The way that I generated ideas for the technology session that I presented was thinking on previous trainings I had attended and benefited from. I took a personal inventory on presentations that I had found extremely useful and worked from that. I personally love and use the four technology applications that I presented on during my training program. Because I use and enjoy using the four applications I presented on, it was very easy for me to put myself in the shoes of the learner. My handouts were incredibly thorough because I love very thorough handouts with pictures.
I have never been a part of an organization that has been required to generate ideas for specific education or training programs. However, I feel a brainstorming session is always a useful way to get the ball rolling with things.
Contextual factors will definitely influence why certain techniques might be chosen. The setting plays a huge role on how a person will present and how the participants will be involved. It is hard to conduct a session on using technology if you cannot present in a computer lab where each participant has the opportunity to use and play with the technology being covered. The audience plays a big role in planning too. I present very differently in front of my high school department of teachers than I do when all the teachers for my area are present at a meeting. When it’s just the high school teachers, the meeting is very focused and specific to the high school setting. When all members of the content area are present, the focus of the meeting is on the big picture and how everyone fits into the grand scheme of things in the district.
Wednesday, September 23, 2009
Identifying Sources of Ideas for Education & Training Programs
I have recently planned and presented an education training program titled, “Using Technology to Enhance Student Learning & Engagement.” The training started with a survey to identify the participants’ needs. Based on the results of the survey, I proceeded with training the participants in using surveymonkey.com, creating a jeopardy game template in PowerPoint, using Edublogs for student blogging, and or using GoogleDocs for student collaboration. At the close of the session, I surveyed the participants concerning the quality and relevance of the training they had just received.
The sources that I used for this program included various materials, information, and knowledge I have gained from my Master Technology Teacher courses at SMU. I used bits from each of the first three courses in the program. I also used knowledge I acquired from teaching Business Computer Information Systems for 4 years at the high school level.
I had originally planned on using Blogger for the student blogging session of the presentation. However, my current employer does not allow access to this site. So, a colleague recommended that I use Edublogs instead and that worked out just as fabulously. If I had the session to do again one thing I would change was the title. Most participants only read the title and not the blurb included in the session sign-up area. This caused several participants to attend and not have an immediate use for what the session was covering. They found the information and materials interesting, but said they would be unable to make use of them due to their current position.
The sources that I used for this program included various materials, information, and knowledge I have gained from my Master Technology Teacher courses at SMU. I used bits from each of the first three courses in the program. I also used knowledge I acquired from teaching Business Computer Information Systems for 4 years at the high school level.
I had originally planned on using Blogger for the student blogging session of the presentation. However, my current employer does not allow access to this site. So, a colleague recommended that I use Edublogs instead and that worked out just as fabulously. If I had the session to do again one thing I would change was the title. Most participants only read the title and not the blurb included in the session sign-up area. This caused several participants to attend and not have an immediate use for what the session was covering. They found the information and materials interesting, but said they would be unable to make use of them due to their current position.
Monday, September 14, 2009
Current Research Summary
Although my first link is not a research initiative, I thought it was an excellent article on how important CTE classes can be for students transitioning from secondary to postsecondary education. Here is the link: https://www.aucd.org/docs/Transitions.pdf
This next link is specific to a dual credit program for engineering, but I think it also speaks to the importance of having dual credit opportunities available to students at the high school level. This is important to me because part of my new position is to grow the dual credit opportunities at the high school in my school district.
Here is the link: http://fie-conference.org/fie2009/papers/1315.pdf
The citation for the article is as follows:
Clase, K. (2009). "Work in progress - engagement through a dual credit initiative resulting in collaborative partnerships to create pre-engineering biotechnology curriculum for the high school classroom." [Electronic Version] Frontiers in Education Conference
Another part of my new position has me working closely with community colleges and universities to expose our students to the various opportunities for postsecondary education. Here is the link to a very informative article: http://www.thecb.state.tx.us/Reports/PDF/1699.PDF
This next article caught my attention because it is from my undergraduate almamater. It has to do with distance learning in special education through a partnership with UNT and Ecuador. Crazy cool!
Here is the link: http://www.editlib.org/p/30600
The next article speaks to Tech Prep initiatives and how students in Tech Prep compare to traditional students not participating in Tech Prep. This is another area of importance to me because I oversee the Tech Prep program at my school.
Here is the link: http://scholar.lib.vt.edu/ejournals/JVER/v25n3/brown.html
The next link deals with distance learning and how it assists in the promise of universal education as a right for all people. Here is the link: http://www.irrodl.org/index.php/irrodl/article/viewArticle/469/1001
This next link is specific to a dual credit program for engineering, but I think it also speaks to the importance of having dual credit opportunities available to students at the high school level. This is important to me because part of my new position is to grow the dual credit opportunities at the high school in my school district.
Here is the link: http://fie-conference.org/fie2009/papers/1315.pdf
The citation for the article is as follows:
Clase, K. (2009). "Work in progress - engagement through a dual credit initiative resulting in collaborative partnerships to create pre-engineering biotechnology curriculum for the high school classroom." [Electronic Version] Frontiers in Education Conference
Another part of my new position has me working closely with community colleges and universities to expose our students to the various opportunities for postsecondary education. Here is the link to a very informative article: http://www.thecb.state.tx.us/Reports/PDF/1699.PDF
This next article caught my attention because it is from my undergraduate almamater. It has to do with distance learning in special education through a partnership with UNT and Ecuador. Crazy cool!
Here is the link: http://www.editlib.org/p/30600
The next article speaks to Tech Prep initiatives and how students in Tech Prep compare to traditional students not participating in Tech Prep. This is another area of importance to me because I oversee the Tech Prep program at my school.
Here is the link: http://scholar.lib.vt.edu/ejournals/JVER/v25n3/brown.html
The next link deals with distance learning and how it assists in the promise of universal education as a right for all people. Here is the link: http://www.irrodl.org/index.php/irrodl/article/viewArticle/469/1001
Tuesday, September 8, 2009
My Mentors - part deaux
I failed to mention in my last post about mentors that neither of the mentors I have had were officially named as my mentors. They were simply teachers who stepped in and took me under their wing as a new teacher to the school and then as a teacher in training for a new position. Both welcomed to the school and department and made sure I had what I needed to be sucessful in the classroom.
At my first teaching job, I was assigned a mentor. She was very nice and helpful when I saw her. But, we were on separate sides of the campus and did not share a lunch time or conference period. So, although I appreciated knowing that she was available to me if I sought her out, I did not feel that I gained a lot from the experience. Now, this is not because she did a poor job. I think it was just difficult for us to find time to meet and really discuss what was going on and what I needed help with in the job.
At my first teaching job, I was assigned a mentor. She was very nice and helpful when I saw her. But, we were on separate sides of the campus and did not share a lunch time or conference period. So, although I appreciated knowing that she was available to me if I sought her out, I did not feel that I gained a lot from the experience. Now, this is not because she did a poor job. I think it was just difficult for us to find time to meet and really discuss what was going on and what I needed help with in the job.
Monday, September 7, 2009
My Mentors
I was blessed with two fabulous mentors at my second teaching job. The first was my department chair who was also in on my interview for the position. She was also so encouraging and positive. We did not teach in the same content area, but we were both CTE teachers. She was always positive and honest about what was happening at the school and with the district. (it was a large district that did not receive a lot of good press) And, she never turned me away when I had a question. She is still one of my favorite people today even though I only worked with her for 2 years.
My other mentor had many of the same characteristics as the first. She was as positive as could be. Her glass was always half full, even when it was empty. Nothing could dampen this woman's mood. She always had a smile on her face when I came to see her. And, she guided me through the ins and outs of how to operate a computer lab at the school. Just like my first mentor, she never turned me away when I had a question even if she was enthralled with her own work. She was and is dedicated to her students and her job. She was and is a role model for what a teacher should be. It was really difficult for me to leave my last position because of her. She had wanted me to take over for her after she retired and thought of disappointing her almost kept me from leaving. Unfortunately, the negatives with that district were able to outweigh her awesomeness.
My other mentor had many of the same characteristics as the first. She was as positive as could be. Her glass was always half full, even when it was empty. Nothing could dampen this woman's mood. She always had a smile on her face when I came to see her. And, she guided me through the ins and outs of how to operate a computer lab at the school. Just like my first mentor, she never turned me away when I had a question even if she was enthralled with her own work. She was and is dedicated to her students and her job. She was and is a role model for what a teacher should be. It was really difficult for me to leave my last position because of her. She had wanted me to take over for her after she retired and thought of disappointing her almost kept me from leaving. Unfortunately, the negatives with that district were able to outweigh her awesomeness.
Defining the Purpose of Education & Training Programs
I think one of the best ways to encourage continuous growth and development of individuals is to offer trainings that are engaging and relevant to the participants. There is nothing worse than sitting through something that you feel has nothing to do with what or who you teach. Some of the best trainings I have been to have been tailored to the area I teach in or to the specific student population that my school works with.
I don't think I've attended any sessions that were geared to assist people in responding to practical problems and issues in adult life & to prepare people for current and future work opportunities. I remember attending sessions like these right before I graduated college in preparation for entering the adult world. Several of my professors brought in guest speakers to enlighten the students on this topic and sessions were held at the career center free of charge. As a teacher and adult I have not had the opportunity to attend a session on how to respond to practical problems and issues in adult life. The closest thing to this that I can think of is the newly married group that my husband and I joined for a year and a half after we got married. It was a group of six couples with one lead couple and we worked through several books geared toward handling the BIG issues that plague people in marriage. It was great and very helpful! I have attended several trainings on preparing students for the workforce. The big push right now in CTE is making students career and college ready. All the trainings seem to hit on this issue and discuss ways for teachers to assist students in becoming college and workforce ready.
I would have to say that the main drawback to most trainings I've attended is that there is too much information to cover and not enough time. There have been several trainings that had GREAT information, but the presenter had so much to present that very little time was spent on the specifics. I would much prefer to have trainings broken up into sections that try and cram everything possible into a one day wham-bam session.
The thing that makes or breaks a session for me is the presenter and their preparedness. You can always tell when the person just received the PowerPoint they are talking about because all they know to do is read it line by line. I know now how much prep work it takes to get ready for a session, but that prep work can really enliven or kill a session for the participants.
I don't think I've attended any sessions that were geared to assist people in responding to practical problems and issues in adult life & to prepare people for current and future work opportunities. I remember attending sessions like these right before I graduated college in preparation for entering the adult world. Several of my professors brought in guest speakers to enlighten the students on this topic and sessions were held at the career center free of charge. As a teacher and adult I have not had the opportunity to attend a session on how to respond to practical problems and issues in adult life. The closest thing to this that I can think of is the newly married group that my husband and I joined for a year and a half after we got married. It was a group of six couples with one lead couple and we worked through several books geared toward handling the BIG issues that plague people in marriage. It was great and very helpful! I have attended several trainings on preparing students for the workforce. The big push right now in CTE is making students career and college ready. All the trainings seem to hit on this issue and discuss ways for teachers to assist students in becoming college and workforce ready.
I would have to say that the main drawback to most trainings I've attended is that there is too much information to cover and not enough time. There have been several trainings that had GREAT information, but the presenter had so much to present that very little time was spent on the specifics. I would much prefer to have trainings broken up into sections that try and cram everything possible into a one day wham-bam session.
The thing that makes or breaks a session for me is the presenter and their preparedness. You can always tell when the person just received the PowerPoint they are talking about because all they know to do is read it line by line. I know now how much prep work it takes to get ready for a session, but that prep work can really enliven or kill a session for the participants.
Reflecting on Education & Training Programs
I have been a teacher for five years now and I have worked for 3 different school districts in that time. With each new school district comes a unique requirement for annual professional development. The first district I worked for did not mandate how much professional development I needed each year, but did require that I attend the district training the week prior to school starting. I was also allowed to attend training during the school year if it was approved by the principal. And, to my knowledge, there was no limit of how much training I could attend during the school year. The second district I worked for required 21 hours annually of in-district professional development. With this school district I could only attend district sponsored training to meet the 21 hour requirement. If I attended any training outside the district it did not count toward the 21 hour requirement. The district I am currently working for allows the faculty and staff to attend 3 out of district training days during the school year. Personnel can attend whatever they want during the summer, but during the school year you must choose between Saturday trainings offered through the district and/or you can attend 3 days of training outside of the district during the school week. I have also been a member of ATPE and NBEA, but have not had the opportunity to attend training sessions put on by either organization.
With each of the above mentioned trainings I was always the participant. I would choose which sessions were most relevant to my teaching role and attend accordingly. The second district I worked for had the worst trainings. Or, the trainings with this district seemed to be the least effective and relevant to me and how I could use what was being taught in the classroom. This was also the worst situation because I was required to attend the district sponsored trainings to receive my credit.
I have just recently stepped into the role of presenter/trainer/faciliator. I am currently working as the coordinator of CTE for my school district. I have already had the opportunity to run 2 days of professional development. One day I presented an hour and half session on how to use technology in the classroom to increase student engagement to anyone in the district who was interested. And, the following day I facilitated the first CTE department meeting for the CTE teachers in the school district.
Having now seen professional development from both the participant and presenter's side I have a new found appreciation for those who present. It is hard to get up in front of your colleagues and make a presentation. The students in a classroom are much less scary to present to and act as facilitator with than it is to present to the teacher you work with down the hall. I hope that the nervousness will fade as it did in the classroom. I remember being very nervous during my student teaching the first couple of days the teacher let me take over. I hope the jitters fade with this new role too.
With each of the above mentioned trainings I was always the participant. I would choose which sessions were most relevant to my teaching role and attend accordingly. The second district I worked for had the worst trainings. Or, the trainings with this district seemed to be the least effective and relevant to me and how I could use what was being taught in the classroom. This was also the worst situation because I was required to attend the district sponsored trainings to receive my credit.
I have just recently stepped into the role of presenter/trainer/faciliator. I am currently working as the coordinator of CTE for my school district. I have already had the opportunity to run 2 days of professional development. One day I presented an hour and half session on how to use technology in the classroom to increase student engagement to anyone in the district who was interested. And, the following day I facilitated the first CTE department meeting for the CTE teachers in the school district.
Having now seen professional development from both the participant and presenter's side I have a new found appreciation for those who present. It is hard to get up in front of your colleagues and make a presentation. The students in a classroom are much less scary to present to and act as facilitator with than it is to present to the teacher you work with down the hall. I hope that the nervousness will fade as it did in the classroom. I remember being very nervous during my student teaching the first couple of days the teacher let me take over. I hope the jitters fade with this new role too.
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