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 various purposes.

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)

School districts across the nation are struggling with implementing technology as a tool into the curriculum. While each district is accomplishing the integration through varying initiatives, schools should take a hard look at extending teachers’ lessons beyond the classroom walls and beyond the limited class time. Teachers, curriculum designers, or textbook authors should utilize technology to offer students access to lesson on-demand and accessible from any Internet ready computer.

Teachers can be taught to 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

n For students without Internet access, a CD-ROM could be created for them to utilize on a school computer, home computer or one checked out through a school library or tech center.

Curriculum designers or textbook authors could include CD-ROMs or access to lessons online that can be modified or added to by teachers to facilitate the offering of on-demand access to lessons which would then be available to students online or to students with access to a computer outside of school.

Once teachers are skilled in basic computer operation and Internet navigation, districts can opt to develop on-site professional development or enroll teachers in a university program to learn how to use utilities such as Blackboard to develop online interactive lessons. Tech coordinators might work with teachers in small groups by subject taught or by grade level. If a class is offered by a university online, the class should be limited to about 20 participants and the teacher should have tech support available based upon the number of students enrolled. Schools facilitating this professional development themselves, could open up labs and have their tech coordinator available for face-to-face interaction or assistance. However, a teacher can do the class through the district or through a university without ever needing to have a face-to-face meeting with the instructor. email, web board, c-base, Roger Wilco, chat rooms, and net meeting would accomplish the same as face-to-face meetings.

Whether the class is conducted through a university or within a school district, the basic hardware and software needs are as follows. ( It is believed that teachers would work from home as well as from school of employment.)

n Internet access with browser

n Computer

n Server & server hard drive space

n Email access

n Blackboard access

n Web Board

n File Transfer Software

Additional hardware and software could include:

n C-base

n CD-ROM burner

n Laptop for checkout

n Net Meeting software (camera)

n Roger Wilco (microphone)

Many school districts have technology coordinators who are proficient in technology skills and could teach the class. If a district does not have a technology coordinator, then they might seek out either a skilled teacher from within or hire an outside technology instructor. A university would hire a skilled teacher to teach the class. Skills that would be needed in order to mentor or facilitate this class would include:

n Skilled in setting up Blackboard lessons

n Skilled surfer and evaluator of Internet resources

n Skilled in web page development

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

Final components of the class would be left to be decided upon by each district or individual facilitator, but would include the following basics:

n Online learning & engage learning

n School reform issues

n Involving families, communities, & expanding places and times 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

Readings and activities for the class could be selected from the following resources or new ones selected by the district or individual facilitator:

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

The final product of the professional development specified here would be for educators to utilize a utility programs such as Blackboard to make a lesson or unit available anytime, anywhere over the Internet or through CD-ROMs that would be available for students to take home for use. Educators would be encouraged to add links to resources on topics, add gifted and slow learner activities, rubrics and to encourage parents to participate in their students’ learning. Schools would be encouraged to have laptops available for check out to even accessibility for students.

Teachers might be encouraged to work in groups sharing their work so duplication of effort is cut down. A university or district might ask educators to make available their online lessons as a resource for other educators to use, building a library of resources for educators.

Initially, a teacher might take one class to learn how to use the tools needed to produce an online interactive lesson using Blackboard gaining CEU’s if class is taken through district or gaining CEU’s and college credit if taken through a university. Depending upon how a district or university structures the final class, 3 CEUs for every 15 hours of instruction would be a rule to follow. Additional classes with limited teacher contact could be offered for teacher to sign up for to develop new lessons or units on Blackboard.

Timeline

Activity	Timeline
Develop instructor description	2001-1^st semester
Post instructor description & hire	2001-1^st semester
Develop support staff needs with instructor	2001-1^st semester
Post support staff needs & hire	2001-1^st semester
Set up technical needs	2001/2002-1^st & 2^nd semester
Develop formal online class – investigate reform readings to include	2001/2002-1^st & 2^nd 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