Login
I saw this post a while back in an educational technology forum:
I have been given roughly an hour for PD on January 4th to work with teachers on anything that I’d like. I rotate between 7 sites pre-k to 12th grade, but I will be working with 4th grade-12th grade teachers on this date. My boss mostly likes for me to introduce new tools to teachers during these opportunities. We have been focusing on Canva the last few months while we try to transition back to students creating work rather than the teacher worksheets, etc., that we used a lot of during the pandemic.
All of that to say, what would you use this time for? Should I show teachers how to be better organized with Google Keep/Tasks, find a free new tool for them to use in the classroom? Do you have any free project based EdTech tools that you love?
This was my reply:
Just wanted to say how sorry I am that you only are given 1 hour (a whole 60 minutes!) to do this important work. You and your educators deserve more systemic and strategic supports and investment than this. 😢 I’m tempted to say that, with this little time, it really doesn’t matter what you do because the likelihood of it being impactful is fairly low?
Good luck.
Let’s be clear: this is a big red flag that this school is just pretending at technology integration and coaching. They’re not devoting substantive time, effort, energy, or support toward robust technology integration. They’re not thoughtfully building upon prior work. It’s simply “Here’s a random hour. Do whatever you want. Maybe you could show teachers some new tools that probably won’t get used?” Does it really matter what this technology integration coach does? Not under these conditions…
This is the pattern in way too many schools. This isn’t the poor coach’s fault. This is a failure of leadership. It’s wishful thinking disguised as professional development, and it’s yet another example of a school that’s going through the motions instead of engaging in meaningful, long-term, thoughtful improvement. These wasted opportunities in schools just make me sad…
Your thoughts?
Related Posts
I finally had a chance to read Annotation by Remi Kalir and Antero Garcia. Although I’ve never met Antero, Remi is my faculty colleague here at the University of Colorado Denver. Remi tells fascinating stories about annotation (no, really!), so I was excited to read his thoughts in print.
The book highlights five key functions of annotation: providing information, sharing commentary, sparking conversation, expressing power, and aiding learning. Chapter 5 on expressing power probably was my favorite, particularly the sections on the #MeToo poetry of Isobel O’Hare and Alexandra Bell’s use of posters to challenge racial stereotypes in The New York Times. The book has numerous interesting examples of annotation in action (hint: it’s not just people writing notes in the margins of printed books) and is at its best when it is discussing these real world exemplars.
Although I am an active reader, I’m not much of an annotator other than highlighting passages or quotes for later. Until I met Remi, I hadn’t really given much thought to the practice of annotation. The book gave me some new lenses through which to think about this practice.
Whether you’re a reading geek or not, Annotation is a quick read that should spark your thinking in some new directions. If you want to get a taste beforehand, here are a couple of podcasts with Remi to get you started:
Be sure to also check out the #SharpieActivism hashtag for another fascinating story of annotation. And, as always, I hope that you’re reading something fun and interesting too!
Image credit: Annotation, Remi Kalir
I had the pleasure recently of appearing on the Navigating Education podcast with Matt Rhoads. Episode 59 was titled Leadership and Instructional Design for Deeper Learning. Matt and I had a wide-ranging discussion about the design and leadership decisions that foster deeper learning by students.
Happy listening!
FreshRSS 