I have got a little behind with the edchat posts so here is a digest of all the most recent.
These are hosted now on @TestSoup’s blog. I’ll add in some of the shared links here and you can get the flavour of the discussion from John’s blog summaries.
eduk8andlead: Blended learning approaches that mix f2f & online can help tackle time & calendar issues. #edchat Carpe Diem schools http://t.co/2FhNH0zB
Mr_Brett_Clark: I can’t participate fully in today’s #edchat. Here are some things we do in our district: EVSC ICATS Website http://t.co/uHYnrAmB
DrThomasHo: @MertonTech teachers have got to TAKE RESPONSIBILITY for THEIR own learning http://t.co/KvcUjJ69 #edchat
Mr_Brett_Clark: Do any other schools/districts put together coach’s menus to differentiate PD? http://t.co/qMbDxlqX I would like to see others. #edchat
daveandcori: Professional Development for Teachers needs to change – http://t.co/ET2VIMZd #edchat
daveandcori: I hate when teachers will only go to learning event if it is for CEUs. Need to be always learning! #edchat http://t.co/H7HXoyfb
RobertBorgersen: I know I love and take advantage of our University Teaching Services every chance I get! http://t.co/ASN0BYw0 #edchat
NETC_Travel: Never stop learning! 12 Ways to Learn in 2012 http://t.co/aQgNTFLD #edchat
kevin_corbett: Digital Learning Futures [SLIDESHARE] http://t.co/4gq9jQP3 NEW & Awesome! Thanks @timbuckteeth #elearning #mlearning #gamification #edchat
studysync: Teachers talk tech use in the classroom at recent Portland conference: http://t.co/qKPZIPGE #edtech #edchat
web20classroom: From @edutopia and @teachingwthsoul-20 Tidbits For New Teachers: http://t.co/NTK2I1rz #ntchat #edchat
lookforsun: I believe the #Educon principles lay positive foundation for tech use: http://t.co/6VcbkruZ #edchat
bhsprincipal: Students and teachers who are not comfortable using appropriate technology can no longer be considered literate http://t.co/rav0jyQd #edchat
TeachersHelp01: SM granted me the ability & honor of helping teachers avoid the predatory 403b about 80% of teachers are in http://t.co/IOUZaLIB #edchat
DrThomasHo: @ShellTerrell for students, digital footprint should be about their LEARNING is what I’ll say at http://t.co/3xn9LT61 #edchat
ShellTerrell: @cybraryman1: Great Why do we connect video from many of my wonderful PLN members: http://t.co/4fKwWVfF #edchat
For the complete transcripts and more links go to the#Edchat wiki.
Here is the first #edchat session of 2012 and again we are very grateful to @TestSoup for providing the bones of this summary. It seems that everybody had a good holiday and were able to re-charge batteries as this was a fast and furious chat with ideas flying around the twittersphere and we all enjoyed the first chat as a feisty encounter.
Don’t forget to check out the links below. These were shared by participants in the chat and give just a flavour. For more details visit the edchat wiki and the archive.
Some links shared by #edchat participants:
cybraryman1: @tsocko Should be shoutout to all edcamps and TeachMeets #edcamp Wiki http://t.co/A22HQPps #edchat
We have two great blog posts to link on this topic this week. The first is from Peri Nelson @apospirit on her blog. This is a really amazing new way of getting technology into the classroom and the edchat group explored all options during this chat. Peris’ post captures the essence of this. Thank you Peri for your insights. You can find out more about the work Peri and her colleagues do on the blog.
Thanks again to John @TestSoup for this week’s summary.
The topic is one that is very near to our hearts at #edchat and there was great excitement in the chat with lots of ideas, opinions and also resources shared. You can find all of these in John’s summary together with his own take on the chat!
Great video isn’t it! I love the idea that we will be able to access the internet EVERYWHERE! I learned about this video from a student who works for Corning and he told me that all of this is possible now. The incredible flexibility of glass as a material for technology is mind-blowing and to think that it is such an ancient product – it makes you think! Can you imagine greeting your students on the door of their refrigerator each morning before they come to school? It’s so exciting! And how about the whole wall that turns into a screen – awesome! I want one in my classroom! The world might look SO different in 10 years from now.
This was our topic last week at #edchat and we have a really amazing summary here written by Tracy Brady @mmebrady) who is a vibrant and innovative edchatter and this was a great ‘blue-sky thinking’ #edchat session. Tracy has really captured some of that excitement and buzz that was flying around twitter during the hour. I’m sure you will love reading her summary here and you can find out more about Tracy and her work as a French teacher in New York at the end of the post. Thank you so much Tracy for this great post 🙂
This topic provided for a phenomenal opportunity to discuss our “educational wishlists” and imagine the future. Thinking back 10 years at how different things were, I think most of us realize that although much has changed (technology) sadly, much still remains the same (bureaucrats, the have-nots, row seating, farm-based schedule, standardized tests…). Many of the ideas put forth were fascinating, exciting, thought-provoking, fill in your own blank. Looking to the future is always a fun exercise, but it was also pointed out, that we need to focus our efforts on the classes of 10 minutes from now — exert control over our own realm.
Here are some of the main themes from the discussion:
Classrooms will be paperless
Will the digital divide widen or narrow — (between students as well as schools) will the bureaucrats still be in control? where should the $ be spent?
Classrooms should be more student centered with passion based learning and more individualized instruction — “communities of inquiry”
Teacher prep needs to change significantly
Communication will be improved as learning continues outside class walls and time (perhaps year round?) — mobilization, globalization, and collaboration
There will be more flipped /blended classes — the human element (interpersonal) will always be necessary
PLN/PD needs to be ongoing — teachers will need to continue to develop their own skills to continue to be relevant
We should see the end of standardized tests — authentic assessment should replace it
flying robots — it is hard to envision the future based on how different things were 10 years ago — like predicting a hurricane
We will see the end of filtering websites, and teach digital citizenship instead. We will take advantage of the digital native status of students AND teachers — byod
We will see new learning spaces (not just formal rows inside classroom walls)
Here is a selection of some of the comments:
CoachB0066 Looking at the economic landscape I believe that BYOD programs will be more popular than pure 1:1 programs
USCTeacher 10 years-teachers will be even more tech savvy, assignments will be submitted paperless, and schools will continue refining tech use
inquirebook @mmebrady I think tech will continue to change so fast that everybody will have to constantly learn and adapt.
inquirebook Technology is really just about connecting students to teachers and to each other, and connecting all to information.
stumpteacher My hope is that in 10 years our government listens to teachers and not businessmen/cheaters
stumpteacher @cybraryman1 I would hope the teachers continue to step back and empower students. Give up more control of learning to students.
NoodleEducation @rliberni would like to see technology provide objective assessment on a more holistic level for indiv students to replace STD tests
allisonletts @MarkWinegar one step: students pursuing a passion during classtime–learning how to learn independently about something fascinating
USCTeacher @rliberni Think about the communities that will be able to form! Not 1 building, 1 community, but 1 world
2footgiraffe @NathanSandberg @stumpteacher agreed. Tech is not the answer in education. It is just one part of student engagement.
CTuckerEnglish I’d like to see a move to customize & individualized instruction using tech integration to meet diverse needs if students
lauwailap1 In 10 yrs:Hoping teachers will have more control + input in the curriculum, which should be flexible+allow us to constantly innovate.
love_teach Schools need to prep them on how to facilitate learning and how to guide students to discover their own knowledge and tools
after_school 10 yrs from now more kinds of people will be recognized as teachers: museum/library/afterschool staff, kids leading othr kids.
CrudBasher I predict in 10 yrs, the most valuable skill in the world will be the ability to learn anything at anytime.
saraallen91 2 prepare tchrs 10 yrs from now, we have 2 prepare them 2 constantly challenge their thinking, experiment w/ new tech, & take risks.
Akevy613 In 10 years learning should be mobile and global and move way beyond the walls of a classroom
pernilleripp I hope in 10 years teachers start to get respect again
inquirebook @cybraryman1 I hope augmented reality is ubiquitous–another change to our relationship with information.
drdouggreen @ShellTerrell Let’s stop building schools with rows of identical classrooms and more open areas. Some are.
ShellTerrell Perhaps 10yrs from now we have better solutions to improving schools rather than firing teachers
mrbarranca @drdouggreen @beyondtech1 That’s a great point. Can’t teach new teachers 1980-1990 practices and expect them to then be cutting edge
CrudBasher You can plan the education system in 10 years in the same way you can plan a hurricane. #beyondcontrol
drdouggreen @jenniferg92 All teachers must be comfortable learning from students. It empowers both.
MaryAnnReilly The division we know among teacher, student, coach, mentor, and community member will blur. We will need new language to name.
chrisemdin I love the idea of predicting what you want things to be like in 10yrs. Imagination is the seedbed of possibility
CoachB0066: We need to focus on educator prep (teachers and admin) to change pedagogy #edchat We can infuse all the tech… (cont) http://deck.ly/~WT9C4
briankotts: The BBC believes most people will have read only 6 of the 100 books here http://bit.ly/dT2u47 #edchat #ukedchat
SnaPanda: RT @rscon3: Check out: Sharing values in the classroom: When, How, Y & Y not http://bit.ly/pJdN41 video by @brad5patterson #eltchat #edchat
findingDulcinea: Awesome commentary on EdTech RT @mcleod My opening remarks at Iowa Education Summit http://t.co/8Oul1kM #edchat #sschat
iObservation: New York State Education Department Approves Dr. Robert Marzano’s Teacher Evaluation Model http://bit.ly/mnnS86 #cpchat #edchat
Kerry_EasyBib: @NMHS_Principal was featured in USA Today in a great article about social media and the future of the classroom http://ow.ly/5NHL6 #edchat
drdouggreen: @malcolmbellamy Colleges serve to widen gap between haves & have nots. Check my summary of Academically Adrift http://bit.ly/oCig5G #edchat
cybraryman1: What role will Augmented Reality (http://tinyurl.com/346ogtf ) play in education in the future: #edchat
web20education: Pls rt I work #edtech20 #socialmedia #curation project gateway to knowledge in #education20 , I need #PLN help #edchat http://t.co/WvMFXQh
cybraryman1: @lauwailap1 See Open Doors School-Business Partnership (left column down) http://tinyurl.com/4zyk5qq #edchat
engaginged: Interested in global collaboration? Here’s a great project: Challenge 20/20: http://t.co/CyxrsYo #globaled #edchat
AAEteachers: #Education is hurt by #politics according to Arne Duncan. #teachers – what do you think? | http://is.gd/xIS2v3 #edreform #edchat
mjgormans: 10 Steps to Transform Past Lessons for 21st Century .,, If u r at #BLC11 plz stop in at 1 of my sessions http://t.co/XNrOJ9A #edchat
OECD_Edu: PISA – Against the Odds: Disadvantaged Students Who Succeed in School http://bit.ly/nbEIdO #edchat #ukedchat #finnedchat
joe_bower: Assessment wagging the dog http://t.co/iT9TXPe #abed #edchat #edtech
web20education: I update #curation story #googleplus gateway to #semanticweb #web30 in #education20 http://t.co/EOISqqY #edtech20 #edreform #rscon3 #edchat
My name is Tracy Brady I am a French teacher (middle and high school) in Central New York. I strive to push against constraints of time and space to globalize my students’ learning experience. I am a strong proponent of BYOD and thinking outside the box to bridge the digital divide. My colleagues don’t always know what to make of my wild ideas, but then again, neither do my 2 beautiful daughters (Florica and Aline). Sometimes it takes a little bit of crazy to get the job done. #edchat is an invaluable tool in my PD arsenal, and I am honored to have been asked to write this summary. My blog can be found at http://mmetechie.blogspot.com
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If you have never participated in an #Edchat discussion, these take place twice a day every Tuesday on Twitter. Over 1,000 educators participate in this discussion by just adding #edchat to their tweets. For tips on participating in the discussion, please check out these posts!
Mea maxima culpa! This is sooo late. Apologies to everyone and above all to Doug Green who prepared this fabulous post. A combination teaching and then a horrible throat infection 😦
This truly is a fabulous post. But was truly a fabulous #edchat with all that energy coming from the ISTE11 conference and all those great edchatters in one room! I think Doug has done a great job in capturing some of that energy and although the benefits of online PD via online conferences was explored and acknowledged to be invaluable, the sheer power coming from the delegates at ISTE11 couldn’t be ignored and there is a need to meet face to face and have that boost of learning that only a live event can give. Thank you again Doug for a great post. You can find out more about Doug and his amazing productivity in the field of education in his bio at the end of the post. Please take some time to visit hos blog to find out more!
Modern education conferences are changing to allow for more interaction and participation online by those who cannot attend. There is agreement that there is no substitute for face to face meetings and that ideally educators can profit from both face to face and online sources of professional development. It’s hard to match the hands-on benefits conferences offer.
Here are some of the main themes from the discussion:
Some were concerned about the costs of conference registration and other associated costs. A great deal of online activity is free.
Modern conferences allow for some level of participation of people who cannot physically attend.
Face to face meetings are not the same as online meetings but both are valuable. Ideally you can have both. The hands-on aspect of conferences may be the most valuable part.
Thanks to back channels, modern conferences already combine face to face and online aspects.
Some people wouldn’t know about things like Edchat and other valuable resources if they didn’t attend conferences like ISTE11.
Following conference hashtags can extend the conference in time. You can start to participate before you get there, check the back channel at the conference, and follow it after you get home. You also interact online with people you meet after the conference.
Many people would like conferences to be more interactive with shorter presentations and/or presentations available online. The TED model of presentations was cited by some as an improvement over longer presentations.
Here is a selection of some of the comments:
With such a vibrant discussion, it’s almost impossible to do it justice in a summary, but I’ve picked out some of the comments that caught my eye
ShellTerrell @stumpteacher absolutely agree that the human connection is important
DrDougGreen There is no substitute for face to face. The trick is to keep the cost down like #140conf. I would be in Philly if iSTE charged $140 #edchat
agutierrezIT Can stay relevant by continuing to having great Keynote speakers, accepting unique sessions/presenters, & strive to be unique
blairteach Conference sponsors are going to HAVE to have wireless access or they will appear “dated” & out-of-touch
tecjtromom ed conferences need to model using tools from the web in all topic areas
daveski61 Personal interaction remains critical. A virtual handshake isn’t as good as a physical handshake.
malalande Asynchronous is great for some activities, but not ideal for hands-on where I-to-eye feedback is relevant
blairtech IMO, conferences offer great opportunities to connect f2f w/our online colleagues & there’s great value in building relationships.
techtrimom @web20classroom: face to face contact will never die and so these conferences are invigorating and very important
blairtech Conferences can be very motivational; the online PD can extend the enthusiasm kindled at the live event.
earthspacequest Physical presence has more power to inspire than online friendships!
elanaleoni @ShellTerrell Human connection is def important but we need to reinvent conference structures to become more relevant.
elanaleoni Instead of lectures & ppts, let’s do interactive/collaborative workshops where participants can try things & fail & try again 🙂
tkraz A real place to gather as a community will always be important. It’s what makes the community stronger.
rjwassink @drdouggreen Its not the random relationships, but meeting virtual friends in real life after getting to know them digitally is key
davidwees How many educators here actually pay 100% attention during a 1 hr lecture? PD should be more interactive.
I’ve been following the #iste11 hashtag since October and will continue to follow it. No more one shot conferences.
tkraz Conferences are getting tougher to pay for with so much available for free online
caroljallen @davidwees Agree and in my case I find a ‘hands on’ element the most useful
bjnichols Discussion is great either f2f or virtual…I am more interested in the action that results from discussion
davidwees You should expect teachers to engage in PD somehow. Extrinsic motivation like money will serve to kill interest and passion
MrBernia I’d love a flipped conference, where attendees listen to a presentation before, then attend and collaborate with the presenter.
davidwees Suggestion: If you are running a conference, offer at least one option for unconference style learning
I have been an educator since 1970. After teaching chemistry, physics, and computer science, I became an administrator for the next 30 years with experience at the secondary, central office, and elementary levels. I have also taught a number of leadership courses for The State University of New York at Cortland and Binghamton University and authored over 300 articles in computer magazines and educational journals. In 2006 I gave up my job as an elementary principal to care for my wife who had Lou Gehrig’s disease. After her death in March of 2009 I decided to see how I could use my expertise to help busy educators and parents hone their skills and knowledge. Doug’s blog can be found here.
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If you have never participated in an #Edchat discussion, these take place twice a day every Tuesday on Twitter. Over 1,000 educators participate in this discussion by just adding #edchat to their tweets. For tips on participating in the discussion, please check out these posts!
Thank you to Pam Wesely (@pamwesely) for this summary on what turned out to be a very interesting chat. There were many ideas and many reservations too which all made for a very thought-provoking discussion. Pam has captured all of this to great effect in this summary. Thank you Pam for a great roundup of the ideas and themes and a thoughtful commentary on the topic. Find out more about Pam in her bio at the end of the post.
The participants in this #edchat talk all heartily agreed that grouping kids by criteria other than age has been under explored in current educational practices. We were able to identify an array of positives to grouping by things other than age, often focusing on the ability to individualize instruction and encourage peer-to-peer mentoring and cooperation more effectively.
Beyond this response to the initial prompt, participants in this #edchat discussion addressed several other related topics, notably: WHAT CRITERIA the alternate groupings would have, WHAT SCOPE the alternate groupings would have, WHICH LEVELS of students are grouped by age (and which should be), and WHY we currently group students by age. As I tend to be more conservative in the #edchat discussions, I was pleased to see participants even offer reasons why this grouping does make sense in some cases.
Upon reflection, I see lots of areas where educators can expand on this discussion, notably in including and considering other stakeholders in education; developing the notion of groupings that vary throughout one child’s day; and considering the ways that peer mentoring can become more a part of classroom practice.
Here are some of the main themes from the discussion:
Decisions about promotion that completely disregarded age (as @LHoog eloquently put it, putting the «child genius who’s 8 with 14-year-olds”) was not seen as preferable. Participants still felt for the most part that age (or developmental level) needed to be considered in grouping students.
Participants shared personal experiences about observing older and younger students working together – both well and not-so-well.
Types of alternate grouping suggested included interest/project grouping, ability grouping, mastery grouping, achievement grouping, and grouping in peer-mentor relationships.
Perhaps the most common rhetorical flourishes critiquing age grouping were references to non-school-based contexts – the idea that «ages are mixed up in X context, why do we force such an unnatural grouping in schools!» with X context being playgrounds, adult workplaces, sports teams, etc.
Where some participants thought that avoiding age grouping would help students find like-minded allies of any age, others argued that the academically adept but socially underdeveloped would suffer if advancement were based on academic criteria.
An important point of contention that emerged at the end of the discussion involved how, exactly, teachers would decide how students would advance to the next level, if not somehow by age.
Here is a selection of some of the comments:
@nancyrubin: Group stronger academic students with those that need a little more help for peer mentoring opportunities. @MertonTech: The biggest issue is that academic maturity and social maturity are not always the same. @USCTeacher: Many factors could be used to categorize students: age, gender, economic standing, performance – how are we to determine what is fair or works? @tomwhitby: If age was not an issue, social promotion or non-promotion would not be one either. @darcymullin: Multi-aged groupings (or other methods) also force us to look at our pedagogy and re-think what and how we deliver instruction. @QZLPatriotHawk: This is not a one-size-fits-all debate. I believe you have to look at the students as individuals. Schooling is so much more than about academics. @CTuckerEnglish: Maturity can be an issue, but there’s value in having older kids lead, support & guide younger students. @rliberni: I think the older kids also learn from the younger ones – re-igniting their curiosity. @JasonFlom: I think there need to be opportunities for ages to mix, regularly, but social development is so key early on. @ShellTerrell: I’d like to see parents, students, & teachers collaborate in placing the student. @karimderrick: We should also not group by subject….but instead by project! How great would that be!! @tomwhitby: Ability should be a part of it but too much emphasis on any component will affect the result. Balance is the key.
@coreydahlevent: Is the question about age or ability, or is it about TEACHERS allowing or NOT allowing extended learning? @karimderrick: Mixed-age groups would ultimately be more natural – same age groups is a product of factory schooling. @Sam_EnglishEd: In mentoring group, 17-yr-old to me: “I don’t want to be with these little KIDS.” These KIDS were 14-15. Complaint often heard. @BrandiJClark: Focus on the learning, not the sifting and sorting. @malcolmbellamy: We mature at different rates, and not according to the year we were born. @mrmadden77: I’m still concerned with ability grouping – worried that focus will become too much about curriculum, not enough about the child.
@JohnMikulski: For ability grouping to be successful, there has to be fluid movement from one group to next when student shows improvement. @JasonFlom: “Fluid movement” for a teacher is one thing. “Fluid movement” for students in social groups is another.
To follow the complete discussion see here
For the stats on #edchat participation see here
As ever, there were some great links shared:
@NextGenLC: What’s been your experiences with programs like this? “Some schools grouping students by skill, not grade level” http://ow.ly/5caH4 #edchat
@NextGenLC: @pamwesely This #edchat has me thinking about Malcolm Gladwell’s ‘Outliers’ argument about cutoff dates for kindergarten http://ow.ly/5cbf0
@allisonletts: the Changing Ed Paradigms Video by @sirkenrobinson http://ow.ly/5bgEa #edchat
@davidwees: Here’s a study about pros and cons of older/younger sibling pairs. Some good stuff, some not so good. http://bit.ly/iHBGZ1 #edchat
@nancyrubin: Collaborative Learning: Group and Teams in the Classroom http://t.co/yAndKbk #edchat
@karimderrick: Assess perf in proj orientated groups NOT using criteria – but comparative judgement http://bit.ly/dP6O8E Bye, bye stand tests #edchat
@darcymullin: @JasonFlom check out this awesome school in Aus. Very cool http://bit.ly/lefZ72 #edchat
@pamwesely: @rliberni That’s true after I tweeted that I remembered this great film abt a 1-rm school – Etre et Avoir http://imdb.to/8r71Rt #edchat
@ToughLoveforX: @WendyGorton @ShellTerrell Crowdsourcing Authority in the Classroom http://ilnk.me/8d36 by @catinstack
@mister_jim: #edchat sorry, a bit behind but aren’t we missing the point? Teachers enable learning situations. Shouldn’… (cont) http://deck.ly/~kiq6j
@johnpassantino: Students progress at own pace: Adams County District Standards-based Education model http://bit.ly/lO5ut3 #edchat
@tomwhitby: My latest Post dealing with Filters, Bans & AUP’s: “How do we fit the policy to the need?” http://nblo.gs/iM77n #Edchat
Pam Wesely is an Assistant Professor of Foreign Language and English as a Second Language Education at the University of Iowa. She teaches teachers and people who want to research education. Her research interests include K-12 student, teacher, and parent beliefs about foreign language education. She also harbors a growing interest in how teachers use Web 2.0 tools to connect and teach their students. She is a former middle school French teacher and Concordia Language Villages counselor/administrator. You can see her professional website at: http://sites.google.com/site/pamelawesely
New to Edchat?
If you have never participated in an #Edchat discussion, these take place twice a day every Tuesday on Twitter. Over 1,000 educators participate in this discussion by just adding #edchat to their tweets. For tips on participating in the discussion, please check out these posts!
This #edchat topic was a very interesting one. There seemed to be many different experiences among the group. The summary has been expertly prepared by Michael Zimmer (@MZimmer557) and he has brought together all the threads into a great digest of all the thoughts. As he explains here our world today is somewhat different from the one many of us trained for. Thank you for a great post Michael. You can find out more about Michael in his bio at the end of the post.
Having missed the passed few #edchats because of other obligations, it appeared that I returned for a thought-provoking discussion about teacher education programs. My personal experiences were mixed. I had several good professors and several others who obviously were out of touch with what education was like in the 90’s and now in the 21st Century. Education is constantly going through various reforms, especially lately, yet little emphasis in those reforms has focused on teacher education programs. Are they working? Most educators have heard the statistic that half of the new teachers leave the profession within the first 5 years. If that is the case, then shouldn’t there be a focus on those that are preparing teachers for the workplace? If teacher education programs are properly preparing students for the classroom this statistic would not be so staggering.
Another issue facing teacher education programs is preparing teachers to teach in the 21st century and prepare teachers to use educational technology. In my personal experiences in teacher preparation there were two things that were constantly emphasized: My Philosophy of Education and Creating Lesson Plans, which is something over time that has had little impact on my actual teaching. Beneficial classes would have been how to integrate and use technology with students. Teacher education programs need to hire professors that are knowledgeable about this technology and how to use it.
When I look back, it is interesting to me that my teacher education program was about 24-30 hours of course work, but my content area was 3-4 times as much. If teaching is the primary goal at graduation from college, shouldn’t there be an equal amount of classes. It is apparent that all that content knowledge won’t help teachers if they don’t get a quality education on how to be a great teacher. During student teaching we would return to campus and meet with groups of other student teachers. There was always stuff planned for us. It would have been more beneficial for us to communicate with each other our experiences.
Here are some of the main themes from the discussion:
More in class time with students and teachers. There needs to be more interaction between college students in teacher education with teachers and students in the schools
More classes related to learning how to use technology as an engagement tool.
To much focus on methodology and theories and not enough focus on real world teaching
More mentoring among teachers and professors
More opportunities for teachers to get into the classroom while in the teacher education program
Professors need to go back to the classroom so they are not out of the loop on what is going on in the classroom
More focus on why they teach the content, not necessarily what they content is
Teacher preparation needs to include more about classroom management, dealing with parents, the extras duties that come with the job, special education, and school law
More emphasis on what it means to teach in the 21st century
Here is a selection of some of the comments:
With such a vibrant discussion, it’s almost impossible to do it justice in a summary, but I’ve picked out some of the comments that caught my eye.
– @CTuckerEnglish: I felt really prepared for teaching, but not for teaching in an increasingly digital society.
– @davidwees: Every teacher’s college should spend some time talking alternative education systems. (especially in the 21st century)
– @maryannesacco: More time with practical in-class experiences with cooperating teacher–PT conferences, lesson planning, teacher pd meetings
– @teachersnet: It can’t be repeated too often: pre-teaching programs must include more classroom management training
– @stumpteacher: IMO teacher ed programs I have been in and worked with miss the boat. Teaching kids how to teach 30-50 years ago. Not current.
– @iteach4change: teacher ed programs need more on tech, special needs, and politics/finance of education; also more on culturally responsive teaching
– @davidwees: Teacher education systems should spend time focusing on building people who expect to learn continuously, rather than sporadically
– @kegluskin I had many field placements in different grades &urban & suburban environments which helped me feel comfortable in all settings
– @cybraryman1 Yes teachers should be prepared for all different types of learners
– @ericjuli Teacher Ed programs should teach high school teachers to believe they teach kids first, not content
– @Tina_Barr: More mentoring in the classroom as part of the college curriculum could prove effective
– @davidwees: If our classrooms are supposed to be student centred, so too should our teacher colleges.
– @tomwhitby: teacher prep might improve if cooperating teachers were trained as to what to do w/student teachers.
– @ShellTerrell: Teacher Ed programs should have a course designed on effective communication w/ parents, admin, students! Not enough comm in edu
– @davidwees: How many teacher colleges invite alumni back to talk about their experiences? Share their ideas?
– @MZimmer557: Allow more teachers with Master’s in education and administration to teach the courses…not professors far removed from classroom
– @Whtevri4c: Faculty should go back to the classroom for a semester every three years to stay current.
– @tomwhitby: College classes can make good teachers. Great teachers are made from their own classes
– @davidwees: Idea: 1 year of preparation followed by 1 year of teaching, followed by a summer (at least) back in teacher college.
– @txlibraryguy: Tech skills, theory and practice are great, but young teachers need confidence and coping skills or they won’t stay in profession.
– @chrisemdin: Teacher prep is missing metacognitive reflection. Teachers must learn to think about how & why they teach the way they do
My name is Michael Zimmer (@MZimmer557) and I am currently a Technology Integration Specialist in a school district in Kentucky. I will be returning to the classroom next school year to teach Social Studies and am looking forward to using and integrating several of the things I have learned since using Twitter professionally. I also write the blog: The Pursuit of Technology Integration Happiness.
New to Edchat?
If you have never participated in an #Edchat discussion, these take place twice a day every Tuesday on Twitter. Over 400 educators participate in this discussion by just adding #edchat to their tweets. For tips on participating in the discussion, please check out these posts!
Rliberni's Blog - Radical language 