[Recommended] 67 – 118

[Recommended] 67 – 118

To complete this task, read about ‘Integrating technology into the classroom’ (Bitner & Bitner, 2002).

Examine teachers’ preparation to integrate technology into the classroom and respond to the following questions:

  • What are some strategies you will incorporate into your classroom for technology integration?
  • If you are not teaching, what are some strategies you would incorporate if you were in a classroom?
  • Whether you are currently teaching or not, what are some of the challenges you foresee?

References

1. Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95–100.  https://www.learntechlib.org/p/9304/

  • There are many issues related to the successful use of technology in the classroom. An often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is the skill and attitude of the teacher (Bitner & Bitner, 2002).

2. Darling-Hammond, L., & Richardson, N. (2009, February). Teacher learning: what matters? Educational Leadership, 66(5), pp 46-53. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.393.8634&rep=rep1&type=pdf

  • Research does not support professional development that relies on the one-shot workshop model (Darling-Hammond & Richardson, 2009). Professional development is more effective when schools approach it not in isolation (as in the traditional one-shot workshop) but rather as a coherent part of a school reform effort.

3. Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. IIEP, pp. 67-118. http://file.snnu.net/res/20126/18/018526a6-3cbf-4c9d-ac0f-a0740094aa75.pdf

  • Read pages 67 – 118. Professional development opportunities can be created together by teachers and support people, either by choosing to focus on a new task which the teacher is interested in learning about or by focusing on a practice which the teachers implement regularly but would like to change (Villegas-Reimers, 2003, pp. 67–118).

Optional Video

Dr. Diana Wehrell-Grabowski. (2011, September 7). STEM teacher training workshop investigation: designing and constructing parachutes [Video]. YouTube. (5:18)

  • This video is of teachers being introduced to parachute design in a STEM teacher training workshop. To begin the investigation teachers analyze seeds and seed dispersal. They make connections to biomimicry concepts (seeds to parachutes). They further explore Leonardo da Vinci’s triangular shaped parachute inspired from nature (seed dispersal). Teachers then analyze and test a variety of pre-made parachutes. They are given a wide array of materials to build their own parachutes from. Teachers then design, construct, and test their own designs. Re-designing if necessary (Dr. Diana Wehrell-Grabowski, 2011).

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