- Have you selected a topic yet, and if so, what is it and why did you choose this particular initiative?
- What knowledge or skills do you bring to designing the initiative?
- If you haven't selected an initiative, what are you considering?
During one of our JHU team activities (go WolfPack!), we identified a need for professional development to continue beyond the initial excitement of a workshop. Our team was disappointed that many times the energy from a professional development activity was not sustained beyond the face-to-face (f2f) workshop resulting in little progress or change occurring. It was suggested that we capitalize on the collaboration and team-building components that an e-learning environment can provide to promote extending the topics beyond the initial workshop.
Within my own environment, I would like to create an initiative that extends a topic beyond our annual school-year kick-off meeting in August. During that f2f meeting time, I have the opportunity to present and suggest methods for integrating technology into the K-8 curriculum. However, this presentation time is limited, provides no personal one-to-one personalization for teachers, and is mixed in with all the other "getting ready for school" topics.
Tech integration can be very personal for teachers. It is dependent upon content, pedagogy, personal style/comfort, required support, etc. In order to differentiate as I present tech integration ideas to staff, I am considering an initiative that is loosely based on "Speed Geeking" (which you could compare to a Speed Dating model).
"Speed Geeking (also known as Speed Dating) is a large group method to quickly expose participants to a new information about any topic: programs, theory, technology, etc.. It can be adapted to other types of content as well, but the focus is on short exposure to something new as presented by someone with deep, practical experience in the topic area, tool or method."I believe that I can create short lessons on a variety of tech integration ideas and resources (this is where I would be the resident expert with my knowledge base, resources, and experience). With an available menu of lessons, teachers could choose what best fits their situation and explore the idea. This also creates opportunities for me to circle back with teachers f2f as they express interest in particular ideas as they move through the short lessons.
For PD credit, teachers would be required to complete a minimum number of topics. That assessment piece is still in the thinking stage, but I would like to utilize the collaboration and team-building components by activating an online journal for teachers to reflect together, share, and learn.
