We will be gathering information about what other schools have done -- both by looking at data that is online and by visiting/contacting other schools. We will be looking at successes and failures because they both will provide us with valuable information and insight. I will be providing some of the guidelines and resources that you will need.
Following is a list of the subtopics and a sampling of the essential questions for each area. I'm asking each of you to read through this list of subtopics and then identify your top two choices. Let me know either by posting a response on the blog or by email. Contact me if you have any questions.
1. Classroom Management:
- How should the classroom be set up?
- How should the laptops be stored/charged?
- What are the policies about students' acceptable use and time management?
- What are the policies, procedures and mechanisms for monitoring student use?
- What level of tech-support/triage is available when there are technical issues during class? What is the role of the teacher and how should he/she be positioned to promote learning?
- What are the different buying/leasing options?
- What are the implications of each?
- How is buying/leasing program administered?
- How do laptop programs impact the operational budget?
- What are the financial implications of hardware needs and personnel needs?
- What are the financial implications of implementation and logistics (network/infrastructure and miscellaneous)?
3. Implementation & Logistics:
a)Miscellaneous:
- What type of protective case should be required (and who should pay)?
- How are laptops insured?
- Where and how should laptops be stored (financial considerations as well)?
- Should extended warranties be purchased and if so, by whom? How can theft be prevented? What is an effective laptop program rollout/implementation timetable?
b) Network/Infrastructure -- a subtopic in its own right. It will be handled internally by Media & Technology Services department.
4. Professional Development:
- When should teachers receive their laptops -- i.e. how long before students?
- Who should be trained and by whom?
- What types of training are needed? (adult learning theory is a consideration)
- What is the learning curve?
- When does training happen?
5. Teaching & Learning:
- What is the role of the teacher? What is the role of students?
- How does curriculum need to change?
- What does a model less plan look like?
- How do you assess learning?
- What types of technologies are being used?
7 comments:
Hi there,
I would love to do professional development or teaching and learning. The two seem very connected.
Laurie
Teaching and Learning or Professional Development. I like both subtopics so what ever is best..
paula
Classroom management followed by teaching and learning. And I would like to go Feb. 5, no preference on location... :)
Professional Development in the Auburn School, Alabama.
Quotation from a teacher - technology is 'not an add-on anymore"
In response to the questions posed on the last email about PD.
The goal that teachers felt they had was to become guides and facilitators rather than 'experts' at the front. Students were to become active learners and not just receivers of information.
Teachers received their laptops WELL in advance of the students -- training began in January 06, they got their laptops in March 06 and had the spring and summer to develop curriculum for the fall term 06. Training was year long and pre-dated the students having laptops by many months. Teachers in the middle school had Tech Tuesdays for some months, 1 hour each week out of their planning time given to this.
Perhaps not surprisingly, the main teacher concern for training was to do with behavior control. I expect this will be covered in another section but these teachers in Alabama loved the "DYKnow DYKnow Monitor" that allowed them to see students' screens, block inappropriate sites and communicate with students as a group and individually using this technology. ( This is what Paula referred to, I think, in her blog).
The training was given to everyone with some assessment of the gaps in learning needs. The training was given by a variety of personnel, including a F/T Instructional coach in the school, the school media specialists, and peer-peer sessions where teachers presented practices that they had learned at conferences and so on. The training started off in a system wide way but shifted to being more individualized as time went on. Make up sessions were important. Teachers were allowed to learn and develop at their own pace. But -- this was within a school cultural context of a 'Do or Die' Mentality. Everyone had to move forward from their starting point - whatever that had been in terms of technology. The school atmosphere was as important as the training itself.
In other words, there were given a mix of different kinds of training and it was year long. Formal learning sessions as well as teachable moment learning, expert teaching and peer to peer experience sharing. It seemed critical to the teachers that they were listened to. and were coached by the tech staff on an individual basis. Teacher needs for support and skills were varied and could be addressed that way. Teachers stressed that they had concerns and these were listened to on a regular basis. Their feedback contributed to planning further PD sessions. They were further held accountable by the principal over looking lesson plans to see how technology was being integrated.
Sorry I posted on PD as anon - I just cannot figure out the blog identity thing --- if I did this regularly I would be ok -- so that is something else I want to work on!
Lois (anon on May 15)
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