RSA 4 Networked Professional Learning for Teachers

RSA #4 ‘Follow’ Me: Networked Professional Learning for Teacher

Link to online reference: http://files.eric.ed.gov/fulltext/EJ1016021.pdf

This week we read two articles exploring the developing roles social media plays in professional learning. Using social media to develop professional learning communities, outside the typical school building and day, is a growing option for teachers. These articles point out that professional development needs to be ongoing and relevant, with materials and ideas that can be developed today, and used tomorrow. Through the use of Web 2.0, teachers have access to a larger community of fellow teachers, however this is underutilized and the potential barely tapped. Lightle references use of Middle School Portal 2 Math and Science Pathways (MSP2). Members are attracted by the math and science content, and interact socially, yet members only make a few additions or edits to the wiki pages. “Members have not assumed active facilitation of the site. Were it not for project staff and for teacher leader’s posting, adding content, or responding to discussions, there would be little overt activity.” (Lightle, 2010, p. 53) Both of this week’s articles had something in common, teachers tend to value trainings, conferences, and professional development as more valuable when networking is involved. MSP2 offers interaction with other professionals, as does other social networking sites. Duncan-Howell references favorable experiences that, “1. presented different strategies that can be improved in the classroom; 2. exposed them to new ideas and techniques by a specialist from a particular area: 3. allowed them to participate and be creative; and 4. allowed them to be present as well as observe.” (Duncan-Howell, 2009, p. 330) Social networks allow teachers to ability to be present for discussions, but not required to participate; have access to resources and learn from other, without feeling compelled to comment, or contribute.

              The next article discusses the use of Twitter as a means for professional development. Top rated educators were examined, as well as popular hashtags, #edtech and #edchat. The wealth of information, or professional development opportunities, this lead to was wide-ranging. Tweets lead to outside links and articles, not the personal comments others may assume to dominate Twitter. Holmes references Meyer’s 2012 writings, “as they recognize it (Twitter) as an invaluable means of finding like-minded professionals.” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 57) Networking with other professionals is prevalent, and the sharing of knowledge. Linking new, relatively inexperienced teachers, with more seasoned educators is a positive outcome of social networking.

The articles read discuss similar ideals revolving in and around professional development, relating to the topics of: being sustained over a period of time, elevating feelings of teacher isolation, the need to be collaborative, ideas being directly relating to student learning, the ability just be present, and the professional development being “initiated and controlled personally” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 56) as it relates to the content sought.  Professional development is necessary, and the development of these social networks only enhances and enriches the opportunities for development. “This study provides support for the notion that professional learning with these characteristics could be accomplished through the use of Twitter in order to establish teacher networks or facilitate access to new resources and information.” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 63) These articles, and others like it, suggest that; there are as many avenues to explore as there are professionals, since the experience will be personal, and self-directed when the network is through social interaction. The ideas behind social networking as being the latest opportunity for professional development is encouraging.

References

Duncan-Howell, J. (2009). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340. doi:10.1111/j.1467-8535.2009.00953.x  Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1009776-dt-content-rid-4416804_2/courses/8988.201430/EDT-6030-Online-Template_ImportedContent_20130911124320/Howell-Teachers%20Making%20Connections.pdf

Holmes, K., Peterson, G., Shaw, K., & Buchanan, R. (2013, December). 'Follow' Me: Networked Professional Learning for Teachers. Australian Journal of Teacher Education, 38(12), 54-65. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1016021.pdf

Lightle, K. (2010, November/December). Using Social Media to Build an Online Professional Learning Network of Middle Level Educators. Knowledge Quest, 39(2), 48-53. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1009775-dt-content-rid-4416811_2/courses/8988.201430/EDT-6030-Online-Template_ImportedContent_20130911124320/Lightle-Using%20Social%20Media.pdf

RSA #3 Web 2.0 and Classroom Research, and Face to Facebook

RSA #3 Web 2.0 and Classroom Research, Face to Facebook

URL: http://eric.ed.gov/?q=web+2.0+in+the+classroom&pr=on&ft=on&pg=5&id=EJ1005279

Web 2.0 and Classroom Research; What Path Should We Take Now?  This week’s reading brought up several relevant issues, whereas the authors introduce questions to the reader, offering examples to consider. The overall question about Web 2.0 is stated in the title, what should we do with it now? The questions are asked, and lines of inquiry are brought up in this article. Where do educators take this Web, and how can it best be utilized in the academic growth of students? What is the best use for Web 2.0 as it relates to academic use? How do we begin to research the effect Web 2.0 will/does have within the classroom? How does the student use the Web for academics? What should we be looking at/for?

Digital citizenship and digital presence go beyond just the classroom, it crisscrosses in the everyday lives of the students. The author references, “contrary to most assumptions, youth’s online social activities are not devoid of substantive intellectual activity.” (Greenhow, Hughes, & Robelia, 2009, pp. 247-248) Students do bring up academic topics.  The Web is ever changing, its move from the basic information, to social interaction, creation of, and reuse of various artifacts, and scholarly interaction and information.

The Web 2.0 is offering the ability to grow, and be included in social, and learning communities. The authors of Face to Facebook bring up the point that learning communities stretch beyond the brick and mortal schools, a learning community of choice. As learning and education begin to utilize all that the Web offers, communities are of increasing importance in the sense of belonging.  Online learners still desire the social, intellectual interaction of learning communities. The author immediately references on page one, how the Institutions can use Facebook as a learning tool to, “develop learning communities that facilitate positive learning outcomes.” (VanDoorn & Eklund, 2013, p. 1) This creates more self-initiated learning. The author references multiple works, where Computer-Mediated Communication (CMC) is, “an essential tool in teaching today’s ‘Net Generation’ students.” (VanDoorn & Eklund, 2013, p. 4)  Additional articles of note on this subject of the Web 2.0, and the generation abound. The “Net Generation” is referenced in The Journal of Digital Learning in Teacher Education, (Katya & Kumar, 2011) and identified as “Generation Y” in writings by Liam Morgan and published by Campus-Wide Information Systems. (Morgan, 2012)

Moving from the beginnings of the Web, to what it is now, has been, and continues to be a challenge. These articles attempt to introduce issues to consider, and questions to ponder. Both do a good job of introducing the appropriateness to Web 2.0 in the classroom, as the classroom, and beyond. The introduction of social scholarship is important, as is the choosing to be a part of an online learning community. Students are creating their online, digital presence and direction is required. The interaction between instructor and student is critical. Students expect the instructor to be present, and look for input and critique from fellow students, not just the instructor of these virtual classrooms. The increase of online classrooms also creates the need to fellowship, and communities within that cybernetic classroom. Face to Facebook touches on plausible solutions to questions pondered in our reading. Online communities, social presence, digital citizenship are all areas open to research and needing discussion. These articles can only possibly touch the surface of the questions to be pondered.

References

Greenhow, C., Hughes, J., & Robelia, B. (2009, March 24). Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 246-259. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1043205-dt-content-rid-4446549_2/courses/8988.201430/Web%202.0%20and%20Classroom%20Research%20%20What%20Path%20%20Should%20We%20Take%20Now.pdf?target=blank

Katya, V., & Kumar, S. (2011). The Net Generation as Preservice Teacher: Transfering Familiarity with New Technologies to Educational Environments. Journal of Digital Learning in Teacher Education, 27(4), PP. 144-153. ISTE (International Society for Technology in Education). Retrieved from: http://eric.ed.gov/?q=web+2.0+in+the+classroom&pr=on&ft=on&pg=2&id=EJ936543

Morgan, L. (2012). Generation Y, Learner Autonomy and the Potential of Web 2.0 Tools for Language Learning and Teaching. Campus-Wide Information Systems, 27(3), pp. 166-176. Retrieved from: http://eric.ed.gov/?q=web+2.0+classroom&id=EJ970563

VanDoorn, G., & Eklund, A. A. (2013, March 14). Face to Facebook: Social media and the learning and teaching potential of symmetrical, sychronous communication. Journal of University Teaching and Learning Practice, 10(1), pp. 1-14. Retrieved from: http://eric.ed.gov/?q=web+2.0+in+the+classroom&pr=on&ft=on&pg=5&id=EJ1005279

RSA2: Professional Development to Improve Student Achievement

RSA2: Professional Development to Improve Student Achievement

Online Resource: http://www.jstor.org/stable/3202820

Researching the outcomes of professional development is abundant. Holly Holland introduces two important points. “Teachers are more likely to change their teaching practices when professional development is directly linked to the program they are teaching and the standards and assessments that they use.” (Holland, 2005 Volume 3, Issue 1, p. 3) Teachers will learn more during professional development when it is linked to what they are doing and using in the classroom, or will use in the short term. The second important point is that, “Teacher professional development can improve student achievement when it focuses on teacher’s knowledge of the subject matter and how student’s understand and learn it.” (Holland, 2005 Volume 3, Issue 1, p. 3) Bottom line, make it relevant, and substantive. Teachers want to improve their skills, and their student’s learning.

In “Transforming Knowledge into Professional Development Resources: Six Teachers Implement a Model of Teaching for Understanding Text,” the author suggests, “the kinds of experiences that will provide teachers with effective professional development. Their descriptions focus on experiences that are as close as possible to the classroom and the kinds of situations that teachers will be trying to create.” (McKeown & and Beck, 2004, p. 392) This discusses the development of professional development resources, and the outcomes of student learning. Developing teacher awareness of student needs, thus effective the overall outcome, and improvement of student learning.

Developing the professional within every teacher almost has a natural outcome of student improvement. The focus is what type of professional development has the most, or strongest impact overall on the target student. Research supports that the specific, direct development of teacher knowledge and content, along with the process of improving facilitator effectiveness will have a stronger impact on the end goal, student learning. Both of these articles support this premise.

References

Holland, H. (2005 Volume 3, Issue 1, Summer). Teaching Teachers: Professional Development to Improve Student Achievement. Research Points, Essential Information for Education Policy, 1-4. Washington, DC: American Educational Research Association.

McKeown, M. G., & and Beck, I. L. (2004, May). Transforming Knowledge into Professional Development Resources: Six Teachers Implement a Model of Teaching for Understanding Text. The Elementary School Journal, 104(5), 391-408. Retrieved from http://www.jstor.org/stable/3202820

RSA #1 Professional Learning Communities

RSA #1: Professional Learning Communities

OnlineArticle: http://www.jstor.org/stable/23043935

Rich DuFour’s article, “Work Together But Only if You Want To,” contains multiple references are made referring to the need of all professions, specifically teachers, to work together. Professionals in other fields, and their clients, benefit when teams, “convened in collaborative meeting to make sure they were pursuing common objectives according to their established plan. They monitored progress toward clearly defined benchmarks and observed agreed-on protocols for identifying and solving identifies problems.” (DuFour R. , 2011)  DuFour continues to define and describe additional conditions necessary, and why, teaching staff should come together in Professional Learning Communities. Autonomy is not the best route to take, and in the end, the students reap the benefit of these communities.

Patterson (with 16 additional contributors) continues this discussion in her research article, “Learning Communities in 6-8 Middle Schools: Natural Compliments or Another Bandwagon in the Parade?” The improvement of overall learning and success, for these middle school students is the basis for this study. Two separate, but connected, learning communities are introduced, Professional and student. Patterson cites multiple references to reasoning, the most notable, to DuFour and the Professional Learning Community. Referencing DuFour and Eaker (1998) and Eaker, DuFour, and DuFour (2002) Patterson noted: “continuous improvement occurs when faculty and staff have formed collaborative teams and are actively engaged in ongoing dialogue about the school’s mission and purpose. Collective inquiry, active research, taking risks, and experimentation are part of the school’s culture.”  (Patterson, 2006) The referencing to teams and communities is ongoing. Groups are not included, as a group can be going in the same direction, but a team will only succeed if the entire team succeeds. One member of the group can still claim autonomy. DuFour discusses the differences in groups and teams in seminars, as noted in a video recording thereof. (DuFour R. , 2009) 

Overall the point was made by Patterson that, staff must have a, unifying understanding behind a learning community, and only changing at the structural level will not transform the environment as intended.

Both articles discuss the need for change at the structural level. Discussion was introduced to identify what constituted the Professional Learning Community (PLC), and progress of the PLC. Finding reference to DuFour is prevalent, one just need look. The implementation of Learning Communities, in general, is not a bandwagon to jump on, but an ideal to be embraced for the good of the student.

References

DuFour, R. (2009, October 9). Rich DuFour on Groups vs. Team. http://www.youtube.com/watch?v=0hV65KIItlE&list=PLDF0066D5704B79AA. Solution Tree.

DuFour, R. (2011, February). Work Together But Only if You Want To. Kappan Magazine 92 (5), pp. 57-61.

Patterson, J. A. (2006, May). Learning Communities in 6-8 Middle Schools: Natural Compliments or Another Bandwagon in the Parade? Middle School Journal Vol. 37, No. 5, pp. 21-30.