Tools for PD

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Subject: [PD 3939] Re: Overwhelmed by my virtual literacy
From: Jackie A. Taylor
Date: Fri Aug 7 14:59:38 EDT 2009

Hi Duren and all,

Duren, I know you and it alarms me to hear that you are overwhelmed by your virtual literacy - I consider you at the front end of the curve!

-) If you are overwhelmed, then I am hopeless.

I'm wondering, based on your experience both in learning technology and as a staff developer, which of these tools hold promise for using in staff development, and in what instances? I recognize that one should pick the right tool for the right job (as Steven demonstrated very well). I'd like to hear a few concrete examples from a professional development perspective as to how some of these tools are being used - or ideas on how they can be used - in staff development.

Secondly, if the purpose of the staff development were to help practitioners dip their toes in these waters, where does it make the most sense to begin?

Thoughts anyone?

Thanks

Jackie Taylor

Subject: [PD 3942] Tools for PD was Re: Overwhelmed by my virtual literacy
From: Thompson, Duren J
Date: Fri Aug 7 17:23:20 EDT 2009

Wellll...I *am* enjoying this virtual literacy learning process, even though I feel like I am racing to try to keep up with the "pack" that is truly cutting edge - I keep finding HUGE vistas of stuff I didn't know was out there that would be SO cool if we could only take the time to learn how it all works and develop literacy content for it.... But don't worry about me much, I am having fun. :-)

In my experience, different professional developers have gravitated to different tools that THEY like to use for professional development. They become "experts" of a sort and can often best see how their preferred tool could be used effectively for PD. As illustrated by this week's discussion, some prefer podcasting (MP3 players), some wikis, some social networking sites, others course management software, synchronous web meetings, self-directed web courses, others discussion lists and boards!

While I can see value in all of these tools (and others) - and especially in combinations of these tools - to meet a group's PD needs, here are some guidelines I'd suggest:

Short and focused: Practitioner time is generally tight. Short focused "bytes" of PD will be of the most value to the broadest audience. Focus on one tight area of concern (Pre-reading strategies; acceptable testing accommodations; teaching area and perimeter; etc.), present it in everyday language and real-life contexts, and offer the research basis info as *additional material.* Present examples of how they can implement the strategies presented and provide links to more info. Semester-long courses, material that focuses theory rather than effective practices, or even presents too many strategies/ideas are less likely to be effective with our current, often part-time or volunteer personnel. (Many Verizon Thinkfinity courses are good examples of this.)

Keep it Technologically simple: This doesn't mean don't use Technology, or use only simpler technologies, but rather use only one or two technologies within a single PD event. Know the tenor of your PD group and don't intro more than one "new" technology per PD event. If few in the group have ever seen a wiki, much less used one, AND many do not regularly use e-mail, then don't *also* try to get them to use a chat-tool, or a blog.

Keep it Technologically accessible: AE can learn a lot from Advertisers - do market research. What kinds of technology are *comfortably accessible* to your PD group. If the technology requires a solid and reliable or high bandwidth connection to the internet, be sure that is a CLEAR pre-requisite to everyone in your group OR be ready to provide an alternative (like the video on a CD vie US mail). Note that if a piece of standard hardware is accessible, but has never been used, you should treat it as a "new technology." I kid you not, I found out too late that a major barrier to participating in a synchronous online meeting for a group of instructors was that they did not have a microphone (or headset with microphone). This meant that not only did they have to acquire one, they had to set it up on their computer, and they had no ease of use during the meeting. So they had TWO new technologies to work with at once - the microphone AND the online meeting software/interface. Not a good idea.

Contextualize: Technology/virtual learning techniques should always be used IN CONTEXT. The technology should not be the focus of the course - what you can DO with the technology, or using the technology to accomplish the PD should be the focus of the course. A podcast about podcasting is less interesting to our Adult Ed practitioners than an example podcast that they might borrow and use with their students tomorrow.

BLEND: Add "one new thing" to a PD process they are familiar with. So add an e-mail follow-up discussion to a face to face training. Or add ONE podcast to an online course. Or add a 30 minute online chat/webinar to a face to face meeting.

I say there is no one best or true virtual learning tool best for PD - I think they ALL have potential depending on the technology comfort level and access of the group involved. The KEY is to PLANNING - matching PD to needs, access, and abilities. Push the envelope, but at a pace that will let it 'stick" and be implemented.

Duren Thompson

Center for Literacy Studies
http://www.cls.utk.edu

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