Roxi Thompson

In a previous blog post , I shared three areas where I want to improve when designing and leading PD sessions. One of those goals was the following: Try new strategies to differentiate and support individualized progression I want to share one new way I am trying to address this goal in an upcoming PD session for a group of first-year teachers. One of the things I was asked to do in this session was to help teachers learn and practice Google for Workspace skills that they will need in order to effectively plan for the first few weeks of school. As I began to plan for this PD, I reflected on the following challenges: These are brand-new teachers and I don't know what level of Google Workspace skills they already have I want to make sure the learning is meaningful, regardless of their current skill level I do not have enough time to show them everything they might need to know, so I want to leave them with a resource they can revisit when they need it I decided to create leveled ...

  "...technology is here to stay in education. When teachers take time to reflect on where they stand with technology and how to best integrate it into their practice, they’re better prepared for post-pandemic instruction." I really enjoyed this Edutopia article, " Different Ways of Looking at How to Use Edtech ," from Katie Nieves . She explains how using technology integration frameworks can help teachers focus on learning as opposed to tools. She gives a brief description of the following frameworks: TPACK SAMR PICRAT I'm designing an "Intro to Tech Integration" PD session for 2nd-year teachers, and I have been trying to decide whether to present multiple frameworks or just focus on one specific framework. When I reached out to Katie on Twitter, she replied that she prefers to encourage teachers to explore multiple frameworks and present them as options. I'm leaning toward that approach, too. Does your school or district use a specific framework...