Showing posts with label pre-service teachers. Show all posts
Showing posts with label pre-service teachers. Show all posts

Monday, August 11, 2014

Literacy in Action - Model Lessons from Read Write Think

Read Write Think is one of the websites that I frequently consult when someone asks for a recommendation for good language arts lesson resources. Today, I visited Read Write Think and noticed a new (to me anyway) section for videos. Within the video library there is a collection titled Literacy in Action. Literacy in Action features videos of teachers modeling and explaining instructional methods. One of those videos is embedded below.




Applications for Education
The Literacy in Action videos could be good resources to share with pre-service teachers who are developing their instructional skills. Hopefully, more videos will be added to the collection soon.

Tuesday, February 11, 2014

A Recipe for Great Teaching from @HipHughes

Keith Hughes is best known for his great series of flipped history lesson videos on YouTube. I've often said that I would like to be a student in his classroom. In a recent video he deviated from his usual schedule of posting history lessons and posted advice for student-teachers, new teachers, and anyone else who is wondering what makes a good teacher. Check out his recipe in the video below. My favorite parts of his recipe are "loving your content" and "be yourself."



Applications for Education
I think it would be interesting to see how high school students respond to Keith's recipe. Show them the video and ask them what they think makes a good teacher. Of course, this video is also a great conversation starter for a teacher-education course.

Sunday, May 20, 2012

Technology Education for Pre-Service Teachers - 3 Months Later

Back in February Jayme Linton wrote a wildly popular guest post on technology education for pre-service teachers. Her spring semester just concluded and she's graciously written a follow-up post of her experiences and observations since February. Jayme's post is included below.

I’ve just wrapped up my first semester teaching Technology in the Classroom, a course designed to prepare pre-service teachers for effectively using technology for teaching and learning. I was fortunate to have the opportunity to write a post for Free Technology for Teachers earlier in the semester. You can read my previous post here. This follow-up post offers my reflections on the course along with those of my students. It is my hope that fellow teacher educators will be able to adapt some of my methods for use in their courses and that practicing teachers will be encouraged by the tech-savvy beginning teachers entering the education field this fall.



One culminating project for the course, an overwhelming favorite of my students, was the creation of a multimedia presentation that could be used to teach educators how and why to integrate a specific technology tool in their classrooms. A description of the assignment follows:


Work in pairs to create a multimedia presentation you could use to teach future colleagues about how to integrate a specific technology tool into their classrooms. Your presentation must give teachers a rationale for why they should use the tool, an overview of how the tool works, sample ways to use it, and technical instructions for using it. Include at least four different types of media, such as images, text, screenshots, screencasts, podcasts, or videos. You will share your presentation with the class. You will be responsible for providing feedback on your partner’s work as well as your classmates’ presentations. A few possible tools to use: VoiceThread, Animoto, Prezi, Popplet, Glogster EDU, Windows Movie Maker, iMovie, Photo Story, Livebinders.
   
My students blew me away with the quality of their presentations. Most of them have now graduated and will be entering their first teaching positions in a couple of months. I feel extremely confident that not only will they integrate technology successfully into their teaching practices and enhance their students’ learning through the use of technology, but they will also be teacher leaders who guide others toward more effective technology integration. Their projects speak for themselves. I have encouraged my students to share these presentations with their colleagues in the future and create opportunities regularly to share their expertise with others. In future sections of the course, I plan to require students to present their projects to other educators. This could include a presentation to the faculty at a local school or the School of Education faculty at the university. I have included a few of their projects below, but you can see them all here.



    Class Dojo presentation by Caitlin Jones and Erin Schudde

    Edmodo presentation by Michael Judd and Jordan White

    Glogster EDU presentation by Caitlan Jones

    Prezi presentation by Erin DeBord and Cregg Laws



After spending a semester learning about effective uses of technology in the classroom, I asked students to share ineffective uses they have experienced. Some of my students shared technology disasters from their field experiences in local schools, while others shared ineffective attempts at using technology by their university professors. Knowing what not to do is just as important as knowing what to do.



One of the coolest learning experiences for me happened late in the semester when I invited seven phenomenal teachers from local schools to speak with my students about technology applications in their classrooms. To prepare for the teacher panel, my students viewed videos and work samples from these teachers’ classrooms, then posted questions for the teacher panel on Wallwisher. The in-service teachers shared practical advice and reflections from the field. I facilitated the conversation and took notes, which you can view here.



On the final night of class, I used Socrative to get my students’ feedback on the course and help me make improvements for future semesters. (You can read about how I use Socrative and other tools for formative assessments here.) One student suggested adding an application piece to the TPACK assignment, and I was excited by that feedback. Next semester, I am going to take the TPACK assignment one step further by requiring students to develop and teach a lesson plan using the TPACK framework. The lesson plan will be aligned to ISTE’s NETS for Students and the content area of the class where students are completing their internship or student teaching. The PLN / Twitter assignment was overwhelmingly my students’ least favorite assignment of the course. They had a difficult time keeping up with the Twitter feed and remembering to tweet while they were engaged in student teaching requirements (lesson planning, grading, etc.). I am not giving up on this assignment for two reasons. 1) I have experienced the power of Twitter over and over in growing my own PLN. 2) I am confident that developing a PLN will have tremendous benefits for my students as they enter their own classrooms as beginning teachers. I am reflecting on their feedback, and this summer I’ll make changes to the assignment. Once during the semester, while I was at the NCTIES conference, my students and I participated in a Twitter chat to take the place of our weekly class meeting. They enjoyed the Twitter chat, so I plan to incorporate more of those in future sections of the course.



I am looking forward to checking in on these promising educators in the fall, and I’m confident that I will find them making the most of the technology that’s available to them. I’m energized to have some time to reflect on my students’ feedback and make adjustments for next semester. And most of all, I’m excited about the opportunity to teach two more sections of this course in the fall. Please leave a comment or get in touch with me to share your own ideas and feedback. I would love to connect with you.



About the Author
Jayme Linton currently serves as Director of Teacher Education at Lenoir-Rhyne University in Hickory, North Carolina. Previously, she has held positions as Instructional Technology Facilitator, Staff Development Coordinator, and Instructional Coach for Newton-Conover City Schools. Jayme is a doctoral student in the Teacher Education and Development Ph.D. program at the University of North Carolina at Greensboro. She is also a SimpleK12 webinar leader and has presented for the Global Education Conference and K-12 Online Conference. Jayme is passionate about technology for teaching and learning and enjoys spending time with her husband and two children. Connect with Jayme on Twitter @jaymelinton and check out her blogs: Tech Tips for Teachers and iPads in School

Sunday, February 19, 2012

Technology Education for Pre-Service Teachers - Guest Post

Like practicing educators, today’s pre-service teachers are faced with the challenge of connecting with 21st century learners. Despite the fact that many of these teaching candidates are proficient with technology for personal use, university teacher education programs must prepare them to integrate technology effectively in their content areas. I am currently teaching Technology in the Classroom to a class of pre-service teachers, mostly seniors in their student teaching semester. The learning goals I have developed for this course are that students will:
  • develop and sustain a personal learning network for continual professional growth
  • design a website for communicating with students, parents, and other stakeholders
  • understand and apply the TPACK framework within their content areas
  • identify and reflect on applications of technology tools in classrooms
  • create a multimedia presentation to teach integration of a technology tool
  • utilize Web 2.0 tools and identify their applications for teaching and learning
It is entirely impossible for me to teach these pre-service teachers everything they need to know about instructional technology in a 1-credit hour course, so one of my major goals for this semester is to assist them in developing their own Personal Learning Networks. Through investing time in establishing a PLN and making connections with other educators, they are creating a process for continuous learning that I envision will have huge pay-offs for them, their future students, their colleagues, and others in their PLNs. For this semester-long PLN assignment, students are required to post at least 3 course-related tweets each week and to interact through Twitter with classmates and others in their PLN. Using Twitter as a learning tool in this course has allowed them to envision the learning possibilities such a tool can offer. The students have already shared a wealth of information and ideas, learning so much from each other and their PLNs. We invite you to join in on our conversations about educational technology using #edu451.


Not only do I want these teaching candidates to establish networks for lifelong learning and continuous improvement, I also want to help them develop a framework that can guide their instructional decisions about technology integration. The TPACK framework, which stands for technological, pedagogical, and content knowledge, provides a model for effective technology integration by encouraging teachers to make purposeful decisions about when and why to use technology and within what context.
Image from http://www.tpack.org

TPACK is based on the need for teachers to use technology to support effective instructional strategies aligned with their content. I want these soon-to-be teachers to understand that using technology in the classroom is not about tools but about teaching and learning. We have spent a great deal of time face-to-face and online discussing the TPACK framework and its implications for them currently as well as in their future classrooms. I asked my students to create a visual representation of their own technological, pedagogical, and content knowledge for their specific discipline and grade level(s). Most students seemed to have a fairly easy time identifying their specific content knowledge, pedagogical knowledge, and technological knowledge. The difficult task was in describing the overlapping domains of knowledge - pedagogical content knowledge (PCK) and technological pedagogical knowledge (TPK) for example. Below you will find a few pieces of my students' TPACK projects representing these overlapping domains. You can see that working with this framework is helping these teaching candidates make purposeful decisions about teaching their content and understand how technology can be leveraged to improve teaching and increase learning. To learn more about TPACK, watch this or go here.


My students were more than willing to share their perspectives on technology integration throughout their teacher education program to date, including coursework and field experiences, and their goals for using technology in their future classrooms.

“There is one publicly available SMART Board in our university. I have never seen it incorporated in a full lesson. Without ever seeing one in action, I set out for my student teaching internship in secondary Spanish. Imagine my surprise when I saw a SMART Board being used in class, and my embarrassment at never having used one. The students used other sorts of technology, such as flip cams, to script, act in and record commercials in Spanish -- projects that would imitate real life teamwork and would be more effective than worksheets or grammar drills. They love it, and are motivated to use it. This should serve as a reminder that students want to learn, and it is up to us to ensure that our lessons retain that enthusiasm, and not kill it with drills and endless worksheets. The future holds a challenge of discerning which technologies will revolutionize and which ones are hype.”
    -Cara Zell, Elementary Education

“Throughout my college career, I really have not used a whole lot of technology in my coursework. Other than preparing presentations via Powerpoint/Prezi, I haven't had a lot of exposure to it in the classroom. As I am now in my student teaching, I am seeing how vital it is to keep adolescents engaged in the learning process. Using laptops, iPads, SMART Boards, Prezi presentations, etc. are just a few items that I will be implementing into my teaching this semester. We need to give students their best shot at succeeding in the 21st century world, and implementing technology into the classroom is just one of the ways to prepare them for the world that is ahead of them.”
-Erin DeBord, Middle Grades Social Studies and English Language Arts

I believe that teacher educators should aim to help teaching candidates establish a process for continuous learning and develop a framework for how technology can influence teaching and learning, and I am attempting to meet those goals through this course. Please share your comments about how teacher education programs and in-service professional development practices can prepare teachers to better meet the needs of today’s learners.

About the Guest Blogger
Jayme Linton currently serves as Director of Teacher Education at Lenoir-Rhyne University in Hickory, North Carolina. Previously, she has held positions as Instructional Technology Facilitator, Staff Development Coordinator, and Instructional Coach for Newton-Conover City Schools. Jayme is a doctoral student in the Teacher Education and Development Ph.D. program at the University of North Carolina at Greensboro. She is also a SimpleK12 webinar leader and has presented for the Global Education Conference and K-12 Online Conference. Jayme is passionate about technology for teaching and learning and enjoys spending time with her husband and two children. Connect with Jayme on Twitter @jaymelinton and check out her blogs: Tech Tips for Teachers and iPads in School.