OnLine Professional Development

Proposal

Patricia D. McNerney

 

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Abstract

· Integration of technology to further learning opportunities for students is possible

· Students are not always in school (vacations, illnesses, home school, family hardships)

· Students won’t always actively participate in class

· Teachers can utilize Blackboard to post lessons online for students/parent access from remote locations for purposes of

n       Access to lessons while on vacation, absent, or for home-bound or home-schooled students

n       Repetitive access to lessons to enhance or maintain understanding

n       Inclusion of links to online resources because no local library available

n       Availability of laptop computer with Internet access checkout

n       Added parent involvement in assisting students with school work

n       Encouragement of teachers to review lessons to modify towards student-centered, knowledge-centered, community-centered, and assessment-centered learning environments

n       Rubric or grading guidelines can be posted for parental/student use

n       Can be used to post activities for students wishing to further knowledge in area of study

n       Can be used to post additional activities to strengthen skills for slow learners or learners with learning disabilities

 

Justification

· Advances SIP – 

                -- Utilize technology to increase student/teacher/parent involvement

 

· Advances recertification –

A –Advance both certificate holder’s knowledge and skills as a teacher in the certificate holder’s

area of certification, endorsement teaching assignment

 

B – Develop the certificate holder’s knowledge skills in ISBE “state priorities” area of

Integrating technology into reaching & learning

 

C – Address knowledge, skills and goals of the certificate holder’s local school improvement plan

 

· Advances goals of approved technology plan –

8a – Use technology as a means to improve communication between home and school

8b – Students will use technology that will support their development of critical thinking skills

8b – Students will experience units of study that encompass engaged learning practices using technology

8c – All staff will be provided with ongoing, sustained staff development to increase their proficiency in the use of technology within engaged learning practices in order to develop critical thinking and research skills in their students.

               

· Advances Illinois Learning Standards –

n       Integration of technology into curriculum

n       Repetition of curriculum for learning reinforcement

 

· Fills gaps – provides online resources for students where no local library exists

 

Implementation Plan (Narrative)

·Target Audience --

n       Educators of any subject area, any grade level

n       Textbook authors

n       Curriculum designers

 

·Number of participants --

n       20 Max

 

·Prerequisites –

n       Basic computer operation skills

n       Basic Internet skills

 

·Hardware/software needs –

n       Internet access with browser

n       Computer

n       Server & server hard drive space

n       Email access

n       Blackboard access

n       Web Board

n       C-base

n       File Transfer Software

 

·Face-to face activities –

n       None

 

·Mentor/facilitator qualifications—

n       Skilled in setting up Blackboard lessons

n       Skilled surfer and evaluator of Internet resources

n       Skilled at utilization of technology:  computer, printer, web board, c-base

n       Knowledgeable in designing engaged learning lessons

n       Skilled evaluator of engaged learning lessons & technology use

               

·PDA syllabi using GLEF and other reform readings—

n       Online learning -

n       Engage learning-

n       Involving families & places for learning

n       Written reflections of readings

n       Blackboard & posting lessons – components

n       Brainstorm uses of Blackboard including enhancements to lessons for gifted and slow learners; additional resources for students with limited local access

n       Outline of lesson to develop in Blackboard

n       Surfing web for resources and selection of appropriate resources

n       Add relevant resource links (online readings, tutorials, expert links, activities for slow learners to enhance understanding and activities for gifted or high interest student)

n       Add rubric for lesson (http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm)

n       Finalize project on developing lesson utilizing Blackboard or similar technology utility

n       Develop parent notification of access to Blackboard lessons

n       Evaluation of projects

n       Educational Reform Readings:  GLEF Readings on parental involvement & Teachers as Learners

n       http://www.ilt.columbia.edu/Publications/papers/Ponder.html

n       http://www.ilt.columbia.edu/Publications/papers/McQuillan.html

n       http://www.ilt.columbia.edu/Publications/papers/construct.html

n       http://www.blackboard.com/

n       Other readings or reviews as selected during formal course design

n       Review SIP, State Standards, School Technology Plan

               

·End product—

n       Lessons set up in Blackboard for student/parent access from home, school computers, remote laptops

 

·Series of PDA modules sequence:  

n       One (1) as class to learn Blackboard

n       Additional enrollment to develop online Blackboard lessons for specific topics or textbooks

 

·Number of CEUs or CPDUs per module:

n       3 CEUs for every 15 hours of instruction

                               

Timeline

 

Activity

Timeline

Develop instructor description

2001-1st semester

Post instructor description & hire

2001-1st semester

Develop support staff needs with instructor

2001-1st semester

Post support staff needs & hire

2001-1st semester

Set up technical needs

2001/2002-1st  & 2nd semester

Develop formal online class – investigate reform readings to include

2001/2002-1st  & 2nd semester

Post class description

For 2002 summer

Class takes place

2002 summer

Evaluate class

2002 Fall

Continuation – teachers sign up to develop additional Blackboard lessons based on specific topics/lessons

Any semester after taking first course – build Blackboard library at university for teacher sharing

           

 

Budget

· Personnel – teacher, 2 tech support personnel

· Equipment – computer, Internet access, server & hard drive space, CD-ROM of software for students

· Supplies - None

 

Resources

 

http://www.blackboard.com/

                                               

Conclusion       

·Knowledge gained –

n       Internet resource location and evaluation

n       Development of online lessons

 

·Why give money

n       Ultimately, enhancement of student access to learning is focused

n       Student/parent involvement in learning and access to resources from remote locations

n       Teachers gain valuable technology knowledge

n       Teachers gain valuable resources to utilize with students

n       Teachers can make online units available for other educators to use reducing repetition of effort and expanding online resources for students/parents