Advancing Instruction: A Tale of Two Teachers
Freshman students have an HP Stream of their own, which they pay for over four years through textbook fees. The Learning Management System, Schoology, and Office 365 have been promoted by the technology director through various PD opportunities taking place within the different schools.
Interviews with two 9th grade teachers (See Table 1) reveals the dichotomy between equity, clearly meaning access to the device as a learning tool resulting in equitable learning experiences, lesson planning with Technological Pedagogical Content Knowledge in mind, and expectations for students.
Teacher two demonstrates an understanding of what the National Education Technology Plan (2016) refers to as non-cognitive …show more content…
Right now, it may be that most of our staff is at the Substitution or Augmentation level of use. While professional development is necessary to move teachers toward more creative and innovative uses of the ubiquitous devices, it seems that the Telephone Game is an apt model for how technology innovation spreads in our corporation. One person tries something new and is excited by the results. She tells other teachers about her success. One of these teachers is ready to try something new, to move to the next stage on the SAMR model, so tries something similar in his own content-area. He, too, is enthusiastic about the results and shares his experience with others. Soon, another teacher is ready to take the plunge and tries something similar in her class...People hear the message and take what they want from it, trying what they want to in their own classes. This is free, point-of-need professional development by peers, for peers. In the Tale of Two Teachers, the hope is Teacher B will talk about his lessons and use of technology with other teachers like Teacher A, and these teachers will become interested in working in the technology into their lessons. Teacher A will likely provide informal professional development about how …show more content…
Yet I have learned from the course readings that access to the hardware and fast Internet access will not by themselves help increase student learning. Students will need their teachers to create lesson plans that require them to use technology for ______________ in order for student learning to increase. Unfortunately, Teacher B in my Tale of Two Teachers requires only his high ability and AP students to use their laptops for inquiry and project-based learning. He talked about the importance of 21st Century learning and stated the requirements for his students: Regular will be asked to peer evaluate the projects’ use of images, font, color, and placement of images and texts while his honor and AP students will evaluate their peers’ presentation of content, looking for accuracy and depth of information presented. So within this teacher’s own schedule, he has two curriculums: one asks students to do rote, DOK Levels 1 & 2 learning while the other requires students to do higher order thinking, DOK Levels 3 & 4 learning. This is something I have worried about and called attention to during the past two years I have been an instructional
Freshman students have an HP Stream of their own, which they pay for over four years through textbook fees. The Learning Management System, Schoology, and Office 365 have been promoted by the technology director through various PD opportunities taking place within the different schools.
Interviews with two 9th grade teachers (See Table 1) reveals the dichotomy between equity, clearly meaning access to the device as a learning tool resulting in equitable learning experiences, lesson planning with Technological Pedagogical Content Knowledge in mind, and expectations for students.
Teacher two demonstrates an understanding of what the National Education Technology Plan (2016) refers to as non-cognitive …show more content…
Right now, it may be that most of our staff is at the Substitution or Augmentation level of use. While professional development is necessary to move teachers toward more creative and innovative uses of the ubiquitous devices, it seems that the Telephone Game is an apt model for how technology innovation spreads in our corporation. One person tries something new and is excited by the results. She tells other teachers about her success. One of these teachers is ready to try something new, to move to the next stage on the SAMR model, so tries something similar in his own content-area. He, too, is enthusiastic about the results and shares his experience with others. Soon, another teacher is ready to take the plunge and tries something similar in her class...People hear the message and take what they want from it, trying what they want to in their own classes. This is free, point-of-need professional development by peers, for peers. In the Tale of Two Teachers, the hope is Teacher B will talk about his lessons and use of technology with other teachers like Teacher A, and these teachers will become interested in working in the technology into their lessons. Teacher A will likely provide informal professional development about how …show more content…
Yet I have learned from the course readings that access to the hardware and fast Internet access will not by themselves help increase student learning. Students will need their teachers to create lesson plans that require them to use technology for ______________ in order for student learning to increase. Unfortunately, Teacher B in my Tale of Two Teachers requires only his high ability and AP students to use their laptops for inquiry and project-based learning. He talked about the importance of 21st Century learning and stated the requirements for his students: Regular will be asked to peer evaluate the projects’ use of images, font, color, and placement of images and texts while his honor and AP students will evaluate their peers’ presentation of content, looking for accuracy and depth of information presented. So within this teacher’s own schedule, he has two curriculums: one asks students to do rote, DOK Levels 1 & 2 learning while the other requires students to do higher order thinking, DOK Levels 3 & 4 learning. This is something I have worried about and called attention to during the past two years I have been an instructional