Developing+Teaching+Style+in+1+to+1+Environments

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 * Developing Teaching Style in One-to-One Environments**

//Beth Rajan Sockman, East Stroudsburg University// Contact Information: Beth Rajan Sockman, PhD East Stroudsburg University Bsockman@po-box.esu.edu Email for pdf of booklet: A Journey of Teacher Style Development in One-to-One Learning Environments

Description: Teaching style develops in 1:1 environments because it differs from traditional teaching. Sandholtz et al (1997) identifies five stages teachers experience when changing teaching styles in 1:1 learning environments: entry, adoption, adaptation, appropriation, and invention. As accepted, to appropriately utilize the technology, teachers develop into facilitators, and ideally enter the Inventor Stage of technology integration. However, not all teacher move past the traditional style; while other teachers successfully change their teaching style.

In this session, you become familiar with the teachers style stages during technology integration. After, you will examine the way seven successful teachers developed, the things that 'drove them crazy', obstacles to their growth, and most importantly, the specific practices that encouraged teaching style development. A list of practical applications for teaching style development will be supplied.

The Journey
1. External forces influenced teachers' perception of classroom needs. 2. Beginning small trials reinforced beliefs about teaching and learning. 3. Student observations and structural constraints modified instruction. 4. Moved toward project based approaches 5. Overcame hurdles for project implementation 6. Develop Identity with Professional Support
 * Teacher notices that students work to help each other and teacher.
 * Teacher identifies student boredom as teacher problem. Assigns tasks that are meaningful and plentiful.
 * If you want to use technology to its fullest, move to project based happens.
 * Teachers learn how to knowledge - not just awareness knowledge.
 * Teachers present projects to each other - may expedite learning curve.
 * Understanding that teacher may not be top expert is hard.
 * Cooperative groups are not all about socialization.
 * Tech Courageous, support, peer models.

Steps:
Teachers need to implement with what they currently have - gradebooks, Plato, WP To move past appropriation stage, **more** needs to be done. Teacher needs to be in the environment that allows them to make mistakes. (early majority and the late majority are the largest two groups) Early majority do not look to innovators due to fear and they think their 'crazy'. Innovators - early adopters (look to innovators) - early majority (look to early adopters) - late majority (need admin push down) - laggards

Stage 1 & 2
Entry and Adoption: Learn Basics

Stage 3
Adaptation: Disposition

Stage 4
Appropriation: Interdisciplinary, Interdependent groups begin, More learner centered, may over-compensate. May become discouraged- if not working then learning is lost

Stage 5
Invention: Classroom buzzes - Learning together - students may challenge teacher

Recommended Reading:
[|Sandholtz] Cuban: Oversold and Underused (Pessimistic view, but important)