Leveraging Technology to Differentiate and Personalize Educator Professional Development

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Listen and learn : Lecture

Dr. Alishea Jurado
Dr. Alexis Mabe
Educators require professional development that is relevant, immediately implementable and of value to them. By leveraging technology, our challenges, round-ups, campfires, and learning modules for faculty are structured to achieve this goal and to provide educators voice and choice in the pacing and direction in which they build their capacity.

Audience:	Principals/head teachers, Professional developers, Teachers
Skill level:	Beginner
Attendee devices:	Devices required
Attendee device specification:	Smartphone: Android, iOS, Windows Laptop: Chromebook, Mac, PC Tablet: iOS, Windows, Android
Topic:	Professional learning
ISTE Standards:	For Education Leaders: Empowering Leader Empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning. For Educators: Learner Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. Designer Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

Proposal summary

Purpose & objective

Despite the research indicating the positive benefits of differentiated instruction for personalized learning, many education leaders have yet to harness this power for educator PD. Learn how to leverage best practices in pedagogy for PD that provides educators voice and choice in the pacing, direction, and content of their learning. We will demystify the idea of large group PD and show (not tell!) how a wide variety of strategies and educational technology tools can immediately be applied to educator PD to help personalize the process of growth in teacher efficacy.

Outline

10 mins: Use Nearpod to gather data that will drive the session.
5 mins: Participants learn Interact and take “Buzzfeed” style quiz.
5 mins: Interact quiz data used to determine participant level of interest in various learning stations.
20 mins: Participants breakout to various learning stations to further explore professional development strategies and models.
10 mins: Participants return to large group to share take-aways from the learning experience.
10 mins: Wrap-up/questions

Supporting research

Pink, Daniel H. Drive: The surprising truth about what motivates us. Penguin, 2011.
Rowell, Lainie, Kristy Andre, and Lauren Steinmann. Evolving Learner: Shifting From Professional Development to Professional Learning From Kids, Peers, and the World. Corwin, 2020.
Chang, Y. (2019, March). Professional Development Activities to Support Technology Integration Practices. In Society for Information Technology & Teacher Education International Conference (pp. 810-813). Association for the Advancement of Computing in Education (AACE).
Overstreet, M. (2017). Culture at the core: moving from professional development to professional learning. Journal of Ethnographic & Qualitative Research, 11(3).

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Presenters

Dr. Alishea Jurado, Immaculata-La Salle High School