EDU 6433 Technological Professional Development

Technological Professional Development

The fifth ISTE Standard stresses the importance of engaging in continual professional development, especially that which incorporates practice in effectively using technology. Professional development is a key component of normal educational practice, so how can practice with technology be incorporated? Luckily in this day, technology and digital media and resources are everywhere and constantly evolving. This prolific nature allows for quick and easy use, and simultaneous access to far reaches of the globe, where cultural diversity and the exchange of information allow for collaboration and immense sharing of new and unique ideas.

Technology today allows for an incredible exchange of ideas and information, often for the benefit of the global community. Peterson (2010) discusses various, specific examples of technology that can be used for peer collaboration and professional development. These include but are not limited to, Twitter, blogs, Skype, Youtube, and Glogster. As discussed by Dr. Wicks in the vialogue earlier this module, the networked teacher incorporates the use of theses medias in particular as these allow for two-way sharing of information, in contrast to one-way medias, such as curriculum documents or popular media (although, I would make a case that these would allow for two-way sharing if there was a file exchange or community server in place, which many schools and districts actually use…or teachers could just print extras for their teaching partners).

If educators are in search of content specific technology for professional development, or for bringing the global community into the classroom, they simply need to search out these specific content interests, as many professional organizations exist for special interests that align with K-12 education content and standards. Both the National Council for the Social Studies (NCSS, 2017) and the Washington State Council for the Social Studies (WSCSS, 2017) provide professional development opportunities in the form of conferences, seminars, webinars, and numerous peer-reviewed publications and journals, as well as archival material. Even at a more specific, subfield level, the National Geographic Society (NGS) (2017), for instance, provides incredible professional development opportunities for social studies educators that may need to teach components of geography. In addition to peer-reviewed writing for professional development and research use, the NGS offers teachers phenomenal opportunities that bring actual researchers into classrooms via Skype and other video conference call mediums, or connect classrooms to one another across the globe for the community sharing of ideas and collaboration.

As advertised by the organizations discussed above, professional conferences in general allow for much professional development, as well as insider networking. In the vialogue earlier this module I discussed some of the many benefits and excitement of attending, and presenting, at conferences (Image 1). From personal experience, such as in preparing for the 2017 Northwest Anthropological Conference (Image 2), I feel it takes much practice and confidence to present a paper or poster, especially with regard to knowledge of content, and the knowledge of how to effectively use the media by which your information is made visible to the audience (because just listening to papers is boring). Additionally, perhaps even without giving it much thought, presenters regardless of subject area, will likely consider ideas about how best to engage the audience in receiving and retaining pertinent information, and thus integrate teaching pedagogy. 

Image 1: Vialogue comment about presenting at conferences for professional development.

Image 2: I am excited for the 70th NWAC theme of, "Anthropology: Making a Difference in the Real World". My paper and poster will discuss application of archaeology in the social studies and art contexts within the public school system.

Stressed by Koehler and Mishra in the article “What is technological pedagogical content knowledge?”, “The complexity of technology integration comes from an appreciation of the rich connections of knowledge among these three components [technology, pedagogy, and content] and the complex ways in which they are applied in multifaceted and dynamic classroom contexts” (2009, p. 67). Teachers must be masters of all three areas, and be able to use them harmoniously in a variety of contexts. Furthermore, technology does not simply serve as an add-on, rather it should be fully integrated into the teaching, learning, and professional development processes and experiences, in conjunction with the other two components. Regarding professional development and participation with peers for collaboration, planning, and growth, it is essential not just to add the effective practice and use of technology, but to use it to successfully integrate and augment existing content and pedagogy.

Reference List:

Koehler, M. and Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

National Council for the Social Studies (NCSS) (2017). http://www.socialstudies.org/professionaldevelopment

 

National Geographic Society (NGS) (2017). http://www.nationalgeographic.org/education/teaching-resources/

 

Peterson, E. (2010). Tech as a Tool for Teacher Collaboration. The Inspired Classroom. http://theinspiredclassroom.com/2010/11/tech-as-a-tool-for-teacher-collaboration/

 

Washington State Council for the Social Studies (WSCSS) (2017). http://www.wscss.org/