Can Web 2.0 Save Teacher Professional Development?. Sponsored by:. View all upcoming webinars @ www.edweek.org/go/webina r. Gerald Herbert/AP. Our Moderator:. Anthony Rebora Managing editor of Education Week Teacher and the Teacher Professional Development Sourcebook.
View all upcoming webinars @ www.edweek.org/go/webinar
Managing editor of Education Week Teacher and the Teacher Professional Development Sourcebook.
Director, EdTech Leaders Online, Education Development Center
Assistant professor in the College of Educationat the University of Florida
Director, EdTech Leaders Online (ETLO)
Education Development Center (EDC)
Can Web 2.0 “save”
Can Web 2.0 support effective professional development? YES!
Professional development should:
-Professional Learning in the Learning Profession by Linda Darling-Hammond et al, NSDC (2009) http://www.nsdc.org/stateproflearning.cfm
“Web 2.0 Definition: Online application that uses the World Wide Web (www) as a platform and allows for participatory involvement, collaboration, and interactions among users. Web 2.0 is also characterized by the creation and sharing of intellectual and social resources by end users.”
-Leadership for Web2.0 in Education: Promise & Reality by Cheryl Lemke & Ed Coughlin, CoSN (2009)
-Eric Schmidt, Google CEO
http://www.google.com/events/digitalage/index.htmlBut there are so many tools!
“Technology is a vehicle, not a destination...
Rather, aspects of technology – like all components of an effective course – should be chosen according to how they help meet the learning objectives.”
-Nine principles for excellence in web-based teaching by Jim Henry and Jeff Meadows http://www.cjlt.ca/index.php/cjlt/article/view/179/177
Course management tools
Enable educators to:
Enable educators to:
Enable educators to:
Enable educators to
to share ideas or focus on a specific topic or project, such as
Web 2.0 and Online PD enable:
“Some online tools have some affordances that, if the training takes advantage of them, can help with some of the classic issues of professional development.”
-Dr. Chris Dede, EdWeek interview 10/1/09
Wednesday, November 18, 2009. presenter:Christopher D. Sessums, Ph.D.Post Doctoral Associate in Educational TechnologySchool of Teaching and LearningCollege of Education | University of Florida
Questions and Answers
With budgets tight, how can school districts and teachers alike know good online teacher development opportunities any more than we know which 1-day workshops might be valuable?
How do we still keep learning personal when doing online professional development? How important is the role of "human interaction" in online PD experiences.
What kind of structure is needed to maintain any professional development done through Web 2.0 technologies? What are the components of P.D. as it becomes a continuous process rather than an event.
How do you ensure that the quality of the content and teaching and learning objectives do not get subsumed by the nature of the tools available?
What kinds of funding & resources do schools need to support staff development via online services?
How does one work around barriers set up by conservative systems that block important communication technologies without putting users at risk?
What district is doing this well?
What objective data/research is there to show using Web 2.0 tools is having an impact?
Are online conversations as effective as face to-face conversations in supporting the kinds of interaction needed for building trust and consensus within a group?
I present staff development training each year to various school staff. How will this trend affect my role? How can I prepare for this new environment?
Should administrations allow PD credit for time spent on professional social networking sites. If so, then how do they monitor the time?
What has been the success of PD delivered in Second Life-like virtual environments?
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