Removing barriers to MEANINGFUL technology use!
Professional Development: Preparing Attendees to Re-awaken the Inner Drive
Somehow they re-awaken in me to the possibilities and opportunities that present themselves in my professional life. They lend a rush of enthusiasm as I unplug from the day-to-day realities of my job and look more broadly at the scope of my profession and the challenges that I face in it.
I'm talking about the meaningful professional learning opportunities and conferences I am able to attend from time to time as a part of my professional responsibility and growth. Each time I am able to truly engage in a meaningful conference or pd event, I walk away with a flood of valuable and "innovative" ideas that offer options and solutions that were somehow beyond the realm of imagination or possibility for me/my organization before the event. To me, and to the people that I "represent" each time I attend those events, that matters. It provides new ideas and options, new perspectives and valuable considerations, and a re-invigorated colleague that can offer new energy to the organization.
What strikes me in this reflection, though, is the unfortunate reality that most of my colleagues don't have the same experience or perception of conferences. I struggle to suggest that this is entirely their fault. Good professional development sessions and conferences (or should I say good professional learning experiences) -- I mean the really valuable meaningful kind that you wish were longer so you could absorb just a little bit more -- are rare. Sometimes this is the fault of the organizers, and they should take the blame squarely on the chin for wasting an incredible opportunity to impact meaningful change in education. More often, though, this is the result of the inability of those attending the session/conference to prepare in a meaningful way for the experience. Whether it is a classroom teacher who is busily pulling together sub plans at the last minute and making phone calls to parents while on the way to the conference, or administrators who are able to focus only part of their attention on the presenters/sessions because their attention is being "beckoned" back to the district/building, the attendee isn't able to focus fully on what they hope to make of and take from the conference experience before, during, and after the event. This is even more true when we consider in-district professional development that happens before, during, or after a day with students.
We know that meaningful learning happens when learners are personally "available" and open to the concept of having a meaninful experience. That doesn't happen when our professional educators are struggling to even maintain focus on the experience they are having -- when they can't pull away from the details that draw us into the "rut" of our daily professional lives. That doesn't happen when they can't converse with their team, administrator, or PLC prior to attending. That doesn't happen when they cannot take a moment to reflect on the experience and share their take-aways from the experience.
It's a lesson those who structure, develop, and authorize the attendance of professional learning need to remember and consider when we put precious financial resources into developing and/or sending our staff to these events. As much as professional development and conference attendance can cost, considering the greater cost of not allowing these people to ready themselves to have a great, meaningful experience is just as, or even more, costly! Those responsible for allowing staff members to attend these events must find ways to allow and encourage them to be more available to make every professional learning opportunity a transformative and invigorating one. Those buiding and offering those opportunities for professional growth need to be cognizant of this essential element of the learning process.
Episode 10: Collaboration is Invigorating
Recently I finished my first attempt at teaching a masters level course in the use of multimedia in teaching and learning. It was truly a great experience and the students were engaging, accepting, open-minded, and thought provoking in their response to the technology that was introduced throughout the class.
The letdown at the end of the class, however, is that the collaborative energy that is generated as we work with other motivated professionals has also come to an end. This got me thinking: how can we sustain this important energy and enthusiasm in our professional lives without having to pay hundreds or thousands of dollars to colleges and programs? The reality is that it isn't as tough as it seems, but it takes a commitment to making it happen. Listen to the podcast to hear just some of my ideas about how you can practically make it happen.
Just a suggestion: DO IT NOW! Now most educators have a moment to breathe. Set up your collaboration teams early in the summer! Wait too long and summer will pass before your eyes. Wait until fall and it will likely not happen. How quickly we forget that the second that first bell rings we hold our breath and wait for a chance to breathe again; that next breath is generally not available until summer.
As always, we would love to hear from you. Find us on Twitter, @brianyearling, and email us at gettingtechintoed@gmail.com .
Thanks for visiting and listening.
Brian
Adopting educational technology: The journey to full integration
What I love most about my professional learning network (PLN) is the continuous opportunities it has provided me for reflection on my professional practice. It never fails to inspire me when I'm in a funk, teach me something new when I least expect it, or provide insight that I would not have come to on my own. My PLN has been particularly helpful lately as I've experienced incredible frustration with the sluggish pace of educational reform.
Recently while fumbling between an Ed Tech Talk podcast, reviewing some of the recent Tweets I missed, and I was thinking about comments I heard a recent tech committee meeting at our school. I was specifically stuck on a comment made by one person that suggested that the district needed to provide both quality educational experiences and experiences utilizing technology. The suggestion that the two could not work in tandem reminded me that everyone at the table was at a very different place regarding their conceptual understanding of the role technology could play in changing the way we teach students.
Through the combination of it all I was reminded of just how much I've grown in my understanding of the ways that technology can transform and enhance educational delivery and instructional practice for educators willing to embrace it. It wasn't really so long ago when I was the one scoffing at some of the very same ideas I now promote in these meetings. I, too, probably wondered how we could find enough time in the day to teach all of the regular curriculum and then add new "technology specific skills" to the list. The epiphany that technology can alter what education looks like probably never struck me when I was just beginning to grasp the concepts I fully accept now. That is a realization one has to come to as we allow these concepts to roll around for a while.
This strikes me as an important revelation to hold on to when I experience the frustration that comes with trying to move the juggernaut of education at anything faster than a snail's pace.
While seeing can be believing within the world of educational technology (and thus doing is adopting???), there is no substitute for the time needed to allow the innovative ideas of this movement/pedagogy/practice to really take hold and transform the thoughts/beliefs/practices of those on the journey to adoption and integration of instructional technology principles. Those of us that have made a habit of drinking the koolaid have to remember that. Most of us needed that time to adjust as well. It just happened that so many of us, as early adopters, were so far ahead of the wave that there was no pressure to adopt these ideas overnight. Too often I find myself wanting to push the masses of educators just arriving to these concepts in a direction that they are not mentally prepared to accept. I feel like that little kid who has been in the cave hundreds of times; now I just need my friends to trust me enough to follow me blindly into the darkness. Fortunately, these professionals value their students and their profession enough to step cautiously when entering the darkness. They are not going to follow blindly. The result: I'm left to search for new and better ways to urge these educators along on the path to adoption and integration of educational technology more quickly than I came to the same full acceptance I want them to achieve.
One of the best ways that I can think of to help them achieve this growth and adoption more quickly is to take full advantage of something I was skeptical of during my journey: developing a high quality PLN. For me my Twitter, Teachers 2.0, podcast, and personal networks serve as an ongoing source of ideas that help me to uncover new ideas, explore new terrain, and reflect on my practice.(you see, of course, the circular reasoning of this post...I end in the same place that I started). My PLN serves as the ongoing backdrop of professional conversations that keep me focused on the areas of interest to me. If I had the benefit of these conversations earlier in my educational technology adoption journey, perhaps I would have started to accept these ideas/practices more quickly.
Therefore, I'm going to begin suggesting to those that I would like to see move along more quickly in their instructional technology adoption that they form a network of influential thinkers that may help keep them focused on the task at hand: using technology to transform education. Of course, this suggesting will best be served with a side of mentoring as to how to actually achieve this(do you remember how hard it was to start developing a high quality PLN?). By the way, this is a heck of a way to start gaining even more followers and growing my virtual ego to an even greater extent.