“Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment” – ISTE Coaching Indicator 4b
As part of my research in the Digital Education Leadership program at SPU, I investigated numerous approaches to designing, developing, and implementing technology-rich professional development programs. In my blog post, A PD Makeover for the Digital Age, I look at some of the current digital best practices as they apply to professional development. I draw heavily Tanya Roscorla’s 2014 post for the Center for Digital Education where she outlined five steps to creating a “digital makeover” that focused on content rather than than cool tech tools.
Another key element that stood out was the way professional development was carried out mattered more than the amount of time dedicated to it. The technology-rich professional learning programs must be effectively designed and developed before they can be implemented. My blog post on PD frequency and follow-through addresses this key issue and promotes digital tools as an effective method of not only providing more engaging PD, but also allowing for collaboration and follow-through.
Utilizing principals of adult learning in technology-rich PD is another factor I stressed during my inquiry into indicator 4b. As a teacher with over 20 years of teaching experience, I have participated in numerous professional development sessions and have been frequently struck by how little emphasis this factor often gets. Getting administrators to change this top-down approach can be a challenge. There’s hope for the future as new more student-centered perspectives in instruction are considered, it may well lead to giving teachers greater agency in their own professional development. In my post on respect in PD, I examine some of the “do’s” and “don’ts” of PD in light of Malcolm Knowles six “Characteristics of Adult Learners” and connect it to several technology-inclined approaches to increasing respect and utilizing the existing assets that teachers bring to the table. In my post “What’s Good for the Goose…” – What PD Looks Like in the 21st Century I consider how those characteristics of adult learners mesh with standards for 21st century learning as well as current tech tools that can be used to facilitate them. In both cases, with regards to respect and technology, the way teachers should treat their students is the way they should be treated by those leading professional development.