Thursday, July 9, 2015

Professional Reading EDU 6235

Flanigan, R. (2013, June 11). 'Flipped' PD Initiative Boosts Teachers' Tech Skills. Retrieved July 8, 2015, from

This article by Robin Flanigan discusses the positive impact that flipped PD can have on classroom implementation.  In one school that Flanigan looked at 10-15% of teachers added a new classroom practice to their plans when given professional development with no follow-up support.  This number changed drastically to 90% when sustained support was given to teachers.  “Flipped PD offers face-to-face support and personalized online resources, such as how-to videos on using interactive-whiteboard software or the iPad's multi-tasking bar. Teachers watch the videos to find new or better approaches and then discuss developing those approaches with the technology-integration specialists” (2013). When teachers realize that they are being given a choice with no time restraints, and they are able to learn at their own pace then their attitude towards personal growth changes immensely.
The idea of flipped PD can be done gradually as seen in the infographic at the bottom of the article.  It’s obvious that flipped PD has made a positive impact on collaboration, design projects, practical, professional growth, skills, and the transfer into the classroom.

I really think the idea of having flipped PD is amazing!  In fact, it is something my group is planning on implementing into our district PD plan project.  Throughout this week we have discussed the problems with PD and the biggest one is that it may not be geared to every department or teacher in the building.  With flipped PD teachers can choose what they want to learn about and then they are more likely to use it in their own classroom.

Thursday, February 5, 2015

Article Review for EDU 6220

November, A. (2013, February 13). Why Schools Must Move Beyond One-to-One Computing | November Learning. Retrieved February 6, 2015, from

I chose this article because it basically hit on everything that we were talking about in class this week.  The article starts from a superintendent's point of view as he goes around to surrounding districts to see if his own district is truly ready for 1:1 implementation.  The results he finds are, “Horrible, horrible, horrible implementation from every program I visited. All of them were about the stuff, with a total lack of vision” (November, 2014).  The big idea from this week-VISION!   In most of the districts the superintendent visited, the 1:1 implementation was focused on the tool itself, instead of the desired outcome.  How are we going to push learning in the classroom even further?  What tool can we use to compliment the curriculum that we currently have?  These are the questions that school districts need to be asking, not “What is the newest and greatest tech tool?”  One powerful quote that I pulled from this article is as follows, “Even a corporate high-tech executive observes that too many schools are in “spray and pray” mode with one-to- one computing: “Spray” on the technology, and then “pray” that you get an increase in learning” (November, 2014).  This connects with what Ray had said in class, that so many people think technology will “fix” our problems with students who fall behind.  The article goes on to say that a significant improvement will not occur just by adding new devices.  Instead, an entire change in the culture of teaching and learning needs to take place.  

The phase that stuck with me after reading this article was how we need to shift from the saying of “one-to-one” to “one-to-world.”  This simple change makes us as educators focus on why we are making this technology focused transition in the first place.  The “One-to-world” terminology focuses not on the staff development of the technology, but instead on staff development to design activities that are more empowering for our students.  I honestly think this new terminology is pretty cool, and I think I may start using this phrase around my building.  “One-to-world” centers on the collaboration piece that is now open to students with the new technology available.

I honestly don’t know where my district stands on the 1:1 issue, which kind of bothers me.  I was involved in a Chromebook pilot last year that was supposed to simulate a 1:1 classroom, except I had to share the Chromebooks with another teacher.  The only result of this pilot was the purchase of an additional Chromebook cart for the current school year.  I don’t know how far we are away from the 1:1 trajectory and I would like to think that we are taking our time because we are trying to answer all the right questions first.