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Summary

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Activities


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Assignment



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Readings

Required Readings: Chapters 7 and 8


Necessary in supporting the implementation of technology in the classrooms is a foundation of rapport, trust, and a shared desire to learn. As discussed in Chapter 7, such elements defined peer-coaching models. Peer coaching is an effective way to support teachers as they learn to integrate technology in teaching and learning. Incorporating a form of a peer-coaching model is key in ensuring that a technology plan’s goals and objectives are met. As described by this chapter, the role ongoing support maximizes the likelihood that teachers will sustain and abide to aim of technology integration.
Digital storytelling is another model for professional development. It is based on the idea that as a group of teachers integrate technology and share with fellow colleagues, reform can occur while eliminating resistance to change. This model has requires an on-site coordinator. Moreover, a group of members, who are interested in technology integration, form a learning circle. The on-site coordinator works closely with the learning circle while providing staff development. With each succeeding year, a new learning circle is started. The cycle repeats until all teaching staff is trained and confident in the process of technology integration.

Chapter 7
Chapter 7 discusses three peer coaching models that support teachers as they learn to integrate technology in teaching and learning. The peer coaching models are, namely, the Microsoft Peer Coaching program, the Raising the Bar model, and the Peer Mentor model. These models support the need for ongoing support as teachers integrate technology. In order for peer coaching to occur, some of the elements that the author shares are: a foundation of rapport, trust, and a shared desired to learn. Another key element is the need for administration to support the professional needs of teachers.
Chapter 8
Digital storytelling as a model for professional development is described in Chapter 8. To be successful, this model has to have an on-site coordinator. The on-site coordinator provides staff development and works closely with learning circle of teachers, which is another essential component in this model. The members of the learning circle individuals who are interested in technology integration. Each year, an new learning circle is started with the goal of eventually having the whole staff a school trained in technology integration. Essential to making this model successful is support from administration while having the necessary technology resources.

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