Teaching in the igital Age Brian Puerling M.S.,NBCT Director of Education Technology Catherine Cook School Chicago, IL USA

Overview Curriculum Mapping/Technology Skill Mapping Reflection and Evaluation Approaches to Professional Development Introduction to technologies Individual Teacher and Staff Support Maintaining the Vision: Hiring Process

Curriculum Mapping Identifying essential questions and understandings Identifying skills to learn now and in the future Planning for now and the future Building on prior knowledge, skills, and experiences Connecting the disciplines Threading units of study ongoing!

Example Curriculum Map MonthUnit/Investigation Essential Questions/Understandi ngs Possible Learning Experiences September FamiliesEach family is different Children bring in photographs of their families to share with class October Neighborhood Neighborhoods can be made of homes, businesses, parks, and more Class goes on a neighborhood walk and scavenger hunt, taking photos of particular items

Technology Skill Mapping Identify (technology) skills needed to participate in certain technology related activities Determine where/when these skills should be taught/introduced

Example Technology Skill Map MonthTechnology Technology Skill Activity September Digital Camera (point & shoot, cell phone, iPad, etc) - a photograph is a moment in time - awareness that photographs can be taken with various devices - - Show photographs of last year’s class - Model showing a photo of your own family October Digital camera - Look through view finder - Push correct button to take a photograph - In small groups, invite children to help take photographs outside

Professional Development Faculty/Staff Meetings Grade level meetings Conferences Webinars Book Clubs Twitter Chats Discussion Boards Professional Learning Network (PLN) Technology Team(s)

Faculty/Staff Meetings Share success/challenges Introduce new programs or devices Discuss progress and next steps Discuss/revist curriculum mapping and technology skill mapping

Grade Level Meetings Time given during the school day Teacher led time to collaborate and reflect Meet with other support staff Discuss planning/maps/next steps

Conferences and Webinars Time provided to deeply explore new ideas and strategies Get inspired and motivated from those who are doing it right way Develop frameworks and structures for teachers to bring ideas back and share

Book Clubs and Discussion Boards Identify a book and deeply explore over time Employ a structure which recognizes participate transformation Conversation can be: In person Blog Discussion boards

Twitter Chats Get quick ideas Get inspired Meet new people from all over! #1stChat #KinderChat #ECEtechchat

Professional Learning Networks (PLN) Empower teachers to recognize their own learning styles Develop their own PLN: Example PLN may be: Participates in a book club with teachers from another school Meets regularly with grade level team Reads and participates in a variety of early childhood blogs

Introducing Technology Consider background of children and families Consider age and development Consider features of the device(s) being introduced Consider the most basic navigation skills

Introductions should include... Showing the device Exploring background knowledge and prior experiences with device Modeling how to handle it Discussions of what it will do in the classroom

Introducing applications to children

Supporting your Teachers with Introducing Technology to Children What are some ways you could help prepare your teachers to intentionally introduce technology to their children?

Reflection and Evaluation Individualized Discussion with supervisor Discussion with students Committee of teachers Consider inviting parents

Reflection & Evaluation ✤ Ongoing reflection ✤ Intentional practice

Individual Teacher and Staff Support Meet them where they are at Start small Goal setting Creating a plan Supporting teacher initiatives Technology Teams

We are all on our own journey...

What do you do at home? Do you use a digital camera? Do you have an iPod/mp3 /CD player? Do you use a cell phone? Do you use a computer? Do you use a digital camera? Do you have an iPod/mp3 /CD player? Do you use a cell phone? Do you use a computer? Considering this, what skills do you have? How could that transfer to the classroom? Considering this, what skills do you have? How could that transfer to the classroom?

Goal Setting Example for General I want to be less afraid of computers. Example for specific 1. I want to learn how to create a newsletter on my computer. 2. I want to learn how to scan in artwork to create a photobook for my class

assess your skills what do I know how to do what do I want to know how to do How will I learn these new skills © Brian Puerling, 2011

Publishing with iPads Find a teachers’ entry point into comfortable trying something new.

Sharing with a Publishing Party Families invited to join the celebration Writers showed both forms of published work ebooks shared with families

Support Teacher Initiatives Teachers embrace challenges at varying rates and quantities Motivated teachers may find something they want to try Support them and invite them to share

Maintaining the Vision: Hiring Process Hire people who support your commitment to technology Ask the right questions

Maintaining the Vision: Hiring Process What are some questions you could ask in an interview?

Interviews 1,2, and perhaps 3 Hiring Committees: Teachers, Tech Support, Parent Multiple perspectives Teach a lesson, reflect with committee Sustaining the Vision: Hiring Process

it is good to unplug

Brian Puerling, M.S., NBCT Director of Education TechnologyCatherine Cook School,