NCREL and Evidence Based Professional Development
I have assisted educators in developing a vision, strategy and tactical plan for the use of technologies to create positive educational impact for over 18 years. The North Central Regional Education Laboratory (NCREL) developed a model for professional development, which I regularly follow. The model is reflective of contemporary higher-education learning processes and also works well for professional development.
As a supporter of this model, I believe that professional development is a process which encompasses more than “technical training” alone. True development provides a mechanism for educators to develop new skills, gain greater subject matter insights, and reflect on instructional practices beyond theoretical beliefs.
I believe that all educators should have a firm understanding of the present and future roles of information technology and how it can be applied to facilitate and improve student learning outcomes. Through strategic planning like shown in the NCREL model a continual process for teaching and learning can be implemented.
As a supporter of this model, I believe that professional development is a process which encompasses more than “technical training” alone. True development provides a mechanism for educators to develop new skills, gain greater subject matter insights, and reflect on instructional practices beyond theoretical beliefs.
I believe that all educators should have a firm understanding of the present and future roles of information technology and how it can be applied to facilitate and improve student learning outcomes. Through strategic planning like shown in the NCREL model a continual process for teaching and learning can be implemented.
As an educator, I believe that technology is much more than hardware and software. Technology is a method to create, share and access information. Technology is composed by environments and designs which engage learners in new challenging ways. Each day, it becomes more evident that emerging and innovative technologies are creating a vast data stream that is readily available for educators and students. This has prompted a need for open learning systems and environments where learners can progress based on their individual needs. Divergent thinking where troubleshooting, decision making and comprehensive assessment have become critical components in the educational institution landscape.
Technology has presented educators with the opportunity to build courses, programs and universities that engage learners in an active, cooperative and authentic manner. Electronic communication is not only a method of information delivery, and it cannot control all aspects of teaching and learning. Technology is best applied and utilized to support academic and professional development through a “hands-on” or constructivist process. Learning is accomplished through conversing, analyzing and reflecting. Technology has become a tool that enables and empowers students to build ideas, gain meaningful experiences and pursue endless opportunities.
Technology has presented educators with the opportunity to build courses, programs and universities that engage learners in an active, cooperative and authentic manner. Electronic communication is not only a method of information delivery, and it cannot control all aspects of teaching and learning. Technology is best applied and utilized to support academic and professional development through a “hands-on” or constructivist process. Learning is accomplished through conversing, analyzing and reflecting. Technology has become a tool that enables and empowers students to build ideas, gain meaningful experiences and pursue endless opportunities.