Professional Development for 21st Century Learning

I recently joined the staff of an elementary school in my new town as the Grade One teacher. Over the last two months, I've been actively participating in their professional development activities, and we recently had a workshop on a new technology that I had never encountered before: the "Smart Table" by Smart

 Technologies. During the PD session, we learned about its capabilities and how it could transform learning in the classroom. After the session, I eagerly inquired about when we would have it in our classroom, excited about the prospect of my students using it.

Personally, I find professional development in technology and web 2.0 highly effective in encouraging me to integrate technology into my teaching practice. I'm passionate about technology and believe it's incredibly beneficial for students. However, I often wonder about teachers who didn't grow up with technology or seem hesitant to try new tools. How can we inspire them to embrace technology in their practice?

In her article "A Professional Development Menu," Kimberely Ketterer discusses ways to motivate teachers to integrate technology into their classrooms. She highlights the digital divide between skilled and unskilled teachers and emphasizes the importance of professional development in bridging this gap (Ketterer, 2008). While I personally feel prepared to use new technology, I acknowledge that not everyone may share my comfort level. The professional development session certainly fueled my excitement, but I wonder if some teachers still feel hesitant.

How do you best learn technology?

During the workshop on the Smart Table, I spoke with a colleague about her experience with the Smartboard and whether she had tried using "Making Words" with it yet. She admitted she didn't know how, so I suggested we collaborate to develop a lesson she could use with her students. Last week, I introduced another teacher to the 2.0 tool "Animoto," knowing he was exploring new ways to integrate technology. Before class started, I showed him how easy it is to use. By recess, he was discussing some challenges he faced, and by the end of the day, he was excitedly sharing how he made a slideshow with it. Reflecting on these interactions, I realized that in these situations, I was acting as a "knowledge broker," as described in Plair's article "Revamping Professional Development for Technology Integration and Fluency" (Plair, 2008). Similarly, I plan to seek guidance from teachers experienced with technologies like the Smart Table and "Senteneo" in their classrooms, viewing them as potential mentors.

When supporting teachers in integrating technology into their curriculum, it's crucial to be aware of the different mentoring roles teachers may need for successful integration. In "Coach, Nurture, and Nudge," Ketterer describes teachers who prefer coaching, those who need nurturing to build confidence, and those who need a nudge out of their comfort zone (Ketterer, 2008). Understanding these preferences helps me tailor my approach and motivate others effectively.

In what ways can technology leaders inspire teachers to use technology in their lessons?

Camillo Gagliolo explores this question in her article "Help Teachers Mentor One Another" (Gagliolo, 2008). She suggests building professional learning communities focused on student learning, where teachers collaborate, give feedback, and reflect on improvements. Additionally, technology leaders can assist teachers in establishing a network of mentor teachers, facilitating peer-to-peer learning and support (Gagliolo, 2008). These strategies can empower teachers to successfully integrate technology.

I look forward to sharing my experiences with technology in the classroom and my ongoing journey of learning. Perhaps I'll continue blogging about my experiences as I strive to enhance my professional development.