Welcome to the deep dive. You guys know we love to tackle your requests and a bunch of you have been asking for a deep dive into
Educator professional development, especially in this digital age, right exactly
It feels like everything's changing faster than ever and it can be a little overwhelming
It really can which is why this chapter you sent over was so timely
I know I have to admit even I was getting a bit lost just skimming it
So let's break this down together you bet
So one thing that really struck me was how the author connects the evolution of information technology
With the changing expectations for teachers. Oh, yeah, that makes sense
It's not just about using new gadgets in the classroom anymore, right? It's way deeper than that exactly
It's like a fundamental shift in the skill set educators need and even students for that matter
So being tech savvy isn't enough anymore not even close
This chapter draws a really interesting parallel to
Biology, you know the whole survival of the fittest thing. Oh, yeah, I remember that from high school
Well, this biologist jurat from eyes observed that the most effective adaptation for
unpredictable situations
IS
Adaptability whoa, so like being able to roll with the punches is the ultimate skill
Makes sense in today's world for sure, right?
Think about it teachers are constantly dealing with new challenges new curriculums new technologies
And who knows what's coming next? Okay? Yeah, I see your point
But how do we actually like build that adaptability?
Especially when it comes to all this new tech stuff
Well, that's where things get really interesting the chapter talks with this concept called effort expectancy effort expectancy
Hmm, okay break that down for me
So basically is how much effort teachers think they need to put in to learn and use new piece of technology
So like if it seems super complicated, they're less likely to even try exactly
Imagine you got a brand new smartphone, but the interface was a total nightmare. Oh, yeah
I'd probably just stick with my old phone even if it was ancient exactly
So you can see how this effort expectancy plays a huge role in how teachers approach new tech in their classrooms
So if a new tool seems too time-consuming or confusing
They might resist using it even if it could be beneficial
You got it and then you add in the issue of obsolescence and things get even trickier obsolescence
What do you mean by that? Well, imagine a school invests a ton of money in the latest and greatest technology
Only for it to be outdated a year later. Oh, man, that would be so frustrating
Talk about a blow to effort expectancy, right? Mm-hmm. It can make teachers hesitant to try anything new makes total sense
So it sounds like the key takeaway here is that professional development needs to focus on technologies that are both effective and easy to learn
You get the nail on the head and it's not just about basic tech fluency either
Mm-hmm. We also need to consider the impact of new technology on a teacher's cognitive load cognitive load
Okay, that sounds intense. It's actually pretty simple
Think of it like trying to cook a complicated recipe while also juggling five other things in the kitchen
Oh, yeah, my brain would be fried right your brain can only handle so much information at once
The same goes for technology a poorly designed website or software can overload a teacher's cognitive load making it harder to learn and use effectively
So it's not just about teaching teachers how to click buttons
It's about making sure the technology itself is designed in a way that supports learning
Precisely and the chapter gives some really helpful examples of how to do this. Oh, like what?
Well, one suggestion is to use familiar software across different subject areas
Hmm. So if a teacher already knows how to use a program for making graphs in math
They could use that same program for data analysis and science
It cuts down on the learning curve and keeps that cognitive load manageable. That's so smart
It's all about making things as streamlined and intuitive as possible exactly another strategy is to offer on-demand
Instruction like short tutorials or videos that are available right when teachers need them
Oh, so it's like having tech support built right into the software exactly teachers don't have to memorize every single feature
They can access information as they go which really reduces that cognitive overload
I love that takes the pressure off remembering everything perfectly and let's teachers focus on what matters teaching
But I'm curious. How do we know if all this effort is actually paying off?
How do we measure if a new technology is really improving teaching and learning?
That is the million dollar question and it leads us to another key concept
performance expectancy
Performance expectancy. Okay. I'm intrigued. Tell me more. In essence. It's how useful teachers believe a new technology will be in their classroom
If they think it will genuinely enhance their teaching or improve student learning
They're way more likely to embrace it. So it's about seeing those real-world benefits not just the theoretical potential
But I'm guessing if the effort expectancy is low like if the tech seems too hard to use that'll drag down the performance expectancy too, right?
Absolutely, it's all connected the chapter uses great example bibliography management tools, you know those programs that automatically generate citations and bibliographies
Oh, yeah, those are lifesavers, especially for research papers huge time savers
But some educators might hesitate to use them really why is that?
Some worry that these tools undermine the research skills. They want their students to develop
It highlights the complex relationship between technology and how we teach tech influences what we teach and how we teach
But those choices also shape our technology decisions. It's a two-way street
So some teachers might embrace a tool while others might see it as a hindrance
It all depends on their values and teaching style exactly and it underscores a crucial point
Technology isn't inherently good or bad. It's all about how it aligns with our goals as educators, right?
It's a tool unlike any tool it can be used for good or for well, that's a good I guess that's a great way to put it
Mm-hmm and that brings us to another important point technology is never neutral
It always carries certain assumptions and biases which can significantly impact how we teach and learn whoa
That's steep. I never really thought about it that way. It's important to be mindful of those hidden influences
It reminds me of how much learning happens outside the classroom these days, you know with apps games
Social media. Oh, yeah, kids are coming to school with a whole different set of skills and expectations
Shaped by technology exactly so how do we navigate this blend of formal and informal learning in a way that benefits all students?
That's where social influence comes into play social influence
So like peer pressure but for teachers kind of the chapter explores how teachers decisions about technology are influenced by their colleagues
Mentors and the overall school culture make sense. We're all influenced by the people around us, right?
And there are three main types of social influence
Compliance identification and internalization. Okay, those terms ring a bell
But how do they apply to teachers and technology think of it this way?
Compliance is when a teacher uses a new technology
Simply because they have to not because they believe in it. So like going through the motions exactly. Yeah, then you have
Identification which is more about seeing a respected colleague use tech effectively and wanting to do the same
So it's like hey if they're doing it, maybe I should too
Right, but the ultimate goal is internalization
This is when a teacher fully embraces the value of a technology and
Seamlessly integrates it into their teaching. So they're not just using it because they have to or because someone else is
They're using it because they truly believe it's making a difference
Exactly and to get to that level of internalization
We need to create a shared vision for how technology can support deeper learning
So it's not just about checking boxes or keeping up with the latest trends
It's about using technology in a way that truly enhances student engagement and understanding
Couldn't have said it better myself and that's a conversation that needs to involve everyone teachers administrators parents the whole community
Absolutely, this chapter makes it clear that professional development isn't just about learning how to use gadgets anymore
It's about embracing adaptability managing cognitive load fostering collaboration and ultimately
Reimagining the possibilities of teaching and learning in this crazy fast-paced world
You nailed it and you know what? We've only just scratched the surface
There's so much more to unpack in this chapter, especially when it comes to the practical implications for professional development
Oh, I'm ready for more. We'll be diving deeper into all that in part two of our deep dive. So stay tuned
Welcome back to the deep dive
You know as we were talking about those key concepts in the last part. It really hit me
We're not just talking about incorporating technology
We're talking about a complete shift in how we think about education
It's like we're moving from that old industrial model of education to something way more fluid and dynamic
But how do we prepare teachers for this new world? What skills do they need to thrive in this constantly evolving landscape?
That's where this idea of the flexible specialist comes in the chapter argues that teachers need to be more than just experts in their subject area
Okay, so more than just knowing their stuff, right?
They need to be adept at integrating technology in a way that truly enhances learning
So they need to be comfortable
Experimenting with new tools and adapting their teaching strategies as new technologies emerge. You got it
They have to be lifelong learners basically always evolving. It's like that old saying teach a person to fish and they'll eat for a lifetime
But in this case we're teaching teachers how to learn and adapt so they can handle any new tech that comes their way
Exactly and that's where the discussion of professional development models gets really interesting
The chapter suggests moving away from those one and done workshops. Oh, yeah, those can be pretty useless
They can't be and instead we need to move towards more sustained learning opportunities
The kind that actually feels relevant and useful to teachers
We've all sat through those dry generic workshops that felt totally disconnected from what we were actually doing in the classroom
What are some better alternatives?
Well, one suggestion is to use virtual classrooms for professional development
That way teachers can experience those platforms from a student's perspective. Well, that's a good idea
It's one thing to hear about how a virtual classroom works, but it's another to actually be in one exactly gives them a whole new perspective
The chapter also mentions using technologies like screen sharing video conferencing even social media to connect
Teachers with one another and build ongoing learning communities. So using the same tools we're asking teachers to use
It's like walking the walk not just talking the talk exactly and it creates a shared experience a sense of camaraderie makes sense
So what about webinars those seem to be pretty popular these days? They are
webinars offer a ton of flexibility and convenience
Teachers can learn from experts all over the world without even leaving their homes. Yeah, that's a huge plus
But I can also see how they could fall short if they're not done
Well, it's easy to tune out during a webinar if it's just someone droning on and on
You're right a bad webinar can be just as ineffective as a traditional workshop. It's all about striking that balance
Making it manageable for busy teachers while also making sure it's engaging and relevant
We need to remember effort and performance expectancy, right?
It needs to be easy to participate in but it also needs to show real value for teachers
Exactly when professional development is done. Well, it can transform the whole school culture in what way the chapter talks about shifting from a culture of
Compliance to a culture of ownership and innovation when it comes to technology
So instead of feeling like they have to use technology teachers start to embrace it because they see the potential to really change
How they teach and how their students learn exactly and that shift in mindset is key
If we want to move beyond simply replicating old teaching methods with new technology and start to really leverage its power
It's about creating more engaging
Collaborative and authentic learning experiences for students, but where do we even begin?
It seems like such a huge task the chapter suggests starting with a shared vision for how technology fits into the school's goals
So getting everyone on the same page administrators teachers parents even students you got it
And that vision needs to be based on solid research principles for tech rich learning
Not just chasing the latest fads, right because what works for one school might not work for another
It's all about finding the right fit absolutely and to really encourage
Innovation schools need to create a culture of experimentation and risk-taking. I love that idea
Encourage teachers to try new things even if they're not sure if it'll work perfectly the first time
That's the spirit and that brings us to another important point. How do we reimagine teacher evaluation in this new landscape?
Ooh, that's a big one
How do we measure if technology is being used effectively when teaching and learning are constantly changing? It's tough
The chapter suggests moving away from those traditional outcome-based evaluations that focus on standardized test scores
Those tests don't really capture everything that's happening in a tech rich classroom. Do they they really don't the authors advocate for more
Formative and naturalistic approach to evaluation one that takes into account the specific context of each classroom and how tech is being used
So instead of just looking at test scores
We need to actually observe teachers in action provide feedback and support their growth. You got it
It's about shifting from a culture of judgment to a culture of collaboration and continuous improvement
Administrators teachers and students all play a part. It sounds like we're really talking about a fundamental change in how we think about
Education not just a few minor adjustments
Absolutely and this chapter lays out a really clear path for navigating these changes and
Creating a more adaptable innovative and ultimately more effective learning experience for everyone
It's a lot to take in but it's exciting too and speaking of exciting in part three of our deep dive
We're going to explore online curriculum repositories and how they're changing the game for collaborative learning and professional development
Stay tuned
Welcome back to the deep dive
We're wrapping up our exploration of professional development today and I'm really excited about this one online curriculum repositories
Oh, yeah, those are game changers. They sound pretty amazing from what I've heard
It's like this giant online library where teachers can find all sorts of resources
That's exactly what it is lesson plans activities videos assessments. You name it. It's all they're created and shared by other teachers
So instead of spending hours creating materials from scratch
Teachers can tap into this incredible resource pool exactly to shift from solo creation to
Collaborative curation and I imagine that saves a ton of time and effort. Oh, absolutely
It's a much more efficient and effective use of everyone's expertise. That makes a lot of sense
But I'm curious. How do we know the quality is good?
I mean with so many resources out there. How can we be sure they're actually effective?
That's where the power of community comes in
Most of these repositories have systems for peer review and feedback so teachers can rate and review the resources exactly
They can share their experiences using them offer suggestions for improvement. It's like a crowdsourced quality control system
I love that the best stuff rises to the top and everyone benefits from the collective wisdom of the community
Precisely and it creates a continuous cycle of refinement. So the resources are constantly being improved and updated
That's fantastic, but I can also see how some teachers might be hesitant to share their own materials. Oh for sure
Some might feel like their lesson plans are their own intellectual property and they're not comfortable sharing them publicly. Yeah, that's understandable
It is but I think it's important to highlight the benefits of collaboration when teachers share their best ideas
Everyone wins. It's like that rising tide lifts all boats
Exactly and it frees up so much time and energy for teachers to focus on what they do best teaching
That's a huge win. You know, this all ties back to that idea of adaptability. We talked about earlier
In a world where things are constantly changing it makes sense to pool our resources and learn from each other
Couldn't agree more
It's all about embracing that collaborative spirit
And that brings us to the social dynamics of these online communities. Oh, yeah, the human element
That's always important. The chapter highlights three key factors for successful online collaboration
Affinity commitment and attention remind me what does mean again
So affinity is that sense of connection teachers feel within the community?
It's about belonging feeling like you're part of a supportive group like you're all in it together
Exactly, then there's commitment, which is how much teachers are invested in the goals of the repository
Are they contributing resources participating in discussions actively working to make the community better?
So it's about being an active participant not just a passive observer, right?
And finally, there's attention which is how engaged teachers are with the content and interactions happening in the community
Are they reading posts responding to comments learning from one another?
So it's about creating a space where teachers feel welcomed valued and excited to participate. That's the goal
It's not just about throwing a bunch of files in a folder
It's about fostering that sense of community and shared purpose and that takes careful planning and facilitation, right?
Absolutely. The chapter talks about using prompts that encourage deeper thinking and discussion
Not just sharing information, but actually applying it.
It's about challenging each other's thinking sharing successes and struggles and learning and growing together
Exactly, it's powerful stuff. These online communities can be incredible professional development tools.
I'm convinced but the time factor is a big concern
Teachers are already so busy
How can we make sure they have the time to actually engage with these communities?
That's a valid concern. It really comes down to school leaders creating a culture that values and supports this kind of collaboration
So providing dedicated time for teachers to explore the repository
Integrating it into professional development, maybe even offering incentives.
Exactly. It's about recognizing that investing in these communities is investing in teacher growth and ultimately student success.
And when teachers see the value for their own professional development, they're more likely to use those resources with their students too.
You got it. It's a win-win for everyone. It creates a more collaborative, adaptable and effective learning environment for both teachers and students
That's what it's all about, right?
It is. And as we wrap up this deep dive, I think it's important to remember that all these ideas
Adaptability, cognitive load, collaborative learning, they're not just about technology.
They're about a fundamental shift in how we approach education in the 21st century
Exactly. It's about preparing students for a world that's constantly changing a world where being able to learn, adapt and collaborate is essential.
Well said. So to our listeners out there, we hope this deep dive has given you some food for thought.
Maybe even sparks some ideas for your own professional practice.
Whether you're a teacher, an administrator, or just someone who cares about education, we encourage you to keep learning, keep adapting and keep pushing the boundaries.
Because together we can create a future where learning is truly transformative for everyone.
Thanks for joining us on this deep dive. We'll see you next time.