Standard 5
Copyright Christina Hum
“The stories we learn to tell about ourselves and our world point to the true meaning of constructivism” (Wiggins and McTighe 2005, p.91).
“As Kigluait grew with each year, I began to see a clear digital footprint that we were creating in the videoconference world. Word of mouth led us to many awards and to rapid increase in growth. Our network of participants, partners and peers grew on our website, social networks and blogs, as we surveyed and asked for constant feedback to better meet their needs. With every new web2.0 communication tool we maintained, we would gain new connections and possible collaborations, and my technology skills would continue to grow. From Twitter to Ning, to Vimeo and Flickr, we were becoming known as the ‘Mushers in Alaska.’ Was I beginning to inspire others? Was technology the path to bridging our social learning, allowing for me to be inspired by others while sharing my connection to the environment and all things that inspired me?”
“As Kigluait grew with each year, I began to see a clear digital footprint that we were creating in the videoconference world. Word of mouth led us to many awards and to rapid increase in growth. Our network of participants, partners and peers grew on our website, social networks and blogs, as we surveyed and asked for constant feedback to better meet their needs. With every new web2.0 communication tool we maintained, we would gain new connections and possible collaborations, and my technology skills would continue to grow. From Twitter to Ning, to Vimeo and Flickr, we were becoming known as the ‘Mushers in Alaska.’ Was I beginning to inspire others? Was technology the path to bridging our social learning, allowing for me to be inspired by others while sharing my connection to the environment and all things that inspired me?”
Standard 5: Educational technology leaders design, develop, evaluate and model products created using technology resources to improve and enhance their productivity and professional practice.
A. Use technology resources to engage in ongoing professional development and lifelong learning.
B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. Apply technology to increase productivity.
D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
Statement: This is my digital footprint in the world. All of the ways I communicate with others. The research supported by PLN and why.
Artifact 1: Digital FootPrint (See the Right Sidebar of My Blog)
Artifact 2: Professional Development Research Paper
Artifact 3: Web Tool Evaluation and a A Self-Evaluation of my own use of technology.
Artifact 4: A Stop Motion, A digital Story, Podcast 1, Podcast 2
A. Use technology resources to engage in ongoing professional development and lifelong learning.
B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. Apply technology to increase productivity.
D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
Statement: This is my digital footprint in the world. All of the ways I communicate with others. The research supported by PLN and why.
Artifact 1: Digital FootPrint (See the Right Sidebar of My Blog)
Artifact 2: Professional Development Research Paper
Artifact 3: Web Tool Evaluation and a A Self-Evaluation of my own use of technology.
Artifact 4: A Stop Motion, A digital Story, Podcast 1, Podcast 2
What does this standard mean to me?
Since I began teaching in Alaska, technology has completely changed how teachers communicate, utilize resources, evaluate practice, and increase productivity. Due to Alaska’s rural nature, it can be challenging to access resources and tools or communicate and collaborate with others in the profession to better our practice. With technology, teachers can create products to engage learners, or communicate with others to resolve similar problems, or collaborate on projects to help students have experiences beyond the classroom. However the rapid change of technology also requires skills and support to continue the utilization of technology to most benefit our practice and our student outcomes. Hence, examination of why and how technology can be used to design, develop, evaluate, and model products using technology to improve and enhance productivity and professional practice will illustrate the importance of the tool in Alaska.
To begin with, Joyce and Showers (2002. p 69) state, “The school is the organizational unit where curricular and instructional changes take place, and the challenge is for them to become self-renewing organizations where the faculties continually seek to improve the educational environment.” They further argue that, “The school district greatly affects what will happen in the school. The district creates the overall structure for staff development (including provisions for time), helps schools locate promising options, and generates initiatives across curriculum areas that schools cannot mount by themselves” (Joyce & Showers, 2002. p 69). However, it can be argued that not all schools within a district have the same needs, thus a blanket professional development may not always meet the needs of all schools, especially schools in rural Alaska.
However, utilizing technology, teachers can develop local professional learning networks that connect with other local networks in the district, as well as global networks to provide solutions on both an individual basis as well as at a district-wide scale. Hence, technology can support and extend a professional development network from a local to global perspective through online professional learning communities or PLN’s, using such tools as wiki’s or Ning. But, to access and utilize PLN’s effectively, teachers must understand how to use technology effectively to connect with PLN’s, which in turn can provide further support for growing new technology skills.
The positive, cumulative transfer of learned teaching skills and strategies to classroom practice is enormously complex. Newly acquired skills must be integrated into an exiting repertoire of skills and knowledge. Curricula must be reexamined for appropriate uses of new skills, and goals must be reviewed in relation to new strategies. Thus, learning to perform a new skill or strategy is only the first step toward affecting student outcomes. Transfer of training to the learning environment requires skillful decision-making by the classroom teacher and redirection of behavior until the new skill is operating comfortably within the flow of activities in the classroom (Joyce and Showers, p.167 1981).
A double-edge sword, if you will. Thus, Joyce and Showers (1981) propose an effective model of Peer Coaching that can provide for a possible solution to both issues of providing professional development both locally and globally, as well as supporting the integration of new technology skills.
In Joyce & Showers (1981, p.170) coaching model they demonstrate that “ an observation and feedback cycle in an ongoing instructional or clinical situation.” “Together, the teacher and “coach” examine appropriate places in the curriculum for the use of specific strategies, evaluate the effectiveness of observed lessons, and plan for future trials” (Joyce & Showers 198, p 170). In addition “This phase of training represents a continuing problem-solving endeavor between the teacher and the coach” (Joyce & Showers 1981, p. 171). Thus, “teachers learn from one another while planning instruction, developing support materials, watching one another work with students, and thinking together about the impact o their behavior on their students learning” (Joyce & Showers 1996 P.13).
In addition, Joyce and Showers (1996) found that, “The results were consistent: implementation rose dramatically, whether experts or participants conducted the sessions. Thus we recommended that teachers who were studying teaching and curriculum form small peer coaching groups that would share the learning process. In this way, staff development might directly affect student learning” (p.12). Utilizing local and global networks online allow for the continual renewal of skills and innovation of new technology to meet students needs. Which in turn, “build learning communities of teachers and administrators who use the knowledge base to shape initiatives while studying curriculum, instruction, and student response on a formative basis” (Joyce & Showers, 2002. p 1) regardless of distance. Finally, Joyce and Showers (1981, p.3) reminds us that, “the more thorough one understands something the more likely one is able to learn how to use it and is committed to using it.”
An additional challenge that many educators encounter is the wealth of information and tools that technology provides, often overwhelming teachers who are already consumed with daily activity in the classroom, often viewed as technology information overload. Richardson (2010, p.89) further states, “It’s starting to feel like you need your own army to help you keep track of all the information you might need or want. Well guess what? The army has arrived” (Richardson, 2010 p. 89). With the advent of social bookmarking and RSS feeds, one is able to keep track and organize a great deal of information. Tolisanor (2011) states, “We are with no doubt in the age of information overload and IN DIRE NEED of knowing how to filter in order to get to the information we need.” Hence, the evolution of social bookmarking tools and rss feeds. But before you go and grab that tool and put it to use in your classroom because it is the latest craze, fad, solution, Feritter reminds us that, “focusing on specific digital tools instead of on the instructional skills they're designed to support often leads to poor technology integration” (Feritter, 2011 p. 84). But “good tools can make learning more efficient” (Feritter, 2011 p. 84) when used properly.
Nevertheless, “social bookmarking also challenges us to rethink the way our students and we treat the information we find. Traditionally, we emphasize keeping track of where our research comes from. But in this new construct, it will become even more important to know how to retrieve it within the folksonomies created with our community of researchers (Educause Learning Initiative, 2005)” (Richardson, 2010 p. 91). And I think this is where teaching trumps technology. Feritter (2011 p. 84) states, “those who will succeed in tomorrow's knowledge- driven workplace will be those who can solve problems creatively and think across domains. They will be able to create persuasive and engaging content and will be skilled communicators, fluid collaborators, and experts at managing information.” Hence, I think we should help ourselves and our students to learn to be curators. “If we can use Cobb’s suggestion and teach/coach our students to Number 1) find and connect to great curators and Number 2) be great curators for their own network, then we have moved closer to understanding Shirky’s warning about information overload and filter failure. “Quality” curation takes higher level thinking skills. It requires responsibility towards your network who rely on you to filter information on a specific topic. Curation requires the ability to organize, categorize, tag and know how to make the content available to others and to be able to format and disseminate it via various platforms.” (Tolisanor, 2011) Finally, Richardson (2010, p.82) states, “The real job now is to make Reader or Pageflakes (or whatever other aggregator you choose to use) as part of your daily practice” and “Remember: Resistance is futile” (Richardson 2010, p.82). “The trick is choosing tools that neatly align with the skills you're trying to teach” (Feritter, 2011 p. 85).
Beyond using technology for gaining new skills and learning new information, is the use of technology to collaborate and communicate with these new skills and information to support student learning. Through the use of social networks, blogs and microblogs, classroom webpages, email and videoconferencing, teachers have a wealth of mediums to communicate student growth and needs to other teachers locally and globally, parents, community and the world. Having access to a wealth of support can only help us to be better teachers, when utilized correctly. A great example is Twitter.
In 2007, when Twitter first hit the educational networks, it was touted as being a popular micro-blogging service. “Originally twitter was created as a way to send quick updates to anyone who was “following” the person posting the update” (Richardson, 2010 p. 86) The concept of micro-blogging took off because, “Who has time for 400-word missives anymore? If you've got a point to make, tweet it!” (Petrilli 2011, p.90) Richardson (2010 p. 86) states, “Twitter creates a ‘network at my fingertips’ phenomenon where people ask questions and get answers, link to great blog posts or resources, or share ideas for projects as they go through the day.” It definitely makes it feel as if the other professionals that inspire me are more accessible and that personal connection has allowed me to grow tremendously within my profession. I think a good tool to use with Twitter in the classroom is http://hootsuite.com/.
But Petrilli (2011, p.90) argues, “It's hard to know whether all this tweeting adds up to anything significant. Of course, much the same was once said of blogs; now it's well-accepted that a well-written blog post can be just as influential as a newspaper.” But I think Richardson (2010, p.88) points out teachers like “R. Richard Wojewodzki (twitter.com/teachpaperless), who uses Twitter as a way of having students collect snippets of information, keep a running assessment of what they know, and build vocabulary and grammar skills.” (Richardson, 2010 p. 88) Technology tools, such as Twitter, can be utilized to provide a further means of communicating or collaborating with other teachers, parents or students.
In short, technology is a multi-faceted tool that can be used to reach a variety of end goals. From being an information source to further our professional skills to sharing back into the online community to provide support for others by modeling and demonstrating use of tools; to the use of technology for sheer communication and collaboration in varied communities both locally and globally.
To begin with, Joyce and Showers (2002. p 69) state, “The school is the organizational unit where curricular and instructional changes take place, and the challenge is for them to become self-renewing organizations where the faculties continually seek to improve the educational environment.” They further argue that, “The school district greatly affects what will happen in the school. The district creates the overall structure for staff development (including provisions for time), helps schools locate promising options, and generates initiatives across curriculum areas that schools cannot mount by themselves” (Joyce & Showers, 2002. p 69). However, it can be argued that not all schools within a district have the same needs, thus a blanket professional development may not always meet the needs of all schools, especially schools in rural Alaska.
However, utilizing technology, teachers can develop local professional learning networks that connect with other local networks in the district, as well as global networks to provide solutions on both an individual basis as well as at a district-wide scale. Hence, technology can support and extend a professional development network from a local to global perspective through online professional learning communities or PLN’s, using such tools as wiki’s or Ning. But, to access and utilize PLN’s effectively, teachers must understand how to use technology effectively to connect with PLN’s, which in turn can provide further support for growing new technology skills.
The positive, cumulative transfer of learned teaching skills and strategies to classroom practice is enormously complex. Newly acquired skills must be integrated into an exiting repertoire of skills and knowledge. Curricula must be reexamined for appropriate uses of new skills, and goals must be reviewed in relation to new strategies. Thus, learning to perform a new skill or strategy is only the first step toward affecting student outcomes. Transfer of training to the learning environment requires skillful decision-making by the classroom teacher and redirection of behavior until the new skill is operating comfortably within the flow of activities in the classroom (Joyce and Showers, p.167 1981).
A double-edge sword, if you will. Thus, Joyce and Showers (1981) propose an effective model of Peer Coaching that can provide for a possible solution to both issues of providing professional development both locally and globally, as well as supporting the integration of new technology skills.
In Joyce & Showers (1981, p.170) coaching model they demonstrate that “ an observation and feedback cycle in an ongoing instructional or clinical situation.” “Together, the teacher and “coach” examine appropriate places in the curriculum for the use of specific strategies, evaluate the effectiveness of observed lessons, and plan for future trials” (Joyce & Showers 198, p 170). In addition “This phase of training represents a continuing problem-solving endeavor between the teacher and the coach” (Joyce & Showers 1981, p. 171). Thus, “teachers learn from one another while planning instruction, developing support materials, watching one another work with students, and thinking together about the impact o their behavior on their students learning” (Joyce & Showers 1996 P.13).
In addition, Joyce and Showers (1996) found that, “The results were consistent: implementation rose dramatically, whether experts or participants conducted the sessions. Thus we recommended that teachers who were studying teaching and curriculum form small peer coaching groups that would share the learning process. In this way, staff development might directly affect student learning” (p.12). Utilizing local and global networks online allow for the continual renewal of skills and innovation of new technology to meet students needs. Which in turn, “build learning communities of teachers and administrators who use the knowledge base to shape initiatives while studying curriculum, instruction, and student response on a formative basis” (Joyce & Showers, 2002. p 1) regardless of distance. Finally, Joyce and Showers (1981, p.3) reminds us that, “the more thorough one understands something the more likely one is able to learn how to use it and is committed to using it.”
An additional challenge that many educators encounter is the wealth of information and tools that technology provides, often overwhelming teachers who are already consumed with daily activity in the classroom, often viewed as technology information overload. Richardson (2010, p.89) further states, “It’s starting to feel like you need your own army to help you keep track of all the information you might need or want. Well guess what? The army has arrived” (Richardson, 2010 p. 89). With the advent of social bookmarking and RSS feeds, one is able to keep track and organize a great deal of information. Tolisanor (2011) states, “We are with no doubt in the age of information overload and IN DIRE NEED of knowing how to filter in order to get to the information we need.” Hence, the evolution of social bookmarking tools and rss feeds. But before you go and grab that tool and put it to use in your classroom because it is the latest craze, fad, solution, Feritter reminds us that, “focusing on specific digital tools instead of on the instructional skills they're designed to support often leads to poor technology integration” (Feritter, 2011 p. 84). But “good tools can make learning more efficient” (Feritter, 2011 p. 84) when used properly.
Nevertheless, “social bookmarking also challenges us to rethink the way our students and we treat the information we find. Traditionally, we emphasize keeping track of where our research comes from. But in this new construct, it will become even more important to know how to retrieve it within the folksonomies created with our community of researchers (Educause Learning Initiative, 2005)” (Richardson, 2010 p. 91). And I think this is where teaching trumps technology. Feritter (2011 p. 84) states, “those who will succeed in tomorrow's knowledge- driven workplace will be those who can solve problems creatively and think across domains. They will be able to create persuasive and engaging content and will be skilled communicators, fluid collaborators, and experts at managing information.” Hence, I think we should help ourselves and our students to learn to be curators. “If we can use Cobb’s suggestion and teach/coach our students to Number 1) find and connect to great curators and Number 2) be great curators for their own network, then we have moved closer to understanding Shirky’s warning about information overload and filter failure. “Quality” curation takes higher level thinking skills. It requires responsibility towards your network who rely on you to filter information on a specific topic. Curation requires the ability to organize, categorize, tag and know how to make the content available to others and to be able to format and disseminate it via various platforms.” (Tolisanor, 2011) Finally, Richardson (2010, p.82) states, “The real job now is to make Reader or Pageflakes (or whatever other aggregator you choose to use) as part of your daily practice” and “Remember: Resistance is futile” (Richardson 2010, p.82). “The trick is choosing tools that neatly align with the skills you're trying to teach” (Feritter, 2011 p. 85).
Beyond using technology for gaining new skills and learning new information, is the use of technology to collaborate and communicate with these new skills and information to support student learning. Through the use of social networks, blogs and microblogs, classroom webpages, email and videoconferencing, teachers have a wealth of mediums to communicate student growth and needs to other teachers locally and globally, parents, community and the world. Having access to a wealth of support can only help us to be better teachers, when utilized correctly. A great example is Twitter.
In 2007, when Twitter first hit the educational networks, it was touted as being a popular micro-blogging service. “Originally twitter was created as a way to send quick updates to anyone who was “following” the person posting the update” (Richardson, 2010 p. 86) The concept of micro-blogging took off because, “Who has time for 400-word missives anymore? If you've got a point to make, tweet it!” (Petrilli 2011, p.90) Richardson (2010 p. 86) states, “Twitter creates a ‘network at my fingertips’ phenomenon where people ask questions and get answers, link to great blog posts or resources, or share ideas for projects as they go through the day.” It definitely makes it feel as if the other professionals that inspire me are more accessible and that personal connection has allowed me to grow tremendously within my profession. I think a good tool to use with Twitter in the classroom is http://hootsuite.com/.
But Petrilli (2011, p.90) argues, “It's hard to know whether all this tweeting adds up to anything significant. Of course, much the same was once said of blogs; now it's well-accepted that a well-written blog post can be just as influential as a newspaper.” But I think Richardson (2010, p.88) points out teachers like “R. Richard Wojewodzki (twitter.com/teachpaperless), who uses Twitter as a way of having students collect snippets of information, keep a running assessment of what they know, and build vocabulary and grammar skills.” (Richardson, 2010 p. 88) Technology tools, such as Twitter, can be utilized to provide a further means of communicating or collaborating with other teachers, parents or students.
In short, technology is a multi-faceted tool that can be used to reach a variety of end goals. From being an information source to further our professional skills to sharing back into the online community to provide support for others by modeling and demonstrating use of tools; to the use of technology for sheer communication and collaboration in varied communities both locally and globally.
What artifacts demonstrate my mastery?
As we have investigated, technology is really a multifaceted tool. To demonstrate my mastery of this standard, I thought it would be more accurate to provide a typical day’s walk through to examine how I utilize my technology tools for productivity, professional development, communication and collaboration.
Most typical days start off in the morning with a quick perusal of email, RSS feeds from my favorite Ed. Tech blogs and a quick sharing of resources or ideas to my PLN (Professional (Personal) Learning Network). These include Facebook, Twitter and the blogs I maintain, including Technology through Time, Gaming to Education, and my Teaching Windows into other Worlds blog.
Most typical days start off in the morning with a quick perusal of email, RSS feeds from my favorite Ed. Tech blogs and a quick sharing of resources or ideas to my PLN (Professional (Personal) Learning Network). These include Facebook, Twitter and the blogs I maintain, including Technology through Time, Gaming to Education, and my Teaching Windows into other Worlds blog.
Most emails require scheduling of meetings or appointments, so I quickly add these events from my email to my calendar, which syncs with the calendar on my Mac and other mobile devices. I also take this time to quickly glance at the day’s events and what I need to prepare for the day. I add a few events and reminders to my classes’ shared calendar and I notice that Classroom2.0 is having a professional development webinar in the afternoon, so I make a mental note to make room in the schedule to attend. I quickly email several other teachers to let them know the event is happening and hope they can attend with me. I also post the event on my Social Networks. To save time, I have linked my Facebook and Blog to my Twitter account, so that when I post it on Twitter, it feeds immediately to my blog and Facebook. There are typically 1-2 great resources in my RSS Feed Reader and I share those again on Twitter or bookmark them on my Diigo account for later use, or for a blog entry later on when I have a bit more time to sit and write.
While in Twitter, I notice that I have received two re-tweets and one of the people I follow is looking for a particular web2.0 tool to for collaborating online. I suggest Google Docs and link them to a quick tutorial I have written in the past on my blog as well as another source on the web. I take a moment to re-tweet several resources that look valuable from my RSS feed reader and twitter, and if I have time, I compose a quick blog entry for how I might use the tool, otherwise I mark it for a later blog entry.
Returning to my email, I next see that several of my students have modified pages on our Wikispaces, so I take a moment to quickly go in and have a look at their work and reply to several of their messages in the Wikispace messaging system. They are struggling with how to use the Animation software, so I take a moment to look through my curated resources in Diigo, and add a few more quality animation examples that I will then link to in our Wikispaces. I ask for them to review the examples, complete their animations and upload them to the shared Dropbox or email them to me using the iPad in class today. One particular student’s work is outstanding, and I take a quick moment to share out their work on my teacher Website, and email the parent to let them know of their students’ exceptional work.
This reminds me that I need to quickly post and email an announcement to the parents to let them know of our upcoming field trip and what we will be working on in class, and how we are using our iPads. I make myself a reminder on my iPad, as well as a reminder for evaluating a new Web 2.0 tool called Flipboard recommended by a colleague and close out my email to finish getting ready to head to school. I see another reminder to create badges during prep today so they can be uploaded to Flickr and students can embed them into their Wikispaces pages.
Once I arrive at school, I share my lesson plans with my principal by saving them to the school’s shared server folder, and move the iPad cart to the gym. The students will use them to collect their Fitness data so we can see how much growth they have made in fitness during the last several weeks. Along the way a student asks if I would like some of the cookie he made, and I ask, “Is that the great big one that you made last night and shared on Facebook?” He grins and says, “yes, it doesn’t look so great but it tastes good.” I took a quick bite, and then I am grabbed by another student, explaining, “Ms. Hum look at this new game showing Gravity” and I reply with, “We should start class off with that, can you add it to our Wikispaces so I can add it to my iPad.” I think to myself this will likely be one I share with my online social network this weekend, when we discuss games in education. The bell has rung, it is now 7:42 a.m. and school has started.
Finally, additional pieces of evidence to demonstrate mastery of this standard include:
While in Twitter, I notice that I have received two re-tweets and one of the people I follow is looking for a particular web2.0 tool to for collaborating online. I suggest Google Docs and link them to a quick tutorial I have written in the past on my blog as well as another source on the web. I take a moment to re-tweet several resources that look valuable from my RSS feed reader and twitter, and if I have time, I compose a quick blog entry for how I might use the tool, otherwise I mark it for a later blog entry.
Returning to my email, I next see that several of my students have modified pages on our Wikispaces, so I take a moment to quickly go in and have a look at their work and reply to several of their messages in the Wikispace messaging system. They are struggling with how to use the Animation software, so I take a moment to look through my curated resources in Diigo, and add a few more quality animation examples that I will then link to in our Wikispaces. I ask for them to review the examples, complete their animations and upload them to the shared Dropbox or email them to me using the iPad in class today. One particular student’s work is outstanding, and I take a quick moment to share out their work on my teacher Website, and email the parent to let them know of their students’ exceptional work.
This reminds me that I need to quickly post and email an announcement to the parents to let them know of our upcoming field trip and what we will be working on in class, and how we are using our iPads. I make myself a reminder on my iPad, as well as a reminder for evaluating a new Web 2.0 tool called Flipboard recommended by a colleague and close out my email to finish getting ready to head to school. I see another reminder to create badges during prep today so they can be uploaded to Flickr and students can embed them into their Wikispaces pages.
Once I arrive at school, I share my lesson plans with my principal by saving them to the school’s shared server folder, and move the iPad cart to the gym. The students will use them to collect their Fitness data so we can see how much growth they have made in fitness during the last several weeks. Along the way a student asks if I would like some of the cookie he made, and I ask, “Is that the great big one that you made last night and shared on Facebook?” He grins and says, “yes, it doesn’t look so great but it tastes good.” I took a quick bite, and then I am grabbed by another student, explaining, “Ms. Hum look at this new game showing Gravity” and I reply with, “We should start class off with that, can you add it to our Wikispaces so I can add it to my iPad.” I think to myself this will likely be one I share with my online social network this weekend, when we discuss games in education. The bell has rung, it is now 7:42 a.m. and school has started.
Finally, additional pieces of evidence to demonstrate mastery of this standard include:
- A research paper on how best to integrate technology into the classroom through Professional Development
- Two completed web evaluation tools to demonstrate evaluation of web tools.
- A Self-Evaluation of my own use of technology.
- A demonstration of using technology to produce A Stop Motion, A digital Story, Podcast 1, Podcast 2
References
Joyce, B. & Showers, B. (1996) The Evolution of Peer Coaching. Educational Leadership, 53 (6): 12–16
Joyce, Bruce; Showers, Beverly. (2002)Student Achievement Through Staff Development. Alexandria, VA, USA: Association for Supervision & Curriculum Development, 2002. p 7. Retrieved from: http://site.ebrary.com/lib/uasoutheast/Doc?id=10044806&ppg=18
Joyce B, Showers B. The Coaching of Teaching. Educational Leadership [serial online]. October 1982;40(1):4. Available from: Academic Search Premier, Ipswich, MA. Accessed February 27, 2011.
Joyce B, Showers B. Transfer of Training: The Contribution of "Coaching". Journal of Education [serial online]. May 1981;163(2):163. Available from: Academic Search Premier, Ipswich, MA. Accessed February 27, 2011.
Joyce, BR, and Showers, B. 2003. Student achievement through staff development. National College for School Leadership, Retrieved Feb 27, 2011 http://literacy.kent.edu/coaching/information/Research/randd-engaged-joyce.pdf
Ellis, Richard. Communication Skills - Stepladders to Success for the Professional. Bristol, , GBR: Intellect Books, 2002. p 17. http://site.ebrary.com/lib/uasoutheast/Doc?id=10015828&ppg=22
Richardson, W. (2010). Blogs, wikis, podscasts, and other powerful web tools for classrooms. (3 ed.). Thousand Oaks, California: Corwin.Retrieved from http://books.google.com/books?id=CArG5bfUy-sC&printsec=frontcover&dq=Will Richardson
Messieh, N. (2010, Dec 18) 6 of The Best Free Rss Readers for the iPad {Weblog message]. Retreived from http://www.makeuseof.com/tag/6-free-rss-readers-ipad/
Richardson, W. (2010). Blogs, wikis, podscasts, and other powerful web tools for classrooms. (3 ed.). Thousand Oaks, California: Corwin.Retrieved from http://books.google.com/books?id=CArG5bfUy-sC&printsec=frontcover&dq=Will Richardson
Ferriter, W.M. (2011). Good Teaching Trumps Good Tools. Educational Leadership V. 68 no.5, p.84-5
Petrilli, M.J. (Fall 2011) All A-Twitter about Education. Education Next v. 11 no.4. p. 90-1
Tolisanor, S. T. (2011, June 12). Langwitches blog: Students become curators of information?. Retrieved from http://langwitches.org/blog/2011/06/12/students-becoming-curators-of-information/
McCombs, B. (2011) American Psychological Association: Developing Responsible and Autonomous Learners: A Key to Motivating Students. Teacher’s Modules. Retrieved from: http://www.apa.org/education/k12/learners.aspx
Joyce, Bruce; Showers, Beverly. (2002)Student Achievement Through Staff Development. Alexandria, VA, USA: Association for Supervision & Curriculum Development, 2002. p 7. Retrieved from: http://site.ebrary.com/lib/uasoutheast/Doc?id=10044806&ppg=18
Joyce B, Showers B. The Coaching of Teaching. Educational Leadership [serial online]. October 1982;40(1):4. Available from: Academic Search Premier, Ipswich, MA. Accessed February 27, 2011.
Joyce B, Showers B. Transfer of Training: The Contribution of "Coaching". Journal of Education [serial online]. May 1981;163(2):163. Available from: Academic Search Premier, Ipswich, MA. Accessed February 27, 2011.
Joyce, BR, and Showers, B. 2003. Student achievement through staff development. National College for School Leadership, Retrieved Feb 27, 2011 http://literacy.kent.edu/coaching/information/Research/randd-engaged-joyce.pdf
Ellis, Richard. Communication Skills - Stepladders to Success for the Professional. Bristol, , GBR: Intellect Books, 2002. p 17. http://site.ebrary.com/lib/uasoutheast/Doc?id=10015828&ppg=22
Richardson, W. (2010). Blogs, wikis, podscasts, and other powerful web tools for classrooms. (3 ed.). Thousand Oaks, California: Corwin.Retrieved from http://books.google.com/books?id=CArG5bfUy-sC&printsec=frontcover&dq=Will Richardson
Messieh, N. (2010, Dec 18) 6 of The Best Free Rss Readers for the iPad {Weblog message]. Retreived from http://www.makeuseof.com/tag/6-free-rss-readers-ipad/
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