Master of Arts in Education (MAEd)
Educational Technology, Innovative Learning
professional development, 21st Century learner, technology infused instruction, 21st Century educator, professional learning network
Roger Pence, Pamela A. Redmond, Jim O'Connor
This project addresses the need to restructure professional development oppo11unities for teachers in order to provide support for learning how to infuse technology into their classroom practice. Advances in technology, web 2.0 tools and social media networks have changed the landscape of classrooms across the country. As districts push to create more 21st Century classrooms for students, systems must reconsider existing structures used to train teachers to align to the 21st Century tools available? The adoption of Common Core Standards with an emphasis on building critical thinking, communication and collaboration skills in students have redefined the roles of learner and of teacher in the 21st Century. The work of people such as Alan November, Marc Prensky, Linda Darling-Hammond and Wi1l Richardson provide insight into the way 21st Century learners have changes and explore the way this impacts and changes the role of the classroom teacher in this current environment. This project will present an overview of best practice as it relates to adult learning and align these principled with learner centered practices that will foster collaboration among teachers at a site. The project will explore the redesign of current use of professional time in order to build a culture of innovation and learning so that teachers feel ready to make a shift to innovative, technology infused instruction.
Hatton, Karin, "Shifting the Paradigm: How to Train the 21st Century Teacher" (2014). Student Publications & Research of the TUC GSOE. 158.
Hatton, K. (2014). Shifting the Paradigm: How to Train the 21st Century Teacher. Retrieved from https://touroscholar.touro.edu/tucgsoe/158