RSA #4 Technology Changes Approach to Learning

http://blogs.edweek.org/edweek/learning_forwards_pd_watch/2013/06/technology_changes_approach_to_nature_of_learning.html

Carol Francois, Director of Learning from Learning Forward, taps into the notion of transformative learning in the attached article, Technology Changes Approach to Learning. She acknowledges that the way we learn using new tools and new environments has  dramatically changed the learning lansdscape. Learners control learning more than ever before because technology has opened access to content once reserved for the “sage on stage”. What learners need to know and be able to do has also changed dramatically. As a result, technology is the tool being used to facilitate and enhance the learning process. By using technology, learners have more control of what and how they learn. 

Jack Mezirow, who coined the term transformative learning asserts that learners must shake off the constraints of the limited perspectives of traditional learning environments (Palloff & Pratt, 2007). I can attest to this notion of transformative learning as I have experienced it in this course. I have experienced what Palloff and Pratt describe as disorienting dilemmas- dilemmas that cause distortions in the use of knowledge and social relationships. (p.187). This feeling of disorientation has resulted in anxiety and tension in my learning process. Transformative learning, though uncomfortable at times, can lead to both personal and intellectual growth. Using technology in an online setting forces the learner to take control of the learning process. This is not a passive learning environment. The responsibility and rewards of learning are in the learner’s hands. This transformative process ultimately leads to self confidence and a sense of mastery and power. In the process, however, there are many instances of feeling unprepared, overwhelmed, and helpless.

Transformative learning requires time and space for inquiry and reflection. In a traditional classroom, self-reflection is not necessarily encouraged. The content of the material takes precedence over reflection and integration of the content into the learner’s behavior, attitudes and actions. In transformative learning, the technology is the medium that allows the learner to construct their own knowledge (p.192). Easy access to reasonably priced technology tools makes it simple for learners to create a learning environment with or without the assistance of a teacher, coach, or facilitator. The reflective process and the learning by doing components of this new paradigm allows for deeper and more personal learning.

Doing More with Less (and Other Practical Educational Technology Tidbits) | Edutopia

Doing More with Less (and Other Practical Educational Technology Tidbits) | Edutopia

RSA #3

http://www.ed.gov/technology/netp-2010/teaching-prepare-and-connect

The attached article, Teaching: Prepare and Connect correctly identifies how teachers too often work in isolation with short and fragmented professional development. In the past, a classroom educator’s primary job was to cover assigned content.  This approach may have worked in the past, but has not kept pace with technology and globalization. Many policymakers and education leaders have focused their reform ideas around teacher accountability. This approach is limited and often does not leverage technology use to improve learning and assessment.  

It is no longer necessary for the teacher to simply dispense knowledge; rather, teachers must help activate self- directed student learning. In a connected classroom, teachers have access to data and tools that will help them focus their instruction. But this is not enough. In this new paradigm, teachers must also keep learning and growing. Teachers will need to collaborate and communicate purposefully with other teachers in order to prepare students effectively. Instructional technology makes this possible. Unfortunately, many experienced teachers do not have the skill or ease to use the available technology. Many new teachers lack expertise, but are quite comfortable with technology.  These gaps can and should be addressed with professional development initiatives that are collaborative and continuous –not isolated and episodic. Strategic use of technology combined with sound educational practice and learning communities can transform educational outcomes. Failure is not an option.

Educational leaders and policy makers are aware of the power of PLCs and instructional technology; however, implementation of these initiatives is often superficial. There is much work to be done. We must remember this transformation is a process, not an event.

RSA # 2 Educational Transforming Learning Communities and Teacher Training

http://www.eric.ed.gov/PDFS/ED534302.pdf

The attached article looks closely at the teacher training aspect of a PLC. Our readings this week focus on results and accountability and this article correctly identifies the importance of "transforming" learning communities in order to reach PLC goals. PLC communities must connect knowledge and action in order to achieve results. (Alvarez, Diaz, Sierra,) This cannot happen without training teachers in this method of teaching. For years, it has been acceptable practice for teachers to work in isolation, but this is no longer the case. Teachers have not been given the time, resources, and training to make the shift from isolation to true collaboration. Unfortunately, until teacher practices are changed, PLC work will fall short and optimal results will not be possible.

Though my PLC members have adapted well to the idea of shared practice and knowledge, I believe many PLCs in my district are struggling to make this adjustment. My school does not seem to recognize this. If teachers do not make this change, the rest of the PLC model will suffer. There has been little if any attention paid to this reality. Teacher transformation has to begin early in teacher training  so it becomes "normal". If a teacher is not comfortable or clear about the need for collaboration, they will just continue to do business as usual. All of the PLC efforts will mean nothing without teacher agency. It is only fair to give teachers the tools and training they need in order to do the job they will be expected to do. If  PLCs are to succeed, school leadership will need to invest in training, and teachers will need to accept shared responsibility for student learning. I believe once teachers discover how well this works, they will embrace the process.

The objective of a learning community is to put knowledge into action. Groups of teachers can be more innovative and can intensify the learning process. There must be a commitment on the part of teachers and schools to change individual practice to shared practice. Studies have shown that we learn better by interacting with others. Therefore, PLCs need to be given the time to develop this process. This cannot happen without proper teacher training. This aspect of PLCs is somewhat overlooked and is negatively affecting outcomes. If relationships are fostered among teachers and adequate training is put into place, results will follow. As noted by Fullan (2002), education of the teaching staff has the honour of being, at the same time, the worst and the best solution for education.

RSA 1 revised

http://www.eric.ed.gov/PDFS/EJ968812.pdf http
://www.eric.ed.gov/PDFS/EJ968812.pdf

Sue FitzgibbonsMay 16, 2013 at 8:26 AM

The research detailed in the attached link, A Situated Account of Teacher Agency and Learning: Critical Reflections of Professional Learning Communities raises critical issues regarding successful implementation of PLC’s. The article strikes at the core of some of the issues discussed in our assigned readings and discussions. Many school improvement initiatives focus exclusively on the student learning aspect of PLCs and neglects to consider the role of teacher practice and attitudes. There has to be commitment and willingness (Tarnozi, 2006) on the part of the teachers to change their attitude of their own professional practice from individual ownership to group practice. This aspect of PLC development has been neglected.

By adopting the model of the PLC, there has been a shift in accepted teacher practice from cognitive individualism to situated cognition (209. Cognitive individualism operates on the notion that teaching is the property of the individual, whereas situated cognition aims for an integrated approach where teachers co-create knowledge, and this knowledge is then put into action in their classrooms. In many cases, this shift has taken place without input from those who will be asked to make this change. Transformation of teacher attitudes takes time, support and trust. This reality cannot be trivialized if PLC work is to be authentic and productive. 

School reform initiatives have transformed the way schools and teachers are expected to operate, but they neglected to transform teachers. It is no wonder teacher resistance to this change is pervasive. No real transformation can happen without teacher’s accepting and embracing the reform. The current reform model fails to recognize this reality and essentially punishes whoever disagrees with the institutional discourse. (G Riveros, P. Newton, & D. Burgess, 207). In order to address issues of teacher agency, a PLC must evaluate the political climate and teacher perceptions of the climate. This should not be a trivial understanding of teacher practice, but an in- depth look at what conditions are needed for teachers to be true stakeholders in the process. If teachers are not in meaningful and supportive relationships in their PLC, their PLC will be unable to flourish.

EdTech - Insights: Escaping education's Death Valley - how to move schools on

EdTech - Insights: Escaping education's Death Valley - how to move schools on