2a-+Prof.+Dev.+Needed

=What knowledge and skills do teachers in our school need in the next 2 to 5 years? = 21st Century learners require hands-on, experiential learning that is based in a constructivist model. As the Partnership for 21st Century skills indicates, students need the "C" skills: collaboration, creativity, critical thinking and communication. Jennifer Wetzel Thomas describes this shift in teaching as a move from the Industrial Age to the Knowledge Age. In this light, it is clear that we are already behind in adapting our teaching to a new generation of students. Therefore, teachers need to incorporate more technology into their day to day teaching, and they need to do it soon. Although the skills needed to become "up to speed" may vary based on the individual, there are some minimum technology qualifications each teacher needs to be able to demonstrate:

- Web page development to highlight classroom activities: Each teacher needs to create a dynamic, well-designed, informative page for parents which will launch at least by the start of the next academic year. Teachers may use one of the free web development software tools that is available online (such as Weebly) or the tools provided by the company that maintains the school's web page.

- Digital photography / Video: 21st Century students are of the "Broadcast Yourself" generation. Allowing students the opportunity to take and download pictures or conduct video interviews with one another are easy ways to incorporate technology into every curriculum. Each teacher is expected to incorporate the use of student created photos or video into at least one lesson.

- Video Editing / Podcasting: Each of the 32 computers in the lab have Audacity, a sound editing program, and Windows MovieMaker, a program for creating short movies (they can be still image-only or incorporate video). Each teacher must assign students one project this year that will employ one or both of these tools.

These expectations do not come without assistance. Each teacher will receive a laptop of his/her own to begin. Each laptop is equipped with a camera and microphone. Also, teachers that demonstrate how they go above and beyond in using tech tools in the classroom will be eligible for bonuses.

One of these bonuses includes a class-set of laptops for each student in the teacher's room. Research has shown that a student with a school laptop is given many opportunities to be more successful than a student without a laptop. In 2003, there were over 1,000 laptop initiatives in the United States and using computers has become an important life skill in 2010 (Maninger & Holden, 2009). In a study discussed by the college professors Robert M. Maninger and Mary Elizabeth Holden, teachers stated that students began to work more collaboratively together once given the laptops because they would help "each other out with hardware and software issues" (2009). Additionally, teachers reported that once the students received the laptops they "were able to access significantly more information and were exposed to more modes of communication via computer technology than the teachers could ever have provided on their own" (Maninger & Holden, 2009). This proves how the exposure to individual computers for students can create benefits in the classroom with both communication and content. As an educator, receiving these laptops would greatly enhance your lesson plans while providing students with the capability of utilizing technology.

=What are the best ways for them to learn those things? = There are two ways that teachers can become ready for teaching in the 21st Century. Technology staff will be hosting a series of inservices that specifically cover the topics listed above. Also, teachers may seek their own training opportunities and have them approved by their department head/ immediate supervisor.

As Paul Keown aptly describes his study of teacher professional development modules, online opportunities for teacher training are a necessity now due to the great cost savings (no missed teaching time) and convenience of on-your-own participation. However, in order for these to be successful, the timeframe must be appropriately flexible, teachers must see an inherent value in the program's offerings, and establishing a core group of participants will help with each individual's learning.

Teachers are encouraged to participate in online professional development modules within your established learning community cohorts. This will add to the learning experiences of the group and allow for additional discussion and follow up during in person meetings.

The Questionnaire below will be used to help determine the most effective approach to the actula professional development workshop:

Please answer the following questions to the best of your ability. This is an anonymous survey that will help us determine the most effective approach to the professonal development workshop.

1. What is your age? 2. Are you a male or female? 3. Are you a full-time or part-time teacher? 4. How long have you been a teacher? 5. Please describe the most effective professional development workshop that you have attended. What kind of activities did you participate in? What were the speakers like? 6. Do you prefer to work in small groups or to participate in large group discussion? 7. Please list one word to describe your feelings about professional development workshops. 8. Would you like to have a computer available while attending a workshop on technology? 9. Do you attend professional development workshops on your own in hopes that they will make you a more effective educator? Why or why not? 10. Please offer suggestions for topics that you would like to cover in a technology workshop.

THANKS FOR YOUR TIME

=References: = Keown, P. (2009). A Tale of Two Virtual Professional Development Modules. International Research in Geographical and Environmental Education, 18 (4), 295-303.

Maninger, R., & Holden, M. (2009). PUT THE TEXTBOOKS AWAY: PREPARATION AND SUPPORT FOR A MIDDLE SCHOOL ONE-TO-ONE LAPTOP INITIATIVE. American Secondary Education, 38 (1), 5-33. Retrieved from Academic Search Premier database.

Wetzel-Thomas, J. (2010). Food for Thought. Illinois Music Educator, 71 (1), 78-78.