PD – Not just for teachers anymore

Thanks to my CUE Technology Coordinators SIG (via Google+ Community), I was exposed to reading a recent blog by Jackie Gerstein regarding how educators are taking PD into their own hands. To supplement the missing links, teachers pay out of pocket for PD, do not receive recognition  or compensation for taking such initiatives, and often remain voiceless in their actions (this last part I added).

* On a side note, have you noticed that those who are most vocal often do and accomplish less than those who are reserved about their actions?

Shortly thereafter, I completed the anonymous Survey Monkey poll for CUE. I’m disclosing my answers for the final prompts because they deserve to be asked/discussed regardless of CUE membership.

In a nut shell:

  1. What are current challenges for schools, teachers, students, and parents?
  2. Knowing that CUE supports legislative advocacy, what are my current concerns?

To answer the first question:

  • Schools face challenges in keeping up with all what is out there not just regarding educational technology, but educational policy reform and best practices -> Schools as a whole should have access to necessary PD and support = don’t just leave it up to the schools themselves to figure things out.
  • Teachers face the challenges of receiving adequate and personalized PD -> This is where Jackie’s blog comes into play. Yes, teachers are taking PD into their own hands because schools continue to provide one-size-fits-all PD. PD nonetheless, but not PD that matters. That said, schools need to ensure that the mission and vision are carried out, and so if providing PD to meet those needs facilitates that challenge, then continue. But if that PD does not meet the individual needs of the teachers, then the PD is falling short. How can PD merge the needs, and wants, of the teachers and the school?
  • Students and Parents – We have forgotten about providing development for these two audiences. While we’re so busy making sure that schools and teachers receive PD, we have let students and parents fall to the wayside. Yes, I realize that this is an extremely generalized statement and I appreciate that there are schools and teachers who provide students and parent PD, but to my personal experience and knowledge, there is a shortage. So what do I mean about student and parent PD?
    • Students need direction how to use tech beyond social circumstances. Using technology and media for education is different. While conceptually it makes sense for adults, but making the logical connections from one to the other can be difficult and not as obvious to the teenage brain. I say teenage here because that is my focal group and the audience who I teach.
    • Parents need to gain awareness how technology and media is used in their student’s (students’) classrooms, especially in high school because traditionally, students have 6-8 different teachers who all do something different, and expect something different. Parents should receive PD regarding the tech their students use.

To answer the second question, I find that there is one overarching concern with at least one sub-component:

  • Merging educational technology with CCSS not just efficiently, but effectively
    • Now include above for students with accommodations – IEPs, 504 Plans, and more. These students are mainstreamed, but there still may be a need to differentiate the type of technology and CCSS (i.e. Connectors) for students. Let’s start looking at how we can seamlessly develop curriculum and instruction to meet this challenge.

PD – it goes beyond schools and teachers.

Legislative Advocacy – let’s merge tech, CCSS, and students with accommodations for a seamless curriculum and way of instruction.

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