W2 Reading

We are at it again world!

Photograph By:  Deborah Sanders

Creating a personal technology improvement plan for teachers of the gifted

This study by, Kevin Besnoy, discusses the specific obstacles faced by teachers of the Gifted and Talented while trying to integrate technology.  “Access and continued professional development,” (Besnoy, 2007) implies that although this is the biggest hindrance, it will also become the eventual process of technology integration.   

One way to relieve a teacher’s anxiety is to develop as assessment format to determine where they are and where they need to go. The goal of this format would be to perform was to perform a Personal Technology Improvement Plan, (PTIP).  With the development of an attainable long and short-term goal assessment format, the teacher should or will be able to commit to the PTIP.  The next step for the teacher would be for the teacher to identify their professional development needs in order to meet their goal.  Once this has been accomplished, the teacher must actually seek the PD and utilmitely begin to implement their newly found skill.

Inquiring About Practice: Using web-based materials to develop teacher inquiry

Building an instructional practice that has learning as the essential performance, must afford teachers the opportunity to construct knowledge, information, abilities and dispositions that support their learning efforts (Richert, A.E., 2005).  Richert discusses pedagogical decisions based on teacher learning and the reform approaches that have appeared recently.  Richert suggests that the best learning is from one’s own practice and from that of other’s practices.  This thought was applied by two of Richert’s students.  They built web sites that gave evidence to the process of their inquiry and proof of the analysis of their work.  The thought behind this inquiry stance was so that her students would one day take the initiative to continue with the process on their own.

Whiteboards and Web Sites: Digital Tools for the Early Childhood Curriculum

Peggy Lisenbee incorporates powerful digital tools for her early learners. The traditional methods are out the door and new innovative skills for teaching the young have become the standard in her classes.   Lisenbee noticed that children were more engaged and jumped at the opportunity to participate in lessons when technology was incorporated.  If a child, is interested the likely hood of knowledge gained in this environment is inevitable.  Using a digital whiteboard in the early childhood setting, enables children to use their fingers as a pen to construct new learning.

This study also discusses technology and the constructivist approach to learning.  Simply stated:  Children will play an important role in their own learning.  With the implementation of interactive whiteboards and stimulating animated multimedia, the prescription for learning has been rewritten.  The main focus is for young people to be able to, “Explore, discover, and construct their own understandings through the use of technology” (Lisenbee, 2009).

Can Technology Narrow the Black-White Achievement Gap?

The purpose of this study was to determine if technology could close the gap in test scores of the African American students when compared with their white counterparts in the state of Missouri.  This project was a joint effort between the University of Missouri and the Elementary and Secondary Department of Education in Missouri.  The teachers were structured in a two-year professional development study, which included coaching during class sessions.  State assessments were conducted at 39 schools of African American students enrolled in these classes named, “eMINTS-enhancing Missouri’s Instructional Networked Teaching Strategies” (Beglau 2005).  Their achievements were compared to white students who did not participate in the eMINTS training.  The results were clear:  The multimedia tools used in the eMINTS classrooms proved positive and those students’ [African Americans] scores conclusively closed the gap of the students not participating in the eMINTS program.

Practice, reflection, feedback, and redesign serve as critical components of this learning approach.  I’m an advocate for learning new strategies to teach.  If given the opportunity, I would invite the idea of training and testing the students from the district within which I work, to compete with students from other surrounding suburban districts.  A person, a teacher, or a student may have preferences for learning something new and a completely different preference when it comes to refreshing knowledge and skills that simply need updating.  If technology could create a balance in the learning grid between two totally different measurable outcomes of learning that would have a positive effect on the profession of education.

References

Beglau, M. (2005). Can technology narrow the black-white achievement gap? T.H.E. Journal, 32(12), 13-17. Retrieved October 7, 2010.

Besony, K. (2007). Creating a personal technology improvement plan for teachers of the gifted. Gifted Child Today, 30(04), 45-49. Retrieved October 9, 2010.

Lisenbee, P. (2009). Whiteboards and web sites: Digital tools for the early childhood curriculum. Young Child, 16(04), 92-95. Retrieved October 9, 2010.

Richert, A.E. (2005). Inquiring about practice: Using web-based materials to develop teacher inquiry. Teaching Education, 16(04), 297-310. Retrieved October 9, 2010.