Professional Development Design Proposal
Development of a "Distributed Learning Community" (Dede 2004) where teachers implementing structural change in the delivery models of technology - infused curriculum can find support for their efforts.1 This would be comprised of:
a series of planned face to face interactions an asynchronous collaboration environment that scaffolds their development process via (CMS) schedule of synchronous collaborations via H.323 videoconferencing "Virtual Office Hours" where synchrounous collaboration methodologies will be employed - whiteboarding, application sharing, chat and IM
This process will serve to support efforts to revamp curriculum delivery methods while modeling many of the collaborative twenty-first century communication skills that we want to impart to students. Teachers will find themselves becoming more comfortable with technology as they find support from instructional leaders and each other in this environment.2
1." 'Distributed learning' is a term used to describe educational experiences that are distributed across a variety of geographic settings, across time and across various interactive media. Professional development via distributed learning involves an orchestrated mixture of face-to-face and virtual interactions, often centered on a “learning communities” model. Research shows that, in general, the integration of interactive media into student instruction or teacher professional development shapes the learning experiences of those involved (Dede, Whitehouse and Brown-L’Bahy 2002)."
Enabling Distributed Learning Communities Via Emerging Technologies - Part One
By Dr. Chris Dede, Harvard University
Technological Horizons in Education (T.H.E.) Journal
http://www.thejournal.com/magazine/vault/A4963.cfm
2. "Integrating technology into teaching practices creates new roles for teachers. Technology offers just-in-time access to a vast storehouse of information and online learning communities for teachers' own professional growth and development. Teachers who have access to multime-dia resources, interactive tools, and online learning communities can stay abreast of the latest research information, changing pedagogical practices, and professional events. They can share lesson plans and seek each other's advice on a wide range of classroom topics and problems. One of technology's primary benefits is that it all but wipes away great physical distances and/ or time constraints by allowing teachers, either individually or in groups, to interact with other educators and experts in virtual learning communities when it is convenient for them."
Connecting to Information and Professional Development Opportunities
http://www.ncrel.org/tplan/handbook/sup7.htm
Copyright Tom Spencer 2004
a series of planned face to face interactions an asynchronous collaboration environment that scaffolds their development process via (CMS) schedule of synchronous collaborations via H.323 videoconferencing "Virtual Office Hours" where synchrounous collaboration methodologies will be employed - whiteboarding, application sharing, chat and IM
This process will serve to support efforts to revamp curriculum delivery methods while modeling many of the collaborative twenty-first century communication skills that we want to impart to students. Teachers will find themselves becoming more comfortable with technology as they find support from instructional leaders and each other in this environment.2
1." 'Distributed learning' is a term used to describe educational experiences that are distributed across a variety of geographic settings, across time and across various interactive media. Professional development via distributed learning involves an orchestrated mixture of face-to-face and virtual interactions, often centered on a “learning communities” model. Research shows that, in general, the integration of interactive media into student instruction or teacher professional development shapes the learning experiences of those involved (Dede, Whitehouse and Brown-L’Bahy 2002)."
Enabling Distributed Learning Communities Via Emerging Technologies - Part One
By Dr. Chris Dede, Harvard University
Technological Horizons in Education (T.H.E.) Journal
http://www.thejournal.com/magazine/vault/A4963.cfm
2. "Integrating technology into teaching practices creates new roles for teachers. Technology offers just-in-time access to a vast storehouse of information and online learning communities for teachers' own professional growth and development. Teachers who have access to multime-dia resources, interactive tools, and online learning communities can stay abreast of the latest research information, changing pedagogical practices, and professional events. They can share lesson plans and seek each other's advice on a wide range of classroom topics and problems. One of technology's primary benefits is that it all but wipes away great physical distances and/ or time constraints by allowing teachers, either individually or in groups, to interact with other educators and experts in virtual learning communities when it is convenient for them."
Connecting to Information and Professional Development Opportunities
http://www.ncrel.org/tplan/handbook/sup7.htm
Copyright Tom Spencer 2004
posted by Tom Spencer at 2:18 PM
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