When we learned about the ISTE standard, how to encourage teachers to use digital technologies and open their students to opportunities to communicate and cooperate with people from different places, across different ages and all to complete different projects, ask questions, and discuss with each other to seek more effective improvement solutions. However, what about the teacher? How digital technologies can encourage the teacher to learn together and share their experience and skills with others. Further, enhance active learning and make adult learning more interactive or closer to the actual needs of the work.
Polly’s post in the ISTE blog suggested three steps to help and lead the school, administrations, facilitator, and teachers to collaborate professional learning for their own altogether. In this kind of professional development, teachers can create artifacts and evaluate and analyze resources to implement the ISTE Standards. (Polly., 2016)
Step 1: Create a curriculum map according to Polly; step 1 Teachers and school management work together to create a roadmap for the design and structure of the entire curriculum through the use of cloud technology. Faculty members need to ask questions for the curriculum throughout the year to address the deep thinking and learning aimed. (Polly., 2016)
Step 2: Compiling instructional resources At this stage, the faculty research all the previously raised questions, find available resources, and share them through the cloud drive. Together, they find solutions for different needs. (Polly., 2016)
Step 3: Engaging in digital conversations Polly pointed out Not every teacher can master digital tools. Hence, schools need to provide teachers with sufficient technical support and learning opportunities to acquire basic knowledge and skills. (Polly., 2016)
At the same time, Polly provided some tips to improve teachers’ learning. Such as: Setting clear, consistent goals, ensuring that the technology enhances the learning experience, being supportive of teachers’ learning preferences, explicitly connecting teacher learning to classroom activities, focus on higher-order thinking skills. (Polly., 2016)
The most important thing is to ensure that the correct digital technology is selected first. If the tool is not selected correctly, it will affect the professional development of the entire cooperation model. So the selected technology must meet the collaboration, dialogue, organization, and higher-order thinking requirements.
In addition, teachers’ acceptance of technology and learning level should be considered first. Teachers need to be provided with assistance and learning opportunities, hoping to narrow the gap in teachers’ ability to use technology. It is also an essential part of digital technology to enhance teacher professional development and adult learning. As for the learning content, we should try our best to be close to the teacher’s daily teaching needs. Only this is the most effective way to enhance the teacher’s interest in learning and active learning.
Believe that if the entire school can work together with the help of digital technology, whether it is liberal arts or mathematics, teachers with different professional backgrounds can share their teaching experience and technology through cloud technology. Maybe one day, teachers can work together to design a completely new teaching method and curriculum if students have a better way of learning. It is also the most significant benefit to both teachers and students.
Polly, D., (2016) 3 steps to collaborative professional learning https://www.iste.org/explore/Professional-development/3-steps-to-collaborative-professional-learning