"The idea here isn’t simply that educators can improve by connected through social networks–they already are doing that. Rather, that schools can decentralize the teacher training effort by cutting them loose and supporting their self-directed efforts through an array of resources. The purpose of this post, beyond clarifying some how social media-driven and self-directed teacher professional development might work, is to offer some (mostly) concrete ideas for actually getting started designing such a program in your school or district. We would love to hear any suggestions in the comments because, well, that’d be social of you."
As our 1:1 initiative moves forward, I see that there are three kinds of teachers that are part of the process: 1. The teachers who are ready for change (!!) 2. The teachers who are willing to change 3. The teachers who just want to get by I wish someone would have told me about …
"Faculty meetings of late have been transformed from discussing bulleted agenda items to interactive and collaborative learning sessions. Utilizing available technology and web 2.0 tools during faculty meetings have allowed educators to be lead learners and stay on the cutting edge of best practice initiatives. Here are ten ways faculty meetings can move from boring to relevant and engaging:"
Via John Evans
A look through the most popular MindShift posts this year reveals a strong interest in student-directed learning, inquiry-based approaches to teaching and the desire to help students learn how to... [[ This is a content summary only.
“ More Than A Million Free Public Domain Images for Teachers to Use and Remix ~ Educational Technology and Mobile Learning on Educational technology , Erate, Broadband and Connectivity curated by Bonnie Bracey Sutton (More Than A Million Free Public...”
Via David W. Deeds
“ I have discussed and promoted the need for educators to reflect deeply on their beliefs, processes, and practices in several of my posts: Where is Reflection in the Learning Process and Teacher Ag...”
Via Beth Dichter, Les Howard
Personalized learning is on the rise for learners in our schools. Redesigned schools include personal learning plans, playlists of content tailored to fit each learner, adaptive curriculum, and access to learning anytime and anywhere.
That's great for students but what about teachers? Where's the personalized learning, the carefully constructed playlists, the pitch-perfect material that fits their grade level and subject needs and interests?
Notice that we didn’t use the more vague “good teacher” phrasing. That’s an important distinction, because here we’re talking about something a bit more clinical. Not entirely scientific and analytical and icky, but not entirely rhetorical and abstract and mushy either. Something somewhere in the middle–human, efficient, and hopefully happy and sustainable as a result.
In our emerging digital world, a new medium of exchange has developed: online engagement, especially via social media. Effectively engaging online requires a myriad of skills that we strive to foster in school – effective written communication, brevity and civility. These components are often highlighted in Digital Citizenship programs, but in tradition-bound K12 education, we often deride social media as trite or ineffective.
When talking about leadership, one of the most commonly asked questions is, “What makes leaders great?” Those that want to succeed in a leadership career need to grasp and fine tune these sought-after skills. Writing for Psychology Today, Ronald Riggio (2009) explains that:
“Effective leaders tend to be inspirational, visionary, and serve as positive role models for their followers. But the very best leaders also care sincerely about their followers, their well-being and their personal development”.
“ The field of social media is a burgeoning area of communication, and one that educators cannot ignore. Facebook, Twitter, LinkedIn, Diigo, GooglePlus – these platforms for communication are not g...”
Via Jacqueline Felstead, Svetlana Sutic, Les Howard
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