Faculty DevelopmentDr. Gary Ackerman specializes in supporting faculty as they design technology-rich and authentic learning, as well as the school and technology leaders who are colleagues of those teachers.
Beginning in 2018, Gary is offering four specific experiences that can be customized for the needs and goals of your school.:
All of these workshops are grounded in the emerging expectation that students have flexible options for demonstrating proficiency.
One of the difficulties when implementing any interest-based curriculum is having students and teachers understand the role of students’ voice in the curriculum. In this series of 30-minute workshops, your student and teacher are introduced to student autonomy in an engaging manner.
Opening AssemblyIn this entertaining performance appropriate for middle school and high school students, the audience gains experience with one student’s passion.
A Conversation with ChrisAn opportunity for students and teachers to participate in a facilitated talk with Chris.
One Experience, Two PerspectivesChris and Gary form the panel and an adult moderates the panel of two. Initial prompt: “You both have experience with both types of education. What is the difference?”
Barriers to Owning Your LearningA 30-minute to discuss potential this issue is a proactive manner.
Brainstorming ProjectsParticipants brainstorm “next steps” for the students in the examples.
What If I Don’t Have a Passion?Several strategies for finding and pursuing interests are developing in this 30-minute protocol.
Making Space for Students to Own Their LearningA presentation and brainstorming protocol around scheduling options for self-directed study.
But This is Science Class…This facilitated discussion recognizes the reality of contradictory curriculum expectations.
So, Just What is the Difference?This presentation discuses “student-centered,” “differentiated,” “personalized,” “flexible,” “competency-based,” and “proficiency-based” as applied to teaching and learning.
The IT professionals who work in school are often “imported” from other industries, so they do not understand the differences between students and teachers and the other populations they have served. Further, educators (even those who are “tech-savvy”) do not understand the nature of enterprise networks and the complexity of managing that infrastructure.
Organized around the ideas in Gary’s book Efficacious Technology Management: A Guide for School Leaders, this series of facilitated discussions is designed to improve collaboration between the many individuals responsible for technology planning.
These nine 50-minute sessions are designed to engage a group of technology planners over the course of a school year. Most are amenable to be conducted via video conference.
Appropriate – Proper – ReasonableEfficacious IT in school are marked by these three characteristics. By answering a series of prompts, the participants will define what they seek to accomplish with technology in their school and seek to understand the problem of school IT from others’ perspective.
Populations of IT Users and their PerceptionsIndividuals with experience managing IT for adult users may find the patterns of IT use by students and teachers to be unfamiliar. These differences are discussed and two theories that predict and explain IT use are presented.
Humans, Technology, and SchoolTechnology affects humans in subtle ways. The implications for schools and the IT that is in them is discussed in this session.
TPACK: A Framework to Understand TechnologyTPACK is often overlooked by school IT planners. This session introduces the model and suggests how it can be used to understand the many aspects of IT in schools.
Training, Learning, DesignA comprehensive professional development program will provide educators the opportunity to be trained to use technology, to learn about it, and to design lessons using it.
Sufficiency of DevicesTechnology professionals can select from far more types of devices than they ever could before. The session deconstructs sufficiency as a multi-dimensional factor that prepares IT managers to make sound decisions.
IT NetworksThis session focuses on the information about the network that school leaders should know and what needs to be protected as well as strategies for preparing for efficient and disaster-resistant network planning.
Systems to ProvideMany network services and data services are moving to the web. In this session, services that teaching and learning are described.
Technology PersonnelThe “tech guy” has been replaced with men and women who have diverse and specialized technology knowledge. These are differentiated and described.
“Open” is the term applied to the efforts to create and share information with copyrights that allow for others to use the information without paying a fee or without asking for further permissions. Open educational resources are generally created by instructors (in K-12 or in college) and released through a variety of sites. User of these sites can search, download, edit, and use vast collections of instructional materials.
OER Defined and ExperiencedParticipants are introduced to the variety of open licenses and their rights under open licenses are contrasted with traditional copyrights. Participants are also introduced to some of the OER sites with the greatest number of resources; options for creating and connecting online classrooms are introduced as well.
The Creative Commons version of the presentation in .pdf
The Creative Commons version of the presentation in .odp
Accessing and Editing OEROER communities are based on four aspects of open resources:
1. Reuse – the right to reuse the content in its unaltered / verbatim form 2. Revise – the right to adapt, adjust, modify, or alter the content itself 3. Remix – the right to combine the original or revised content with other content to create something new 4. Redistribute – the right to make and share copies of the original content, your revisions, or your remixes with others
Participants consider various OER materials in light of these characteristics.
Designing a Local OER(for technology professionals) This one-to-one consultation provides advice and guidance as local IT professionals establish a proof-on-concept configuration of local curriculum repository that will serve as your local OER site. As the details of this session depend on the circumstances of your local resources, it may extend to three hours.
Beta TestingA small number of individuals who are identified as “tech-savvy” will begin using the Local OER site, and provide feedback to refine it.
Reconfiguration(for technology professionals and OER managers) The feedback from beta testers is used to reconfigure the local OER community and the individuals who will be teacher-leaders are trained in how to manage the system. This session may also expand to three hours.
Using Your OERThese sessions (scheduled as needed for your community) support teachers as they begin to develop your OER site.
Two important changes are driving proactive educators to evaluate what they are doing and where they do it. First, the Standard Model of instruction is being replaced by teaching for deeper learning. Second, the information technology available to teachers and learners is changing how we interact and how we access and create information. In this series of workshops, each three hours in length, these forces are explored in depth and teachers will develop strategies for adopting relevant and useful technologies and adapting what they do to reflect the role of technology in professionals’ work. This exploration will include face-to-face, online, and hybrid methods.
Old (Fordist) and New (ICT) ModelsDuring the Industrial Age, effective businesses or organizations relied on standardized procedures, and schools reflected that reality. Discoveries in the cognitive and learning sciences lead to the conclusion the Standard Model of education does not give students’ the experiences they need for Knowledge Age organizations, and it does not accurately reflect how humans learn. All of these ideas are explored and alternative models and the rationale for each is considered.
Sites – LMS – PLEThere are many options for supporting teaching and learning online. Standalone web sites can be used for teaching and learning; many schools provide a learning management system, and personal learning environments are emerging as a student-centered alternative to LMS classrooms. Examples of all three are presented, and (after consultation with local school and technology leaders) participants will begin exploring the tools and navigation of the LMS or a PLE platform recommended and supported by the school’s technology team.
Online Information and AssessmentThis session helps teachers understand how to upload files, create pages, and embed media in LMS and PLE platforms. Also, options for computer-graded assessments, teacher-graded assignments, and peer-assessed work are demonstrated. Teachers gain experience using all of these tools.
Active Learning at a DistanceTeachers will use blogs, wikis, chat, video, and other tools to facilitate interaction (both synchronous and asynchronous) using LMS or PLE tools.
Connecting Online and In-person ClassroomsThis session focuses on developing strategies for using online tools to support active learning, proficiency-based assessment, personalized learning, and other curriculum initiatives.
(c) 2017 Dr. Gary L. Ackerman
Last updated: November 26, 2017