It's very important that adults know they are learning something for a reason and that it fits their needs. As I continue to construct my DTTP, the technology that I plan on presenting will be relevant to the needs of the staff based on the feedback I have received. 
2.  Experience - This key principle is based on people being able to make connections by building upon previous experiences. As I construct my DTTP, I have received feedback about my staff members experience with technology. They have provided me feedback on their interests with technology and their struggles. Using this information, I will frame my plan using relatable technologies and teaching strategies so that they can fully comprehend and engage. 
3.   Self-Concept - This principle is all about being responsible for your own learning experience. While constructing this plan, participants were asked several questions baased on their needs in technology. While I collected and analyzed the data, this now puts a sense of accountability on the staff as I am shaping my PD session(s) according to their feedback and needs. 
4.   Readiness - This principle is based on the concept that adults work best when the training can be used to solve and immediate problem. Motivation increases when there is an immediate reason to learn. While constructing my DTTP, one of the key factors I asked was about scheduling. It is important that I schedule sessions that are beneficial and not too overwhelming to the teacher. I am considering have flexibility with my PD sessions and possibly even providing some kind of recording where so the staff can access the content whenever needed. 
5.   Problem Orientation - This principle is based on the concept that adults learn best when the training is problem oriented rather than content oriented.  As I continue to construct my plan I want to ensure that my the content presented is detailed and focused on developing  certain skills rather than being a delivered as a "general" PD. 
6.   Intrinsic Motivation - This principle is based on the concept of motivation coming from within rather than relying on someone else. As I continue working on my DTTP, I want to ensure that the all of the content is relatable to the work goals of the participants. This way they can truly engage and leave out the sessions more knowledgable. 


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