Information and Communication Technologies (ICT) Sustaining Professional Development (PD) in Kindergarten- 12th Grade

Instructor: Dr. Tamara E. Blesh

Gradúate Student: Julia Da Silva- Beharry

Integrating Technology: Global Perspectives EDTC 645, April 24, 2011

Information and Communication

Technologies (ICT)

Professional Development

London, United Kingdom

Prince George’s County, United

States of America

Kindergarten-12th Grade Educational Environment

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Why am I inspired to reveal a this presentation?

Prince George’s County, Maryland, United States of America should broaden their vision to learn

United Kingdom Professional Development with regards to primary and secondary schools’ educational setting.

from the

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Introduction

The aim of this presentation is to demonstrate why United States of America (USA) should broaden their vision to learn the approach of London, United Kingdom professional development with regards to the primary and secondary schools’ educational setting. Therefore as an educator, I am conscious of the impact of Information Communication Technologies (ICT) on the economic, environmental and educational aspect of many countries, including the USA, particularly Prince George’s County with regards to an increasing global interdependency.

Information and Communication

Technologies (ICT)

Professional Development

London, United Kingdom

Prince George’s County, United

States of America

Kindergarten-12th Grade Educational Environment

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I have explored the UK on its’ Professional Development in the education arena and I believed that the UK has the capacity to influence ICT as a catalyst to sustain educational improvement which is built on a basis that is associated with governments, private sectors, and educators to fully integrate ICT in its’ education system to encourage Professional Development in its formal and informal education settings (Bevan, & Dillon 2010).

Professional Development

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Professional Development Cont’d

In addition, I will also emphasize that the British Education System considers the importance of Professional Development and educators understand the perception of awareness of innovation including its role in promoting students' learning and Professional Development. I will therefore re- iterate that discovered that globally, people have different intelligence quotient, consequently they have different learning ability as well as diversified intelligence (Davis, Hartshorne & Ring, 2010).

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I have discovered that the UK have an awareness of innovative approach with effective strategies that is valuable to ICT for us to consider as we move forward with the 21st

century learning that combine teaching and learning with a focus on 21st century student outcomes (Partnership for 21st Century Skills, 2009). This does not only apply to our educational institutions, but also in our daily life as well as in a global competitive strategy towards supporting Professional Development in any field of discipline.

21st Century Learning Skills

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It is critical that educators incorporate appropriate technology effectively and efficiently towards enhancing pedagogical skills as well as stimulating student learning in the 21st century schools. As a result the Department for Children, Schools and Families (DCSF)

21st Century Learning Skills Cont’d

focuses on Teacher Education for ICT with regards to Professional Development for educators (DCSF, 2010).

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Based on the statistical data above, it is imperative to advocate and sustain the right to professional development and support for teachers so they can focus on teaching not administrative tasks like photocopying (Department for Children, Schools and Families, 2010).

21st Century Learning Skills Cont’d

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21st Century Learning Skills Cont’d

The Department for Children, Schools and Families (DCSF) was set up in June 2007 following the disbanding of the government's Department for Education and Skills (DfES). The DCSF is responsible for issues facing young people up to nineteen years of age, as well as education issues. The department is committed to enabling children to reach their full potential by providing demographic and socio-economic change; developing technology; and increasing global competition.

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Copy and paste this URL:http://www.youtube.com/watch?v=_A-ZVCjfWf8 in order to watch this video. Because of copy right laws this video cannot be inserted.

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Subsequently, I will re- iterate that it was essential for not only the UK education system to incorporate ICT in the curriculum, but other countries including the United States of America should consider the similar approach towards enabling all children and young people to reach their full potential.

The Success of Professional Development

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It is also necessary for me to highlight that the UK competitive strategies are coming into fruition because they were built on the successes in teacher education and children’s services more than ten years ago with regards to overcome their current and future challenges.

The Success of Professional Development Cont’d

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The Success of Professional Development Cont’d

In addition, to support the challenge with regards to professional development this report reveals that it is possible to identify where improvement is needed to achieve best practice. Therefore it is imperative that educators are properly trained in order to raise the standards so that more children and young people reach expected education content levels.

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The Success of Professional Development Cont’d

Subsequently, I have discovered that education is the best investment that is lifting more children out of poverty and re-engaging disaffected young people. Conversely, although no specific ICT competence targets are set for United Kingdom (UK) teachers as well as other countries, including the United States of America, it is recognized that ICT skills are an essential part of the 21st century teacher’s toolkit, and are necessary if a teacher is to carry out the full range of the 21st century teacher’s toolkit, and their required professional duties (Insight, 2010).

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The Success of Professional Development Cont’d

Conversely, although no specific ICT competence targets are set for United Kingdom (UK) teachers as well as other countries, including the United States of America, it is recognized that ICT skills are an essential part of the 21st century teacher’s toolkit, and are necessary if a teacher is to carry out the full range of the 21st century teacher’s toolkit, and their required professional duties (Insight, 2010).

In our 21st century, with the infusion of technology into all aspects of daily life, students are becoming more proficient at using technology as an educational resource.

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The Success of Professional Development Cont’d

Nevertheless, my findings reveals that an aspect of the professional standards for teachers in UK required all qualified teachers to know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities and also how to design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and education context.

Therefore several teachers undergo training and assessment to ensure that Professional Development is sustained in the primary and secondary schools. In some scenarios the educators follow the European Pedagogical ICT license in the UK (www.epict.co.uk) in order to uphold Professional Development in the education environment (Insight, 2010).

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The Success of Professional Development Cont’d

Additionally, the 21st Century Portfolio is aligned with the ICT which is fully integrated into initial teacher training, and is specifically included in three of the compulsory standards for qualified teacher status so that they can know how to use: skills in literacy, numeracy and ICT to support their teaching and wider professional activities and design opportunities for learners to develop their literacy.

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The Success of Professional Development Cont’d

With regards to these standards, numeracy and ICT skills use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion.

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The Success of Professional Development Cont’d

will also argue that the application of professional skills of ICT form a natural part of most standards, such as, communicate effectively with children, young people, colleagues and parents.

I will therefore emphasize that most teacher trainers in the, Maryland, USA

and other countries including, London, UK

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The Success of Professional Development Cont’d

There are several independent training organizations and those individual consultants that offers their services to schools, whilst most commercial companies who provide hardware/software/content for schools include a package of appropriate training in the cost towards supporting Professional Development.

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Conclusive Recommendation

However, my findings reveals that with regards to sustaining professional development, most professional associations and teacher unions also have Professional Developments remit from their members. Naace (The ICT Association, www.naace.org) host an annual conference and regular one-off CPD Events (Naace, 2011). Other Subject associations (Science, Math, and Geography) perform similar functions and have been supported by Government and Becta in the past to develop appropriate ICT training resources for educators towards the next generation learning.

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Conclusive Recommendation

It is also critical to state that on November 30, 2010 the new British Government has decided to close the 12 year old British Educational Communications and Technology Agency (BECTA), which has been a leading international voice in research and support for using ICT in schools (eSchool News, 2010).

According the report, “BECTA’s closing could cause many UK schools to be unable to efficiently integrate technology effectively into teaching and learning. This scenario could be applied to the United States and other countries education technology with regards to their methodology of technology integration in the classroom curriculum. I will therefore recommend that educators ensure that they establish and implement effective and efficient education technology strategies in their curriculum towards sustaining their current and future challenges based on their past experiences.

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Conclusive Recommendation

It is therefore critical that Beginners, Experienced and Experts be well trained in applying Information and Communication Technologies towards stimulating student learning as well as enhancing pedagogical skills so that No Child Left Behind and No Teacher Left Behind. Above is a description of one of the training needs that is required for professional development which comply with the No Child Left Behind Act of 2001 and No Teacher Left Behind: How to Teach with Technology (Efaw, 2005).

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Conclusive Recommendation

Unselfishly empowering the next generation towards 21st century learning professional development with global education in a collaborative communication style

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Conclusive Recommendation Cont’d

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Conclusive Recommendation Cont’d

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It is critical to highlight that despite teachers need training towards their professional development, it is also imperative that there is adequate funding available to sustain teachers training program. I will therefore recommend both private and government agencies to assist with resources towards sustaining teachers training programs. Additionally, educators are expected to discover an approach for teachers to acknowledge that it is essential for them to be well trained so that they can use appropriate educational tool to enhance their pedagogical skills as well as stimulate student learning.

Additionally, for several years I have used a variety of software tools for several presentations to disseminate valuable information to learners, consumers and other stakeholders. Nevertheless, this Presentation is very unique. In this scenario I am demonstration by inserting graphics and words which are an empirical evidence of that Prince George’s County Maryland, USA can adopt the approach of London UK towards professional development in K- 12 educational environment..

The PowerPoint also has a variety of features which can be integrated in traditional classroom activities towards inspiring student learning and improving teaching skills as well as promoting the modality principle. This method of teaching will certainly engage students to be more involved in classroom participation, because it has visual images that are attention grabbling. Hence, this presentation was designed to demonstrate why United States of America (USA) should broaden their vision to learn the approach of London, United Kingdom professional development with regards to the primary and secondary schools’ educational setting so that No Teacher Left Behind and No Child Left Behind. There are also other subject areas whereby teachers could use the PowerPoint software to demonstrate graphics that would support the professional development towards establishing and implementing concepts as well as reinforcing concepts. As a final point, I will reiterate that Smart Board Microsoft software proposes a content which delivers similar features to PowerPoint. These features include templates, manipulative, images, animations, and other tools for enhancing lesson activities and presentations.

Reflection and Analysis

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Bevan, B. & Dillon, J. (2010). Broadening Views of Learning: Developing Educators for the 21st Century Through an International Research Partnership at the Exploratorium and King's College London. New Educator, 6, 3- 4, 167- 180. Retrieved on April 13, 2011 from ERCIC database.

Buggey, T. (2007). Storyboard for Ivan's Morning Routine. Journal of Positive Behavior Interventions, 9(3), 151. Retrieved on April 14, 2011 from Academic Search Premier database

Davis, H, Hartshorne, R & Ring, G. (2010). Being an Innovative Teacher: Preservice Teachers' Conceptions of Technology and Innovation. International Journal of Education, 2(1), 1-28. Retrieved on April 12, 2011 from Education Research Complete database

Dawes, M., Hohenwarter, M., Jones, K., Lu, A. & Lavicza, Z. (2010). Establishing a Professional Development Network Around Dynamic Mathematics Software in England.International Journal for Technology in Mathematics Education, 17(4) 6, 177-182. Retrieved on April 13, 2011 from Education Research Complete database.

Efaw, J. (2005). No Teacher Left Behind: How to Teach with Technology. Retrieved on October 20, 2010 from http://etc.usf.edu/floridatechplan/i/tech-plan.png

References

References Cont’d

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eSchool News (2010). BECTA’s Closing Sends Ripples Throughout ed Tech. Retrieved March 27, 2011 from http://www.eschoolnews.com/2010/06/10/bectas-closing-sends-ripples-throughout-ed-tech/comment-page-1/

Insight. (2010). Observatory for new Technologies and Education. Retrieved on March 20, 2011 from http://insight.eun.org/ww/en/pub/insight/misc/country_report.cfm?fuseaction=home.view_report&country=9173

Naace. (2011). ICT Mark. Retrieved on April 15, 2011 from http://www.naace.co.uk/ictmark

Partnership for 21st Century Skills (2009).The Framework for 21st Century Learning. Retrieved on March 7, 2011 from http://www.p21.org/index.php

The Department for Children, Schools and Family News. (2010) . Government News. Retrieved on April 22, 2011 from http://www.government-news.co.uk/dept-children

US Department of Education. (2001). No Child left Behind. Retrieved on April 12, 2011 from http://www2.ed.gov/nclb/landing.jhtml

Image: http://www.government-news.co.uk/images/dept-children.jpg

References Cont’d

Image: http://www.prospectmagazine.co.uk/wp content/uploads/2010/03/169_data_chart.jpg

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Image: http://www.naace.co.uk/get.html?_Action=GetImage&_Key=Data16813&_Id=1183&_Wizard=0&_DontCache=1286291605Image: http://www.naace.co.uk/get.html?_Action=GetImage&_Key=Data15258&_Id=1129&_Wizard=0&_DontCache=1286453855

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Image: http://www.ictliteracy.info/webimages/worldmap3.gif

Image: http://www.publicagenda.org/files/charts/rf_education_nclb_improve.png

Image: http://www.homefinders.com/county_maps/maryland/maps/princegeorges1.gif

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content/uploads/legacy/mainblog/archives/21st%20Century%20Skills.gif

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References Cont’d

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End