1 00:00:00,000 --> 00:00:02,720 I ever feel like you're drowning in tech workshops 2 00:00:02,720 --> 00:00:06,760 that just don't quite get like your classroom challenges. 3 00:00:06,760 --> 00:00:09,920 Today's deep dive is going straight to the source. 4 00:00:09,920 --> 00:00:13,680 Academic research, real world solutions 5 00:00:13,680 --> 00:00:17,160 to help you navigate those kind of choppy waters 6 00:00:17,160 --> 00:00:18,720 of educational technology. 7 00:00:18,720 --> 00:00:22,400 And what's really intriguing is that this research 8 00:00:22,400 --> 00:00:24,840 comes from a rural school district, 9 00:00:24,840 --> 00:00:27,000 proving that you don't need a big budget 10 00:00:27,000 --> 00:00:28,120 to make a big impact. 11 00:00:28,120 --> 00:00:30,560 OK, so like set the scene for us. 12 00:00:30,560 --> 00:00:32,120 What was the problem they were facing? 13 00:00:32,120 --> 00:00:33,640 They had the tech. 14 00:00:33,640 --> 00:00:33,920 OK. 15 00:00:33,920 --> 00:00:36,320 They had passionate teachers. 16 00:00:36,320 --> 00:00:38,840 But their professional development, 17 00:00:38,840 --> 00:00:40,040 it was stuck in a rut. 18 00:00:40,040 --> 00:00:40,840 Oh, no. 19 00:00:40,840 --> 00:00:43,120 And this quote from the curriculum coordinator 20 00:00:43,120 --> 00:00:44,040 really sums it up. 21 00:00:44,040 --> 00:00:44,360 OK. 22 00:00:44,360 --> 00:00:46,800 We end up frustrating faculty who make the effort 23 00:00:46,800 --> 00:00:49,440 to attend workshops, but they leave feeling 24 00:00:49,440 --> 00:00:50,680 it was a waste of their time. 25 00:00:50,680 --> 00:00:51,880 Ouch. 26 00:00:51,880 --> 00:00:54,240 You can practically feel the wasted energy there. 27 00:00:54,240 --> 00:00:54,680 Right. 28 00:00:54,680 --> 00:00:56,640 And it's not like anyone was intentionally 29 00:00:56,640 --> 00:00:58,760 like sabotaging the process. 30 00:00:58,760 --> 00:00:59,320 Right. 31 00:00:59,320 --> 00:01:01,240 The school leaders genuinely wanted 32 00:01:01,240 --> 00:01:03,960 to empower their teachers with technology, 33 00:01:03,960 --> 00:01:06,120 but they were stuck in this cycle 34 00:01:06,120 --> 00:01:09,720 of offering generic one size fits all training 35 00:01:09,720 --> 00:01:11,520 that just wasn't hitting the mark. 36 00:01:11,520 --> 00:01:12,440 So what did they do? 37 00:01:12,440 --> 00:01:14,800 I imagine throwing more money at the problem 38 00:01:14,800 --> 00:01:17,480 wasn't really an option, especially in a rural district. 39 00:01:17,480 --> 00:01:20,240 They could have easily gone down that road of we just 40 00:01:20,240 --> 00:01:24,120 need the latest gadget or another workshop will solve it. 41 00:01:24,120 --> 00:01:25,880 Instead, they hit pause. 42 00:01:25,880 --> 00:01:26,160 OK. 43 00:01:26,160 --> 00:01:28,800 And took a hard look at what was and wasn't working. 44 00:01:28,800 --> 00:01:29,360 OK. 45 00:01:29,360 --> 00:01:33,000 They used this fascinating method called the Delphi Method. 46 00:01:33,000 --> 00:01:34,320 The Delphi Method. 47 00:01:34,320 --> 00:01:37,040 Which sounds way fancier than it is. 48 00:01:37,040 --> 00:01:37,680 OK. 49 00:01:37,680 --> 00:01:40,400 You know I love a good demystifying moment. 50 00:01:40,400 --> 00:01:42,360 Break down the Delphi Method for us. 51 00:01:42,360 --> 00:01:46,400 Imagine a group of people, in this case, the school leaders, 52 00:01:46,400 --> 00:01:48,360 acting as their own expert panel. 53 00:01:48,360 --> 00:01:48,840 OK. 54 00:01:48,840 --> 00:01:51,560 They go through rounds of structured feedback, 55 00:01:51,560 --> 00:01:54,200 kind of like an academic brainstorming session, 56 00:01:54,200 --> 00:01:57,240 until they reach a shared understanding of the problem. 57 00:01:57,240 --> 00:02:00,640 So it's like a reality check, but with a method to the madness. 58 00:02:00,640 --> 00:02:02,360 What came out of that process? 59 00:02:02,360 --> 00:02:04,440 A major light bulb moment. 60 00:02:04,440 --> 00:02:05,080 Ooh. 61 00:02:05,080 --> 00:02:08,480 They realized that in all their planning and focus 62 00:02:08,480 --> 00:02:12,280 on the tech itself, they'd completely overlooked a key 63 00:02:12,280 --> 00:02:12,920 voice. 64 00:02:12,920 --> 00:02:13,440 And that was. 65 00:02:13,440 --> 00:02:14,360 The students. 66 00:02:14,360 --> 00:02:15,280 Whoa. 67 00:02:15,280 --> 00:02:17,760 They were designing tech training for teachers, 68 00:02:17,760 --> 00:02:21,080 like without factoring in how students would use or react to it. 69 00:02:21,080 --> 00:02:22,440 It seems obvious in hindsight, right? 70 00:02:22,440 --> 00:02:22,960 Right. 71 00:02:22,960 --> 00:02:25,480 But it's a trap that's easy to fall into. 72 00:02:25,480 --> 00:02:28,080 You get so focused on the tools themselves 73 00:02:28,080 --> 00:02:29,760 that you forget the human element. 74 00:02:29,760 --> 00:02:32,520 It's like meticulously planning this elaborate road trip. 75 00:02:32,520 --> 00:02:33,160 Yes. 76 00:02:33,160 --> 00:02:36,000 But you completely forget to, like, 77 00:02:36,000 --> 00:02:39,040 consider what your travel companions actually enjoy doing. 78 00:02:39,040 --> 00:02:39,840 Exactly. 79 00:02:39,840 --> 00:02:41,320 That's such a good analogy. 80 00:02:41,320 --> 00:02:41,560 Yeah. 81 00:02:41,560 --> 00:02:44,320 And that realization, forgetting the passengers 82 00:02:44,320 --> 00:02:46,640 in this tech integration journey, 83 00:02:46,640 --> 00:02:49,640 that's what sparked the entire shift in their approach. 84 00:02:49,640 --> 00:02:51,280 They knew they needed a framework. 85 00:02:51,280 --> 00:02:51,760 OK. 86 00:02:51,760 --> 00:02:54,280 Something to guide their professional development. 87 00:02:54,280 --> 00:02:56,240 And that's where this typology comes in. 88 00:02:56,240 --> 00:02:58,760 And that's exactly what we're here to unpack. 89 00:02:58,760 --> 00:03:01,320 What are the building blocks of this typology 90 00:03:01,320 --> 00:03:04,480 that revolutionize their approach to professional development? 91 00:03:04,480 --> 00:03:07,400 They realized that effective tech integration hinges 92 00:03:07,400 --> 00:03:09,760 on three key dimensions. 93 00:03:09,760 --> 00:03:11,160 We'll dive into each of these. 94 00:03:11,160 --> 00:03:15,600 But first, imagine these dimensions as the legs of a stool. 95 00:03:15,600 --> 00:03:16,080 OK. 96 00:03:16,080 --> 00:03:18,160 Each one equally important in creating 97 00:03:18,160 --> 00:03:19,880 a stable and supportive structure 98 00:03:19,880 --> 00:03:21,480 for professional development. 99 00:03:21,480 --> 00:03:21,840 OK. 100 00:03:21,840 --> 00:03:22,880 I'm intrigued. 101 00:03:22,880 --> 00:03:24,800 What's the first leg of this kind 102 00:03:24,800 --> 00:03:26,920 of professional development stool? 103 00:03:26,920 --> 00:03:31,160 The first dimension, and perhaps the most straightforward, 104 00:03:31,160 --> 00:03:32,760 is the focus on technology. 105 00:03:32,760 --> 00:03:33,440 OK. 106 00:03:33,440 --> 00:03:35,720 It's more nuanced than you might think. 107 00:03:35,720 --> 00:03:36,000 OK. 108 00:03:36,000 --> 00:03:39,840 It's not just about knowing how to use a specific software. 109 00:03:39,840 --> 00:03:42,640 It's about understanding how that technology fits 110 00:03:42,640 --> 00:03:47,400 into the bigger picture of your curriculum, your teaching 111 00:03:47,400 --> 00:03:50,240 style, and your students' needs. 112 00:03:50,240 --> 00:03:53,200 It's about moving beyond the how to and into the why 113 00:03:53,200 --> 00:03:54,360 and the how effectively. 114 00:03:54,360 --> 00:03:54,880 You got it. 115 00:03:54,880 --> 00:03:55,360 Yeah. 116 00:03:55,360 --> 00:03:58,120 And to illustrate this point, the chapter 117 00:03:58,120 --> 00:03:59,720 dives into an example. 118 00:03:59,720 --> 00:04:00,120 I do it. 119 00:04:00,120 --> 00:04:01,280 I'm sure we'll resonate with you. 120 00:04:01,280 --> 00:04:01,920 OK, great. 121 00:04:01,920 --> 00:04:04,480 Training on a new student information system. 122 00:04:04,480 --> 00:04:05,040 OK. 123 00:04:05,040 --> 00:04:06,440 Or SIS. 124 00:04:06,440 --> 00:04:08,600 Oh, I can already sense the story is going 125 00:04:08,600 --> 00:04:12,680 to involve some tech-induced frustration. 126 00:04:12,680 --> 00:04:14,520 You're probably picturing it perfectly. 127 00:04:14,520 --> 00:04:15,120 OK. 128 00:04:15,120 --> 00:04:17,520 The school had been using an outdated system. 129 00:04:17,520 --> 00:04:18,000 Right. 130 00:04:18,000 --> 00:04:20,200 And everyone was excited about the new SIS. 131 00:04:20,200 --> 00:04:20,920 OK. 132 00:04:20,920 --> 00:04:23,840 But they made a critical error in the rollout. 133 00:04:23,840 --> 00:04:24,320 Uh-oh. 134 00:04:24,320 --> 00:04:24,920 What happened? 135 00:04:24,920 --> 00:04:26,600 They lumped all teachers. 136 00:04:26,600 --> 00:04:27,480 Oh, no. 137 00:04:27,480 --> 00:04:30,040 Regardless of their experience with technology 138 00:04:30,040 --> 00:04:31,880 into the same training sessions. 139 00:04:31,880 --> 00:04:35,840 Ah, the classic one-size-fits-all approach 140 00:04:35,840 --> 00:04:38,160 that so rarely fits anyone perfectly. 141 00:04:38,160 --> 00:04:38,880 Right. 142 00:04:38,880 --> 00:04:42,840 I can imagine the seasoned teachers were probably 143 00:04:42,840 --> 00:04:45,160 rolling their eyes during they had a double-click portion 144 00:04:45,160 --> 00:04:45,640 of the training. 145 00:04:45,640 --> 00:04:46,600 Exactly. 146 00:04:46,600 --> 00:04:47,720 And the newer teachers. 147 00:04:47,720 --> 00:04:51,600 Yeah, those who might still be kind of finding their way 148 00:04:51,600 --> 00:04:56,600 around basic digital tools were completely overwhelmed 149 00:04:56,600 --> 00:04:58,720 by the sheer volume of information. 150 00:04:58,720 --> 00:04:59,240 Right. 151 00:04:59,240 --> 00:05:02,680 Training ended up being a frustrating and unproductive 152 00:05:02,680 --> 00:05:04,440 experience for everyone involved. 153 00:05:04,440 --> 00:05:08,560 So how did they remedy this training train wreck? 154 00:05:08,560 --> 00:05:08,840 Yeah. 155 00:05:08,840 --> 00:05:12,200 They had to have realized that the one-size-fits-all approach 156 00:05:12,200 --> 00:05:13,880 was doing more harm than good. 157 00:05:13,880 --> 00:05:14,440 They did. 158 00:05:14,440 --> 00:05:14,680 OK. 159 00:05:14,680 --> 00:05:18,040 And this is where that first dimension focus on technology 160 00:05:18,040 --> 00:05:19,320 really comes into play. 161 00:05:19,320 --> 00:05:20,040 OK. 162 00:05:20,040 --> 00:05:23,840 They recognized that they needed to tailor training sessions 163 00:05:23,840 --> 00:05:25,800 to specific levels of expertise. 164 00:05:25,800 --> 00:05:26,320 Right. 165 00:05:26,320 --> 00:05:28,280 They needed to meet teachers where they were 166 00:05:28,280 --> 00:05:29,880 in their technological journeys. 167 00:05:29,880 --> 00:05:32,680 It's about recognizing that learning how to use technology 168 00:05:32,680 --> 00:05:36,200 effectively for teaching is a journey, not a destination. 169 00:05:36,200 --> 00:05:36,400 Right? 170 00:05:36,400 --> 00:05:37,000 Yes. 171 00:05:37,000 --> 00:05:39,320 And everyone is at a different point on that journey. 172 00:05:39,320 --> 00:05:40,040 Precisely. 173 00:05:40,040 --> 00:05:40,560 Yeah. 174 00:05:40,560 --> 00:05:42,920 And that brings us to the second crucial dimension 175 00:05:42,920 --> 00:05:44,640 they identified in their research. 176 00:05:44,640 --> 00:05:45,080 OK. 177 00:05:45,080 --> 00:05:47,880 Which is the source of expertise. 178 00:05:47,880 --> 00:05:48,680 Intriguing. 179 00:05:48,680 --> 00:05:51,680 This feels like it goes hand in hand with that previous aha 180 00:05:51,680 --> 00:05:54,760 moment of realizing who the experts actually 181 00:05:54,760 --> 00:05:56,040 are in a school setting. 182 00:05:56,040 --> 00:05:57,280 Yes. 183 00:05:57,280 --> 00:05:59,040 Let's dive in. 184 00:05:59,040 --> 00:06:02,200 Who are these all-important sources of expertise? 185 00:06:02,200 --> 00:06:04,000 This is where it gets really interesting for me, 186 00:06:04,000 --> 00:06:08,080 because I feel like when we talk about experts in education, 187 00:06:08,080 --> 00:06:10,200 we don't always acknowledge all the different forms 188 00:06:10,200 --> 00:06:11,640 that expertise can take. 189 00:06:11,640 --> 00:06:12,160 It's true. 190 00:06:12,160 --> 00:06:14,640 And this research doesn't shy away from that complexity. 191 00:06:14,640 --> 00:06:15,040 OK. 192 00:06:15,040 --> 00:06:18,280 They identified three distinct but interconnected roles 193 00:06:18,280 --> 00:06:21,160 when it comes to educational technology expertise. 194 00:06:21,160 --> 00:06:21,480 OK. 195 00:06:21,480 --> 00:06:24,640 I'm ready to hear about this trifecta of tech wisdom. 196 00:06:24,640 --> 00:06:26,240 Who are these key players? 197 00:06:26,240 --> 00:06:29,320 First up, you've got your classic tech gurus, 198 00:06:29,320 --> 00:06:32,080 your IT specialists, your software trainers, 199 00:06:32,080 --> 00:06:34,840 the folks who can troubleshoot a glitching laptop faster 200 00:06:34,840 --> 00:06:37,040 than you can say, bandwidth. 201 00:06:37,040 --> 00:06:37,600 Right. 202 00:06:37,600 --> 00:06:40,560 They're the foundation ensuring that the technology itself 203 00:06:40,560 --> 00:06:41,880 is running smoothly. 204 00:06:41,880 --> 00:06:42,800 Essential. 205 00:06:42,800 --> 00:06:44,840 But I'm guessing their expertise might not always 206 00:06:44,840 --> 00:06:47,360 translate directly to the classroom context? 207 00:06:47,360 --> 00:06:48,680 You're catching on quickly. 208 00:06:48,680 --> 00:06:49,080 OK. 209 00:06:49,080 --> 00:06:51,680 Knowing how to fix a printer jam doesn't necessarily 210 00:06:51,680 --> 00:06:53,880 mean you know how to use an interactive whiteboard 211 00:06:53,880 --> 00:06:55,240 to teach fractions. 212 00:06:55,240 --> 00:06:55,800 Right. 213 00:06:55,800 --> 00:06:57,840 That's where our second expert group comes in. 214 00:06:57,840 --> 00:06:58,240 OK. 215 00:06:58,240 --> 00:06:59,360 The teachers themselves. 216 00:06:59,360 --> 00:06:59,880 Ah, yes. 217 00:06:59,880 --> 00:07:01,840 The real MVPs of the classroom. 218 00:07:01,840 --> 00:07:02,440 Exactly. 219 00:07:02,440 --> 00:07:05,240 Teachers are the subject matter experts. 220 00:07:05,240 --> 00:07:07,200 They know their curriculum insight and out. 221 00:07:07,200 --> 00:07:09,360 They understand their students' learning styles. 222 00:07:09,360 --> 00:07:11,520 And they're on the front lines of putting theory 223 00:07:11,520 --> 00:07:12,760 into practice. 224 00:07:12,760 --> 00:07:15,520 So they're the ones who can take those shiny tech tools 225 00:07:15,520 --> 00:07:17,680 and figure out how to actually use them 226 00:07:17,680 --> 00:07:20,800 to create engaging and effective learning experiences. 227 00:07:20,800 --> 00:07:24,640 But something tells me there's a third group that 228 00:07:24,640 --> 00:07:26,800 acts as a bridge between these two. 229 00:07:26,800 --> 00:07:27,280 Yeah. 230 00:07:27,280 --> 00:07:29,600 Someone who speaks both tech and teacher. 231 00:07:29,600 --> 00:07:30,720 You hit the nail in the head. 232 00:07:30,720 --> 00:07:30,920 OK. 233 00:07:30,920 --> 00:07:34,240 They call this third group technology specialists. 234 00:07:34,240 --> 00:07:34,680 OK. 235 00:07:34,680 --> 00:07:37,280 And I like to think of them as tech whispers. 236 00:07:37,280 --> 00:07:37,800 Oh. 237 00:07:37,800 --> 00:07:39,680 Or even tech translators. 238 00:07:39,680 --> 00:07:41,280 I love that tech whispers. 239 00:07:41,280 --> 00:07:43,920 So these are teachers who have a passion for technology 240 00:07:43,920 --> 00:07:46,800 and maybe some extra training. 241 00:07:46,800 --> 00:07:50,960 I'm picturing that one colleague who everyone goes to for help 242 00:07:50,960 --> 00:07:54,560 with their smart boards or educational apps. 243 00:07:54,560 --> 00:07:55,000 Close? 244 00:07:55,000 --> 00:07:55,640 Spot on. 245 00:07:55,640 --> 00:07:56,240 OK. 246 00:07:56,240 --> 00:07:58,480 They're the ones who can demystify tech jargon, 247 00:07:58,480 --> 00:08:00,360 guide their colleagues through the digital maze, 248 00:08:00,360 --> 00:08:02,960 and help them find creative ways to integrate technology 249 00:08:02,960 --> 00:08:04,080 into their lessons. 250 00:08:04,080 --> 00:08:07,080 And here's where that term technology steward comes in. 251 00:08:07,080 --> 00:08:07,600 OK. 252 00:08:07,600 --> 00:08:09,800 They understand not only the technology itself, 253 00:08:09,800 --> 00:08:12,160 but how it aligns with the school's overall mission 254 00:08:12,160 --> 00:08:14,640 and vision for teaching and learning. 255 00:08:14,640 --> 00:08:16,320 So they're not just showing teachers 256 00:08:16,320 --> 00:08:18,000 how to use a cool new app. 257 00:08:18,000 --> 00:08:21,640 They're helping them figure out if and how that app can help 258 00:08:21,640 --> 00:08:24,920 them achieve their specific learning objectives. 259 00:08:24,920 --> 00:08:25,600 You've got it. 260 00:08:25,600 --> 00:08:28,160 And this emphasis on aligning technology 261 00:08:28,160 --> 00:08:31,120 with pedagogical goals brings us to the third. 262 00:08:31,120 --> 00:08:33,720 And some might argue the most crucial dimension 263 00:08:33,720 --> 00:08:35,720 of this professional development model, 264 00:08:35,720 --> 00:08:36,800 the role of students. 265 00:08:36,800 --> 00:08:38,080 Now, this is where I think things 266 00:08:38,080 --> 00:08:39,200 get really interesting. 267 00:08:39,200 --> 00:08:41,800 Because for far too long, students 268 00:08:41,800 --> 00:08:44,560 have been seen as passive recipients of technology 269 00:08:44,560 --> 00:08:47,320 in the classroom, not active participants 270 00:08:47,320 --> 00:08:48,920 in shaping how it's used. 271 00:08:48,920 --> 00:08:49,720 You're absolutely right. 272 00:08:49,720 --> 00:08:52,560 And this typology flips that script. 273 00:08:52,560 --> 00:08:56,040 It emphasizes the importance of student voice and feedback 274 00:08:56,040 --> 00:08:59,080 in creating truly effective technology integrated 275 00:08:59,080 --> 00:09:00,720 learning experiences. 276 00:09:00,720 --> 00:09:04,640 So it's not enough to just throw a fancy new app at students 277 00:09:04,640 --> 00:09:05,640 and hope for the best. 278 00:09:05,640 --> 00:09:06,640 Yeah. 279 00:09:06,640 --> 00:09:08,160 We need to be more intentional than that. 280 00:09:08,160 --> 00:09:08,720 Absolutely. 281 00:09:08,720 --> 00:09:11,160 We need to bring students into the process, 282 00:09:11,160 --> 00:09:14,600 ask for their input, and be open to adapting our approaches 283 00:09:14,600 --> 00:09:16,480 based on their feedback. 284 00:09:16,480 --> 00:09:18,240 Remember that anecdote from the chapter 285 00:09:18,240 --> 00:09:21,320 about the school district's new student information system? 286 00:09:21,320 --> 00:09:21,720 Oh, yes. 287 00:09:21,720 --> 00:09:24,320 The one where they realized that cramming all the teachers 288 00:09:24,320 --> 00:09:27,680 into the same training session was a recipe for disaster? 289 00:09:27,680 --> 00:09:28,560 What about it? 290 00:09:28,560 --> 00:09:30,280 Well, they had a similar aha moment 291 00:09:30,280 --> 00:09:32,880 when they started looking at technology integration 292 00:09:32,880 --> 00:09:34,760 through the lens of student experience. 293 00:09:34,760 --> 00:09:36,680 They realized that some of the lessons they thought 294 00:09:36,680 --> 00:09:38,600 were super engaging and innovative 295 00:09:38,600 --> 00:09:40,720 were actually falling flat for the students. 296 00:09:40,720 --> 00:09:43,440 That's so fascinating because it highlights that blind spot 297 00:09:43,440 --> 00:09:46,000 we can sometimes have as educators. 298 00:09:46,000 --> 00:09:49,360 We get excited about a new tool or approach, 299 00:09:49,360 --> 00:09:51,320 but we don't always take the time to see it 300 00:09:51,320 --> 00:09:52,840 through the students' eyes. 301 00:09:52,840 --> 00:09:53,480 Exactly. 302 00:09:53,480 --> 00:09:56,240 And what are the examples they gave really stuck with me? 303 00:09:56,240 --> 00:09:58,480 It involved a group of teachers who 304 00:09:58,480 --> 00:10:00,400 were using an interactive platform 305 00:10:00,400 --> 00:10:02,440 for a collaborative history project. 306 00:10:02,440 --> 00:10:02,920 OK. 307 00:10:02,920 --> 00:10:05,320 They thought they'd carefully designed the activity 308 00:10:05,320 --> 00:10:08,240 to promote student-led learning and collaboration. 309 00:10:08,240 --> 00:10:08,640 OK. 310 00:10:08,640 --> 00:10:10,880 Sounds promising so far what happened. 311 00:10:10,880 --> 00:10:12,440 Well, after a few weeks, they decided 312 00:10:12,440 --> 00:10:14,800 to do some informal check-ins with the students 313 00:10:14,800 --> 00:10:16,480 just to see how things were going. 314 00:10:16,480 --> 00:10:18,120 And to their surprise, they discovered 315 00:10:18,120 --> 00:10:20,360 that many of the students found the platform clunky 316 00:10:20,360 --> 00:10:21,800 and confusing to use. 317 00:10:21,800 --> 00:10:22,680 Oh, no. 318 00:10:22,680 --> 00:10:25,240 They also felt like the project was overly structured, which 319 00:10:25,240 --> 00:10:26,840 stifled their creativity and made 320 00:10:26,840 --> 00:10:29,800 it feel more like busy work than a true collaborative learning 321 00:10:29,800 --> 00:10:30,720 experience. 322 00:10:30,720 --> 00:10:32,680 So even with the best of intentions 323 00:10:32,680 --> 00:10:36,080 and a cool new platform, things didn't quite 324 00:10:36,080 --> 00:10:38,480 go as planned because they hadn't factored in the student 325 00:10:38,480 --> 00:10:40,400 perspective early enough in the process. 326 00:10:40,400 --> 00:10:40,900 Exactly. 327 00:10:40,900 --> 00:10:43,960 And this is where that third dimension, the role of students, 328 00:10:43,960 --> 00:10:45,080 becomes so critical. 329 00:10:45,080 --> 00:10:45,720 Right. 330 00:10:45,720 --> 00:10:48,960 The teachers in this example learned a valuable lesson. 331 00:10:48,960 --> 00:10:49,640 What's that? 332 00:10:49,640 --> 00:10:52,400 They needed to create a feedback loop, a space 333 00:10:52,400 --> 00:10:55,360 for ongoing dialogue with their students about what was working, 334 00:10:55,360 --> 00:10:58,000 what wasn't, and how they could use the technology more 335 00:10:58,000 --> 00:10:58,880 effectively. 336 00:10:58,880 --> 00:11:01,240 It's about shifting from a mindset of, 337 00:11:01,240 --> 00:11:02,080 I'm the expert. 338 00:11:02,080 --> 00:11:05,600 I'm delivering this lesson to, we're in this together. 339 00:11:05,600 --> 00:11:07,800 Let's figure out how to make this learning experience 340 00:11:07,800 --> 00:11:10,000 meaningful and engaging for everyone involved. 341 00:11:10,000 --> 00:11:10,800 Beautifully put. 342 00:11:10,800 --> 00:11:13,200 And this brings us back to the heart of this deep dive. 343 00:11:13,200 --> 00:11:13,720 OK. 344 00:11:13,720 --> 00:11:16,080 The typology itself, remember those three dimensions 345 00:11:16,080 --> 00:11:16,880 we talked about? 346 00:11:16,880 --> 00:11:20,120 Focus on technology, source of expertise, 347 00:11:20,120 --> 00:11:21,520 and the role of students. 348 00:11:21,520 --> 00:11:22,280 Yes. 349 00:11:22,280 --> 00:11:23,880 It's all starting to come together. 350 00:11:23,880 --> 00:11:26,440 Now you're saying they use these three dimensions 351 00:11:26,440 --> 00:11:29,600 as the foundation for building a new approach 352 00:11:29,600 --> 00:11:30,920 to professional development. 353 00:11:30,920 --> 00:11:31,920 Exactly. 354 00:11:31,920 --> 00:11:35,720 They created a typology consisting of three distinct 355 00:11:35,720 --> 00:11:38,280 but interconnected types of professional development 356 00:11:38,280 --> 00:11:39,400 activities. 357 00:11:39,400 --> 00:11:41,920 Training, planning, and design. 358 00:11:41,920 --> 00:11:44,360 Each of these types aligns with one or more 359 00:11:44,360 --> 00:11:46,160 of the key dimensions we've been discussing. 360 00:11:46,160 --> 00:11:47,480 OK, you've got me hooked. 361 00:11:47,480 --> 00:11:49,920 Let's break these down one by one, starting with training. 362 00:11:49,920 --> 00:11:51,960 What does that look like in this typology? 363 00:11:51,960 --> 00:11:54,200 All right, so training, back to basics. 364 00:11:54,200 --> 00:11:57,040 It's all about equipping teachers with the technical know-how, 365 00:11:57,040 --> 00:11:57,360 right? 366 00:11:57,360 --> 00:11:58,440 Exactly. 367 00:11:58,440 --> 00:12:01,520 Think of it as laying the foundation 368 00:12:01,520 --> 00:12:02,960 before you start building a house. 369 00:12:02,960 --> 00:12:03,480 OK. 370 00:12:03,480 --> 00:12:06,080 Teachers need to feel comfortable with the tools themselves 371 00:12:06,080 --> 00:12:08,400 before they can start thinking about the pedagogy. 372 00:12:08,400 --> 00:12:10,880 So this is where those tech gurus you mentioned earlier 373 00:12:10,880 --> 00:12:11,640 come in handy. 374 00:12:11,640 --> 00:12:13,040 Absolutely. 375 00:12:13,040 --> 00:12:15,360 Training sessions should be led by those who 376 00:12:15,360 --> 00:12:17,520 live and breathe technology. 377 00:12:17,520 --> 00:12:20,000 They can provide clear, concise instruction 378 00:12:20,000 --> 00:12:22,800 on how to use specific software or hardware, 379 00:12:22,800 --> 00:12:24,520 how to troubleshoot common issues, 380 00:12:24,520 --> 00:12:27,400 and how to access support when needed. 381 00:12:27,400 --> 00:12:29,400 It's about building that baseline confidence 382 00:12:29,400 --> 00:12:32,040 so that teachers don't feel intimidated by the technology 383 00:12:32,040 --> 00:12:32,520 itself. 384 00:12:32,520 --> 00:12:33,520 Right. 385 00:12:33,520 --> 00:12:35,200 But I imagine training is just the first step 386 00:12:35,200 --> 00:12:36,200 in this process, right? 387 00:12:36,200 --> 00:12:36,800 Right. 388 00:12:36,800 --> 00:12:38,640 Once teachers have a handle on the mechanics, 389 00:12:38,640 --> 00:12:40,400 that's where planning comes into play. 390 00:12:40,400 --> 00:12:40,960 OK. 391 00:12:40,960 --> 00:12:42,760 And this is where the typology really 392 00:12:42,760 --> 00:12:45,640 emphasizes that teacher as expert role we talked about 393 00:12:45,640 --> 00:12:46,200 earlier. 394 00:12:46,200 --> 00:12:49,080 Because no one knows the curriculum and the students 395 00:12:49,080 --> 00:12:50,440 better than the teachers themselves. 396 00:12:50,440 --> 00:12:51,360 Exactly. 397 00:12:51,360 --> 00:12:55,480 Planning sessions in this model are collaborative and teacher 398 00:12:55,480 --> 00:12:56,160 driven. 399 00:12:56,160 --> 00:12:58,600 Teachers come together, perhaps in grade level teams 400 00:12:58,600 --> 00:13:00,760 or subject matter groups, and they brainstorm 401 00:13:00,760 --> 00:13:03,880 how they can integrate technology to achieve specific learning 402 00:13:03,880 --> 00:13:04,600 objectives. 403 00:13:04,600 --> 00:13:08,280 So instead of being told how to use a particular tool, 404 00:13:08,280 --> 00:13:11,240 they're empowered to figure out how that tool can best serve 405 00:13:11,240 --> 00:13:14,040 their unique needs and their students' needs. 406 00:13:14,040 --> 00:13:15,240 Precisely. 407 00:13:15,240 --> 00:13:17,360 And while teachers take the lead in planning, 408 00:13:17,360 --> 00:13:19,800 remember those tech whispers we talked about? 409 00:13:19,800 --> 00:13:23,400 They play a crucial role here as facilitators and thought 410 00:13:23,400 --> 00:13:24,200 partners. 411 00:13:24,200 --> 00:13:26,520 So they're there to offer suggestions, 412 00:13:26,520 --> 00:13:28,760 troubleshoot any technical hiccups, 413 00:13:28,760 --> 00:13:31,000 and help teachers push the boundaries of what's 414 00:13:31,000 --> 00:13:32,320 possible with technology. 415 00:13:32,320 --> 00:13:33,200 You've got it. 416 00:13:33,200 --> 00:13:35,920 It's a beautiful blend of pedagogical expertise 417 00:13:35,920 --> 00:13:37,120 and technical support. 418 00:13:37,120 --> 00:13:39,760 But as we all know, even the best laid plans 419 00:13:39,760 --> 00:13:42,560 can go astray when you introduce the unpredictable element 420 00:13:42,560 --> 00:13:44,080 of dot students. 421 00:13:44,080 --> 00:13:47,560 And that brings us to the third piece of the puzzle, design. 422 00:13:47,560 --> 00:13:50,080 Which, if I'm remembering correctly, 423 00:13:50,080 --> 00:13:54,600 is all about embracing that student voice and feedback. 424 00:13:54,600 --> 00:13:55,600 You're right on track. 425 00:13:55,600 --> 00:13:57,520 Design is where the rubber meets the road, 426 00:13:57,520 --> 00:13:59,920 where theory gets translated into practice, 427 00:13:59,920 --> 00:14:02,320 and where we see whether those carefully crafted 428 00:14:02,320 --> 00:14:05,640 technology-integrated lessons are actually hitting the mark. 429 00:14:05,640 --> 00:14:07,840 So it's not just about planning a lesson. 430 00:14:07,840 --> 00:14:10,640 It's about implementing it, reflecting on it, 431 00:14:10,640 --> 00:14:12,720 and perhaps even going back to the drawing board 432 00:14:12,720 --> 00:14:14,120 based on student feedback. 433 00:14:14,120 --> 00:14:14,920 Exactly. 434 00:14:14,920 --> 00:14:17,560 This is where that iterative process comes into play. 435 00:14:17,560 --> 00:14:20,640 Teachers are encouraged to view their initial technology 436 00:14:20,640 --> 00:14:22,840 integrated lessons as prototypes. 437 00:14:22,840 --> 00:14:23,720 They try things out. 438 00:14:23,720 --> 00:14:25,560 They gather feedback from their students, 439 00:14:25,560 --> 00:14:27,080 and then they work collaboratively 440 00:14:27,080 --> 00:14:29,200 with their colleagues and those tech specialists 441 00:14:29,200 --> 00:14:31,400 to make adjustments and improvements. 442 00:14:31,400 --> 00:14:34,040 I love that idea of viewing lessons as prototypes. 443 00:14:34,040 --> 00:14:36,240 It really highlights that this isn't about perfection. 444 00:14:36,240 --> 00:14:38,040 It's about continuous improvement. 445 00:14:38,040 --> 00:14:40,280 And that's where the real magic happens. 446 00:14:40,280 --> 00:14:43,760 When teachers feel empowered to experiment, to take risks, 447 00:14:43,760 --> 00:14:45,520 and to learn from their mistakes, 448 00:14:45,520 --> 00:14:48,960 that's when we start to see truly innovative and engaging 449 00:14:48,960 --> 00:14:51,360 uses of technology in the classroom. 450 00:14:51,360 --> 00:14:53,960 It's about shifting the mindset from technology 451 00:14:53,960 --> 00:14:56,800 as a threat or technology as a burden 452 00:14:56,800 --> 00:14:59,440 to technology as a tool for empowerment 453 00:14:59,440 --> 00:15:03,520 and technology as a catalyst for creativity and collaboration. 454 00:15:03,520 --> 00:15:04,920 Couldn't have said it better myself. 455 00:15:04,920 --> 00:15:07,480 This deep dive has been incredibly insightful. 456 00:15:07,480 --> 00:15:09,280 It's given us a new framework for thinking 457 00:15:09,280 --> 00:15:11,720 about professional development, one that's grounded 458 00:15:11,720 --> 00:15:14,520 in collaboration, student-centered learning, 459 00:15:14,520 --> 00:15:16,240 and a deep respect for the expertise 460 00:15:16,240 --> 00:15:18,240 that both teachers and technology specialists 461 00:15:18,240 --> 00:15:19,240 bring to the table. 462 00:15:19,240 --> 00:15:23,280 And remember, this typology isn't just a theoretical model. 463 00:15:23,280 --> 00:15:25,800 It was born out of the real-world experiences 464 00:15:25,800 --> 00:15:27,840 of a school district that was struggling 465 00:15:27,840 --> 00:15:30,280 to make technology integration work for them. 466 00:15:30,280 --> 00:15:32,640 If they can do it, anyone can. 467 00:15:32,640 --> 00:15:34,200 That's such an important point. 468 00:15:34,200 --> 00:15:36,600 This isn't about having the latest gadgets 469 00:15:36,600 --> 00:15:37,800 or the biggest budget. 470 00:15:37,800 --> 00:15:42,000 It's about having a clear vision, a collaborative spirit, 471 00:15:42,000 --> 00:15:45,160 and a willingness to embrace the messiness of innovation. 472 00:15:45,160 --> 00:15:46,480 Beautifully said. 473 00:15:46,480 --> 00:15:48,320 Well, this has been a fantastic conversation. 474 00:15:48,320 --> 00:15:49,840 Thank you so much for joining me today 475 00:15:49,840 --> 00:15:51,840 and sharing these incredible insights. 476 00:15:51,840 --> 00:15:53,960 This is a topic that's close to my heart, 477 00:15:53,960 --> 00:15:56,360 and I know it is for so many of our listeners as well. 478 00:15:56,360 --> 00:15:57,320 It's been my pleasure. 479 00:15:57,320 --> 00:15:59,600 It's so important to keep having this conversation. 480 00:15:59,600 --> 00:16:01,640 And to our listeners, thank you for joining us 481 00:16:01,640 --> 00:16:02,760 on this deep dive. 482 00:16:02,760 --> 00:16:05,360 We hope you found it as thought-provoking and inspiring 483 00:16:05,360 --> 00:16:06,480 as we did. 484 00:16:06,480 --> 00:16:08,760 Remember, technology's always evolving, 485 00:16:08,760 --> 00:16:11,680 and so is the way we learn to use it effectively. 486 00:16:11,680 --> 00:16:13,720 So keep exploring, keep experimenting, 487 00:16:13,720 --> 00:16:16,040 and keep those innovative ideas flowing. 488 00:16:16,040 --> 00:16:22,040 Until next time, happy teaching.