EDU 537 Professional Development In-Service Proposal Paper

EDU 537 Professional Development In-Service Proposal Paper

EDU 537 Professional Development In-Service Proposal Paper

Grand Canyon University: EDU 537

Statement of Need

The International Society for Technology in Education (ISTE) states that in order to help students learn in the 21st century teachers must “understand and ‘leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students’ daily lives and the reality of their futures’” (2011, p. 6).

The Organization for Economic Cooperation and Development (OECD), notes “schools that report the highest levels of student information and communication technology (ICT) related skills and experience are…ones that made use of ICTs on a routine basis throughout the teacher professional development and the teaching and learning process” (Trucano, 2005).

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Although classrooms are equipped with interactive smartboards and one-to-one technology for our students, our use of technology reinforces a teacher-centered pedagogy, in which teachers use technology but students are not encouraged to use that technology on their own (Moeller & Reitzes, 2011, p. 13). The question becomes, how do we begin to develop a student-centered learning community that is infused with the technology our students need to navigate the 21st century?

The ISTE proposes that professional development consist of “learning with technology” rather than “learning about technology” (2011, p. 16). In this way, teachers know firsthand the effectiveness of the technology their students will be using in the classroom setting. In addition, we develop what Staker and Horn call “technology-rich instruction” which is “a structured education program that shares the features of traditional instruction, but also has digital enhancements” (2012, p. 6).

Proposal Brief

We propose a one-day professional development opportunity for all teachers in order to familiarize themselves with the use of a 3-D printer, as a way to promote technology infusion.

The professional development opportunity will aid teachers in creating lesson plan that is content-specific, student-centered, and technology infused, with a focus on use of the 3-D printer. This professional development opportunity will also help teachers establish an online professional learning community using Internet based tools to share teaching practices and curriculum resources that promote technology infusion.

Anticipated Tools and Resources

  1. (2017). MakerBot Educators Guidebook: The Definitive Guide to 3D Printing in the Classroom. Retrieved from https://3qcbdntxdyb43ubh6h0b0qgz-wpengine.netdna-

ssl.com/wp-content/img/educators-guidebook/MakerBot_Educators_Guidebook.pdf

  1. This is an E-Book that all teachers can download and reference throughout the professional development training, as well as on their own when using the 3-D The guidebook also provides teachers with nine classroom projects, which are aligned to Common Core standards. In addition, the guidebook outlines how to use Thingiverse, which provides templates for printing on the 3-D printer, as well as the step-by-step process teachers will use to create their own project on Thingiverse Education.
  1. com & thingiverse.com/education

 

  1. Teachers will be introduced to each website, as they allow teachers to access a library of 3D printable files, 3D printing lesson plans, and the opportunity to create their own 3D printing project for their As teachers learn how to use this resource, they can have their students create their own profiles to create things to print using Thingiverse and then send their submissions to the teacher using Google Classroom.

 

  1. 3-D Printer

 

  1. The focus of the professional development is on integrating use of the 3D printer into classroom During the training, teachers will learn how to use the 3D printer, and have the opportunity to operate one of the two 3D printers in collaborative groups.
  1. Teacher Technology (laptop)

 

  1. Each teacher will need to bring their own laptop in order to receive the MakerBot Educators Guidebook, to access Thingiverse, and to create their own lesson plan that integrates use of the 3D printer.

Roles and Responsibilities of the Instructional Coach

The main role of the instructional coach for this professional development is to deliver the training. The instructional coach will also serve as mentor or ongoing support for teachers as the integrate use of the 3D printer in their lesson plans throughout the school year. The instructional coach’s responsibilities will include: to model use of the 3D printer, provide technical support for teachers using the 3D printer, assist teachers with web-based resources, such as use of Thingiverse, and supporting teachers by sharing instructional strategies or materials to support integration of 3D printer in teacher lesson plans. An additional responsibility, which may not necessarily be required, is for the instructional coach to create a how-to video, for using the 3D printer that teachers will be able to access after the professional training is complete.

School-wide Goals

  1. The purpose of professional development will be to help teachers acquire the knowledge on how technology can be used to enhance content area competencies and 21st century
  2. Teachers will acquire the knowledge needed to develop lessons that combine technology and creativity to provide students with a more immersive learning experience
  3. The instructional coaching team will provide ongoing support for teachers in the infusion of technology to increase student
  4. Collaboration will be promoted among teachers by creating professional learning communities through which teachers will share teaching practices and resources that promote the infusion of

References for EDU 537 Professional Development In-Service Proposal Paper

Moeller, B. & Reitzes, T. (July 2011). “Integrating technology with student-centered learning.” Education Development Center, Inc. Retrieved from https://www.nmefoundation.org/wp-content/uploads/2020/05/Integrating-Technology-with-Student-Centered-Learning.pdf

Staker, H. & Horn, M. B. (May 2012). “Classifying K-12 blended learning.” Innosight Institute. Retrieved from https://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf

Trucano, M. (2005). “Teachers, teaching, and ICTs.” Knowledge Maps: ICTs in Education. Retrieved from http://www.infodev.org/articles/teachers-teaching-and-icts

(2011). “Technology, coaching, and community: Power partners for improved professional development in primary and secondary education.” International Society for Technology in Education. Retrieved from https://www.ri-iste.org/Resources/Documents/Coaching_Whitepaper_digital.pdf