Re-sending Summary
Gaye Wunsch (GWunsch@compuserve.com)
Fri, 4 Apr 1997 02:24:35 -0500
To the Professional Development discussion group:
Well, we’ve come to the end of an interesting two weeks of discussions. In
an effort to "bullet" some main points which were made, I will offer the
following ideas which were emphasized in our joint thoughts, and will
resist "editorializing."
1. As Gwen reminded us, until people really believe that teachers are
professionals, and treat them as such, nothing much will change." That got
100% agreement! (The chicken or the egg theory asks how professionalism is
going to be generated.)
2. Effective professional development is based on what the teachers want.
They need to have a role in choosing and creating the type of training they
receive. Training shouldn’t be packaged in "teacher-proofed" components
created to be delivered, without tampering, to their students.
3. It is a heavy investment for teachers to overcome the stress and time
commitment to "transform" their classrooms. How can you get them to be
willing to make such investments? To ease the discomforts of introducing
technology, there needs to be more time and support for teachers to adjust
to the new tools.
4. Professional development should be incorporated in the regular work
schedule of a teacher, and not dispensed in sporadic "sit and get" pull-out
sessions. Teachers should be allowed to go about the "work of learning" as
integral part of their routine. Ongoing training with lots of support…
5. Professional development should be locally based, supported in the
classroom.
6. Sentiment is strong that we need to address core technological
competencies, as well as quality subject area content. Also, balancing the
"what" and "how" of what teachers need to know. And how a teacher’s
expectations and encouragement can have a larger impact on students than a
particular content.
7. There were some thoughts as to e-mail and concrete examples of new
pedagogy in action, through the Internet, can be more effective than "face
to face" teacher work. Why is this so, and is it OK? What are the
effective ways of communicating and collaborating for teachers? Can e-mail
and technological communication promote isolation for teachers, instead of
fostering collaboration? Face-to-face communication requires more
immediate responses, so what does e-mail foster?
8. How do you engage teachers to be come producers of online experiences,
and not just "joiners and consumers?"
9. The facets of professional development are varied and viewed
differently. "The blind man and the elephant."
10. The value of the technology as a strong communication tool between
schools and universities can be to bring the two levels together into the
same game. Addressing preservice teachers training in technology can ease
their utilization in the classroom when they begin to teach.
11. Looking for resources/models for distance and/or adult learning to
share.
12. Technology can be incorporated into lesson plans, and can transform
the research process.
Lots of specific program descriptions and suggestions were also offered,
but were not listed as part of the more "generic" discussion focal points.
It was a pleasure working with you. I apologize for the mysterious,
intermittent transmission difficulties from Houston.
…Gaye