5.

2 Professional Learning
Candidates develop and implement technology-based professional learning that
aligns to state and national professional learning standards, integrates technology
to support face-to-face and online components, models principles of adult learning,
and promotes best practices in teaching, learning, an assessment. (PSC 5.2/ISTE 4b)
Artifact: Technology Workshop
Reflection:
The technology workshop was completed in ITEC 7460. It was a one-hour
professional learning for teachers at my school. The assignment was to create a
professional learning session training teachers on a current technology that can be
used to improve their instruction. The reflection describes the experience.
For this workshop, I worked with another co-worker to develop a professional
learning session on a Flipped Classroom. We developed and implemented the
workshop aligned to the ISTE-T standards of 3a, 3b, and 5a and to the state
standards for math. The professional learning was conducted integrating
technology in a face-to-face manner, but all of the materials were accessible
online as well for teachers to refer back to after the training. Briefly, the training
was presented in PowerPoint with a video first. A Weebly was created so the
audience could navigate what they wanted to research. It could be Screencast or
how to create a Google form or Survey. The teachers also had access to their laptop
to demonstrate how Screencast was delivered in a flipped classroom. The training
showed teachers how to navigate Screencast and to publish their video. The
teachers had time to practice and the session utilized the principal of adult
learning that states adults want to know why they should learn. We modeled how
the screen cast would work for a math unit. Then, utilizing the principle of adult
learning that adults are task-oriented, we gave them time to access a unit they are
teaching and practice using the new platform of video making.
The goal of this workshop was to support the best practice of teaching and
learning student-centered learning. By using assessment data, we were able to
determine that a flipped classroom can be used for students in a math classroom.
Differentiation is a tool that is utilized using this technique. It allowed the students
to work in a constructivist environment and work collaboratively together to solve
rigorous problems.
From completing this artifact, I learned the importance of utilizing the principles of
adult learning in conducting professional development workshops. If I were to do
this again, I would have done the workshop in stages. One hour is not long enough
to model a flipped classroom. Three, one hour sessions would have been a better
approach.
The work that went into creating this artifact impacted faculty development in ways
to integrate technology into their lesson plans. The teachers that came had a
better understanding of what a flipped classroom could do to increase achievement
for their students.