The objectives for module one were as follows:
- Become familiar with widely accepted theoretical frameworks for supporting learning in technology-enriched contexts
- Become familiar with widely accepted theoretical frameworks for evaluating technology for use in teaching and learning
(Taken from: ETEC565A learning module site)
The readings for this module were particularly helpful in achieving the stated objectives, and in fact for working on Module Two activities. They offered a practical framework in which to view contexts and technologies. Some of the readings were new to me such as National Educational Technology Standards for Teachers. I was wondering why this was not standard reading for my BEd, but quickly realized that it was compiled in 2008, a year after I did my practicum. This was a reminder to me to check the dates on any articles or research that I am reading. In the fast-moving field of technology, an outdated article may not be relevant anymore.
I encountered Bates and Poole (2003) last semester in MET, and while it was interesting, it did not leave a lasting impression on me at the time. Now however, it seems indispensable as I work my way through the various activities in the first two learning modules. In their paper Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research, Hew and Brush (2007) speak of ““just-in-time rather than just-in-case” professional development (p. 239). Those of us who are teachers (I can’t speak for other professions) probably have “future reference” files where we have put the paper packets we received from those “just-in-case” professional development sessions. At the time the ideas may have seemed interesting or useful, but as the frenetic pace of teaching encroaches on our time, we forget about the ideas in a bid to just keep up. Professional development as it relates to technology, will be far more valuable if it is perceived to be “what I need right now.” Very few people can remember what they learned in a session when trying to implement a technology down the road. I learned about SECTIONS last semester, but encountering it again this semester and actually having to use it has made the difference in my development.
Permission granted for educational use
http://www.techtoon.org/
Having said that, I am appreciating my decision to take the core MET courses before delving into the electives. I have a basic understanding of some of the theory behind technology and its use and I am able to go back to some of the readings and assignments that I have completed to match that theory to practical issues.
Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223-252. doi:10.1007/s11423-006-9022-5
National Educational Technology Standards for Teachers http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
I worked at VANOC for a year in games-time training (workplace learning): “just in time” training was short cut for we expect people to do training off the side of their desk on top of their other duties. In some instances it was volunteers themselves who asserted “we want more training time”, often in terms of team building.
With my own staff here at the university I ensure their training is built into their workload, so it can be given the time and attention it deserves. I believe the efficiencies found will more than make up for the time. Making that work in K-12 education would perhaps be more challenging?
John,
It’s great you have training built into the workload. You will have much happier workers. In regards to K-12, literature I’ve read suggests built in time but as you mention it is difficult at that level when you are with your students all day. One thing I’ve read about and in my limited experience found to be effective, is a community-of-practice type situation. It doesn’t solve the time issue but makes the learning of technology just a little more friendly and memorable than a mass PD session.