Teachers self-reported skill and comfort level with utilizing new and innovative instructional technologies.
Published in Chapter:
An Agile K-12 Approach: Teacher PD for New Learning Ecosystems
Jacqueline M. Mumford (Walsh University, USA), Laci Fiala (Walsh University, USA), and Marietta Daulton (Walsh University, USA)
Copyright: © 2017
|Pages: 18
DOI: 10.4018/978-1-5225-1067-3.ch020
Abstract
Several schools in the United States are adapting to incorporate 21st century skills, active learning pedagogical approaches, and new technological innovation to advance student learning. Creating physical and virtual spaces and support for creativity, collaboration, critical thinking, and innovation is vital. Yet, designing and offering meaningful professional development to teachers in these new learning ecosystems is a challenge. This chapter explores the application of Agile methodologies to professional development planning, design, and facilitation in a school district that implemented a new learning ecosystem. The Agile approach resulted in customized professional development opportunities that were rigorous, relevant, iterative, and flexible enough to meet district needs. Data were collected on teacher technology efficacy, and initial results indicated success. This has generated an agenda for further research.