5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning and assessment. (PSC 5.2/ISTE 4b)
Artifact:
Professional Development Workshop - Website developed to support it.
Click on website image (bottom right) for link.
Click on website image (bottom right) for link.
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Reflection:
The artifacts include a website, Prezi, and course evaluation designed for the Technology Workshop, “Digital Storytelling” completed in conjunction with ITEC 7460. The purpose of the workshop was to provide teachers the benefits of using digital storytelling in the classroom, the digital tools to use it, and how to use those tools. Hands-on time for practice was built into the session. The artifact includes a website designed to house information shared in the workshop and to provide tools and resources for ongoing use. My contribution was an analysis of teacher needs, research on digital storytelling and the search for resources, designing the workshop to include handouts, learning activities and an evaluation of the workshop. Additionally, I later met with a few teachers who requested some additional support.
The artifacts demonstrate my ability develop and implement technology-based professional learning.
The ADDIE (Analyze, Design, Develop, Implement and Evaluate) methodology was used for the development of the workshop. The analyze phase of this artifact included gathering information about the needs of the audience, technology standards (ISTE-S) to address and the professional learning standards. It was determined that the use of digital storytelling with effective practice meets many ISTE standards for students, including creativity and innovation, communication and collaboration, research and information fluency, development of critical thinking skills, and decision making. Additionally, the use of digital storytelling supports all curriculums, including math. Student digital story examples were located from multiple disciplines to include math, science and social studies. It was determined that while some teachers seemed familiar with digital storytelling, few had actually implemented it in their classrooms. In the design phase, the objectives were developed based on this data gathered and the kinds of activities and resources needed to support the learning. As the artifacts show, the development phase included the creation of a Prezi, website, agenda, activities and handouts; all developed based on the student needs and defined objectives. Activities planned included teacher hands-on practice time. All components developed were included in the website for easy reference along with links to resources found in the research phase. The workshop was successfully implemented as planned with no difficulty or issues arising. The evaluation survey was given via a Google Form linked from the website, and excellent feedback was received. Ongoing follow-up included getting back with teachers for support as needed, checking in to offer assistance.
The Digital Storytelling Workshop aligns with the state and local Learning Forward professional learning standards (Learning Forward, Killion, Crow, & National Staff Development Council, 2011).
The professional learning workshop was delivered in our learning community to encourage teacher continuous improvement and collective responsibility. Also, in this way there was greater degree of alignment with needs and accountability. As the facilitator/leader, I ensured capacity was developed (learning and skill in the technology), and I served as an advocate to create support systems for the teachers. Resources and assistance were provided for ongoing professional learning. Data was collected to determine the content of the workshop and objectives, and evaluation data was collected once completed. The learning design aligned with research models of human learning to include modeling and practice, and the implementation applied the research gained and the workshop was designed with sustained support built in. The outcomes were aligned with educator performance and standards.
As the artifact shows, the professional learning integrates technology to support face-to-face and online components. The face-to-face portion delivered introductory content on the benefits of digital storytelling in the classroom, the objectives it supports, the digital tools used to create the stories, how they are used and time to practice using them. The online portion of the training included a webpage with how-to videos, student samples to refer back to, step-by-step instructions on using the tools, and many excellent resources, all meant to continue the learning online.
The workshop was designed to include and model principles adult learning. The design allowed for demonstration of the digital storytelling tools, discussion, modeling and hands-on practice to engage the learners. Modeling included actual student digital storytelling projects in various disciplines that were shown to have participants recognize application to their areas. The website and handouts were designed to be visually appealing the activities designed to be engaging.
The workshop further promoted best practices in teaching, learning and assessment. Best practices were promoted in the learner-centered instruction which had teachers highly engaged while using the digital tools to collaboratively synthesize their findings, and to create a product (digital story) while developing higher-order thinking skills to reach decisions. The learning was differentiated in giving options on the tools used, and two groups (one on Animoto, one on Explain Everything) were set up accordingly for practice while I rotated to both groups to facilitate the learning. Assessments of the learning were completed as I observed their practice, as I asked questions and we discussed the tools. An evaluation survey was given at the end which additionally modeled assessment.
In creation and implementation of this artifact I learned how to research, design and implement a workshop according to professional learning standards. I learned the value of creating a website with resources for ongoing, online learning. I learned much more about digital storytelling tools and resources. To improve the quality of this artifact there are some things I would do differently. I would extend the workshop beyond an hour, if possible, to allow more practice time. I also would promote and solicit greater participation in the professional learning and in the use of the online aspect of the workshop for blended learning.
The work that went into creating this artifact positively impacts faculty development. As a faculty member myself, I believe my knowledge and skill gained in the area of creating and implementing professional learning will equip me to successfully do more in the future and expand my opportunities. The recipients of the training will be gaining knowledge and skill in the use of digital tools and resources to increase student learning and engage them in the process. This teacher learning may be assessed via observation, artifacts or through the TKES process. The digital tools the teachers learn will increase their use and effectiveness in the classroom, and thus student learning will be positively impacted as well. The impact on student learning is assessed via completion of the various forms of formative and summative assessments.
Learning Forward. Killion, J., Crow, T. L., & National Staff Development Council. (2011). Standards
for professional learning. Oxford, OH: Learning Forward.
The artifacts demonstrate my ability develop and implement technology-based professional learning.
The ADDIE (Analyze, Design, Develop, Implement and Evaluate) methodology was used for the development of the workshop. The analyze phase of this artifact included gathering information about the needs of the audience, technology standards (ISTE-S) to address and the professional learning standards. It was determined that the use of digital storytelling with effective practice meets many ISTE standards for students, including creativity and innovation, communication and collaboration, research and information fluency, development of critical thinking skills, and decision making. Additionally, the use of digital storytelling supports all curriculums, including math. Student digital story examples were located from multiple disciplines to include math, science and social studies. It was determined that while some teachers seemed familiar with digital storytelling, few had actually implemented it in their classrooms. In the design phase, the objectives were developed based on this data gathered and the kinds of activities and resources needed to support the learning. As the artifacts show, the development phase included the creation of a Prezi, website, agenda, activities and handouts; all developed based on the student needs and defined objectives. Activities planned included teacher hands-on practice time. All components developed were included in the website for easy reference along with links to resources found in the research phase. The workshop was successfully implemented as planned with no difficulty or issues arising. The evaluation survey was given via a Google Form linked from the website, and excellent feedback was received. Ongoing follow-up included getting back with teachers for support as needed, checking in to offer assistance.
The Digital Storytelling Workshop aligns with the state and local Learning Forward professional learning standards (Learning Forward, Killion, Crow, & National Staff Development Council, 2011).
The professional learning workshop was delivered in our learning community to encourage teacher continuous improvement and collective responsibility. Also, in this way there was greater degree of alignment with needs and accountability. As the facilitator/leader, I ensured capacity was developed (learning and skill in the technology), and I served as an advocate to create support systems for the teachers. Resources and assistance were provided for ongoing professional learning. Data was collected to determine the content of the workshop and objectives, and evaluation data was collected once completed. The learning design aligned with research models of human learning to include modeling and practice, and the implementation applied the research gained and the workshop was designed with sustained support built in. The outcomes were aligned with educator performance and standards.
As the artifact shows, the professional learning integrates technology to support face-to-face and online components. The face-to-face portion delivered introductory content on the benefits of digital storytelling in the classroom, the objectives it supports, the digital tools used to create the stories, how they are used and time to practice using them. The online portion of the training included a webpage with how-to videos, student samples to refer back to, step-by-step instructions on using the tools, and many excellent resources, all meant to continue the learning online.
The workshop was designed to include and model principles adult learning. The design allowed for demonstration of the digital storytelling tools, discussion, modeling and hands-on practice to engage the learners. Modeling included actual student digital storytelling projects in various disciplines that were shown to have participants recognize application to their areas. The website and handouts were designed to be visually appealing the activities designed to be engaging.
The workshop further promoted best practices in teaching, learning and assessment. Best practices were promoted in the learner-centered instruction which had teachers highly engaged while using the digital tools to collaboratively synthesize their findings, and to create a product (digital story) while developing higher-order thinking skills to reach decisions. The learning was differentiated in giving options on the tools used, and two groups (one on Animoto, one on Explain Everything) were set up accordingly for practice while I rotated to both groups to facilitate the learning. Assessments of the learning were completed as I observed their practice, as I asked questions and we discussed the tools. An evaluation survey was given at the end which additionally modeled assessment.
In creation and implementation of this artifact I learned how to research, design and implement a workshop according to professional learning standards. I learned the value of creating a website with resources for ongoing, online learning. I learned much more about digital storytelling tools and resources. To improve the quality of this artifact there are some things I would do differently. I would extend the workshop beyond an hour, if possible, to allow more practice time. I also would promote and solicit greater participation in the professional learning and in the use of the online aspect of the workshop for blended learning.
The work that went into creating this artifact positively impacts faculty development. As a faculty member myself, I believe my knowledge and skill gained in the area of creating and implementing professional learning will equip me to successfully do more in the future and expand my opportunities. The recipients of the training will be gaining knowledge and skill in the use of digital tools and resources to increase student learning and engage them in the process. This teacher learning may be assessed via observation, artifacts or through the TKES process. The digital tools the teachers learn will increase their use and effectiveness in the classroom, and thus student learning will be positively impacted as well. The impact on student learning is assessed via completion of the various forms of formative and summative assessments.
Learning Forward. Killion, J., Crow, T. L., & National Staff Development Council. (2011). Standards
for professional learning. Oxford, OH: Learning Forward.