Promoting learning and teaching
Colleagues always have had big problems in using tools, e.g. Web2.0 like blogs or e-journals. I think about blended learning or creating some screencasts to promote learning and teaching. Have you got any experience in the past how it works and should it be a part of this Social Network?
Tags: Web2.0, promoting, screencasts
Replies to This Discussion
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Permalink Reply by Sharon Betts on
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If they are hesitant to jump into the "new" paradigms, showing them screencasts doesn't help. In my experience, they shy away even more. I now offer all my teacher training sessions on a web 2.0 platform in conjunction with face-to-face. Actual participation has been 1000% better than trying to "teach" them through demos and handouts. If you can hook-just-one, it spreads.
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Permalink Reply by Hans Feldmeier on
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Hi Sharon, yes I agree. This happened in my inservice trainings too. But before practical work - this is very necessary, I think about showing participants how the tool works with help of screencasts. Could be useful, maybe?!
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Hans, the more resources you have for teachers the better. I just wanted to emphasize that if they are using the tool hands on for a purpose - their own training, keeping a classroom journal, professional portfolios, etc - I have found that they have more of a desire to watch and study those screencasts.
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Permalink Reply by Mitch Fowler on
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Hey Hans,
Regardless of whether or not the topic of 2.0 tools belongs in this site, I am definitely interested in learning about what has worked for you. I am looking into taking my classroom blog to the 2.0 level and would like to hear about what others are doing and what has/hasn't worked.
Furthermore, I am interested in learning how to connect to the outside world via my ning site and blog. I wasn't sure if I should start my own discussion on this, but I think it would dovetail nicely with what you're trying to do.
I am looking forward to hearing more about what you have to say!
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Permalink Reply by nlowell on
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I'm with Sharon on this one.
You cannot get people onboard by sitting them down and having them *watch* something. They have to do it. This is particularly true with these tools -- the whole point of which is (as Hans pointed out himself) Interactive Users.
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Permalink Reply by Sylvia Martinez on
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I agree with Sharon, Hans and nlowell - doing is better than watching. Can I also recommend finding ways to get students involved as quickly as possible? Just teaching teachers and hoping things trickle down to the classroom can be a long wait.
Students can be involved in lots of ways. I have some examples on my blog here: http://blog.genyes.com/index.php/2007/03/21/web-20-share-the-advent...
If your students are using the tools, you can send those students to help other teachers in their classrooms. It's a win-win, the students benefit from being trusted with this responsibility, and the teachers can see it happening in their own classrooms with their own students.
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I strongly agree to Sylvia! I created a system of eTutoring (Typo3 or Hot Potatoes) in my institution. And it works! Have a look at
http://rs-regenstauf-it.blogspot.com
http://e-competences.blogspot.com
But I didn´t tryout to help teachers regarding students. I will think about your proposal Sylvia. In Austria, I heard about a system of eBuddy and eCoaching: Expert teachers care about teachers in other schools.
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Permalink Reply by Elizabeth Davis on
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I have started using screencasting a lot this year. I've put together a bunch of training videos for teachers which I host on our website: http://www.runkle.org/Resources/Teacher%20Resources/tech-training-v...
and also refer to on my blog (which I just started): http://www.edtechpower.blogspot.com/
I find they are very useful when teachers come to me for help on something. I can show them how to do it in person and refer them to the screencast to go back to when they need help. Or if I don't have time to help them with something I can send them to the videos.
I have also used screencasting extensively with my 7th and 8th grade students. I screencast the directions for the day's class and also provide a number of how to videos on the tool we are using for projects. Students can use these as they are working and I no longer stand in front of the room to explain something that I have to explain again as soon as the kids are on the computer. I actually wrote an article about this in this month's ISTE journal, Learning and Leading with Technology: http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_...
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Permalink Reply by John Tanner on
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What continues to amaze me is that we still seem to not understand how adults learn best. We have ignored all the best theory and instead offer up these one time, techno wizardry things. Please don't misunderstand I love them all because i love technology but I have yet to see any systemic change result from any of these things in my 30 years in education.
I don't understand why we don't respect the theory of adult learning by Malcolm Knowles who long ago discovered how to teach adults...why don't we walk the talk here.
Adults Learn best when;
The learner needs to know......
The learner's self concept....
The role of the learner's experience...
A student's readiness to learn...
The students orientation to learning
The students motivation to learn
Read for more
http://www.mtsu.edu/~itconf/proceed00/fidishun.htm
or Google Malcolm Knowles
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I totally agree. I think that so much of professional development for teachers is based on what we know about how kids learn, not about how adults learn. Are you familiar with Jane Vella's book "Learning to Listen, Learning to Teach?" http://www.globalearning.com/LtLbook.htm She has a lot of really interesting things to say about adult learning theory.
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