Curriculum Focus, Not Technology Focus

In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology. I met with the curriculum chairs to learn about the curriculum, how it was taught, and areas in which teachers and students had the most difficulty. When I met with grade level or curriculum teacher teams, we talked about the curriculum. After carefully listening to them, I usually would suggest some technology tool that might help them in doing their favorite project or in teaching those difficult curriculum areas. I often would have a mock student product to show the teachers what the student learning with technology would look like. I focused on student learning, not on technology.

Likewise, when my Technology department provided professional development, we focused on curriculum such as “Inquiry Science,” “Collaborative Math Projects,” and “A New Look at the Writing Process.” We offered curriculum workshops that involved technology. Usually, the technology transformed the learning process.

People in  the educational technology  field are most effective when they focus foremost on student  academic learning; they are least effective when they “sell” technology to teachers.

Advertisement

Administrators Learn From Others Through Google Forms

Superintendents and other central office people often need to find out information, collect real time data, opinions or interests of others.  Likewise, a building principal might want to survey the views of his/her staff. He/She may be looking for alternative ways of solving a possible school problem.  When  administrators receive suggestions, opinions, etc from others and have up-to-the-minute data, they can make wiser decisions. An easy way to quickly get information from others is through Google Forms.

One just needs a Google email and then they can create a Google Form.

Go to Documents on the Google menu bar.

Click on New

Click on Form.

Type in  the title  of the form such as Hall Problem.

Add in any directions.

Select from several type of questions. Can use as many different types, each in a different question.  Those questions that allow for a specific answer (multiple choice  Checkboxes, Choose from a lists, scale, and grid) can  automatically analyze the number of responses for each choice. If you include numerical or very short answers, people can answer these from their Smartphone.
Text – short phrases or a short sentence
Paragraph – longer answers such as multiple sentences
Multiple Choice (select one of the answers)
Checkboxes (select one or more of the answers)
Choose from a list
Scale Rate something on a scale of 1-5 or 1-1o
Grid Rate a series of items on a scale of 1-5

Remember to click on “Makes  this a required question” if the survey takers have to answer the question.

Move any question up and down by clicking on it, holding down on it, and moving it up or down.

Click on Save.

Go to Forms, Edit and copy the url (http://..). at the bottom of the page.  Email that url to the people you want to take the survey or  take that long URL and shorten it using bit.ly so that people can type  it directly in their Smartphone or tablet.  Be specific about when the closing date is for taking the survey.

To see the results, go to Forms – Show Summary of responses.  The numerical answers will be a graph form. The text answers for any question will be grouped together.

For those  administrators that want real time  data at a meeting,  get the URL of the form, shorten it using bit.ly, and display that shortened URL at a meeting so the people can take the form right then on their Smartphones or tablets.  Show them the results instantly.

Are you ready to learn from others? Are you ready to make better decisions based on real-time information from others.

I have Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Pollinate Great Learning Ideas Through Social Media

As administrators walk around and see examples of higher level learning,
they can capture the learning through pictures or videos. They will make sure that the pictures or videos clearly show the specific learning goal and the higher level learning as opposed to some “cute”
picture of students.  For example, an administrator takes a picture of a student made Social Studies concept map that contrasts the causes of the American Revolution and the American Civil War.  The administrator  posts it to the school website,  the school facebook page, or a flickr school page. Likewise,  the administrators can tweet  “English 8 students works in groups of three to help each other have more evidence and details in  their essay paragraphs.”  In addition, the building leader can record students talking about what they learned during a certain unit and then post this as part of the school podcasts. Through using technology, the administrators shares these great learning ideas with their buildings teachers so that these classroom  teachers can learn about  and implement new strategies for improving student learning.  Furthermore, the administrators will find that teachers will soon be contacting them about the higher level learning taking place in their classrooms so that their students can be featured in the next social media blast.

Tuttle’s Formative Assessment books

Going to the Well to Be Refreshed

I recently attended a conference.  Yes, I did a presentation but I really went to go to the well, to refresh myself with new ideas and new viewpoints.

When people present different viewpoints, I have an opportunity to better examine my own views.  When a teacher tells how her first grade students use a wiki for literature study,  I am confronted with my belief that wikis are for older students, a belief that I did not know I had.

I like to take someone’s idea and extend it or elaborate on it. For example, a person talked about a website that offered assistance to students at various points in the learning.  I began to think of how I can  build help into student material such as handouts or PowerPoints.

What well have you gone to recently (talking content with a colleague, exploring a topic on the web, reading a professional journal, viewing an educational show or a Youtube video on the topic)? How have your let yourself grow due to this experience? Be refreshed and a better educator!

Professional Development, Leadership and Student Learning

I’m a little confused about professional development, teacher interest and administrative leadership. I thought that all professional development should focus on enabling the teachers to help their students be better learners.

However, I know of a professional developer who gets all the topics for the professional development from the teachers. The teachers are happy because they get their topics; the developer is happy because teachers attend professional development. I was asked do some professional development there. When I found out the topics, “Math Websites”, “Social Studies Websites” and “English websites”, I asked if I could add some teaching strategies in. I changed the courses from jumping from website to website to seeing how the websites helped in assessment and analyzing the structure that the websites provided for struggling students. I found it interesting that I had to take the leadership in creating professional development that would focus on student learning.

Do the professional developers you know lead or follow? Do these developers focus the professional development directly on improving student learning? Or do they focus on the teachers’ desire for the newest tech toys? Or do they focus on productivity items such as making handouts look better? How does professional development in your area lead directly to improved student learning?

Excitement or Content in Learning

I recently attended a conference. In the first session I went to the person was enthusiastic, excited, and full of personal stories that had very little to do with the content. We got through about 1/4 of the content and then very superficially. The next session was a very methodical person who went step by step through a process and showed examples. I wonder how we are when we teach. Do we focus on content as the second person did or do we focus on being interesting & friendly as the first person? Yes, we can combine both but usually we focus more on one than the other. I spent time last year in visiting many schools and I find most teachers were trying hard to make the class exciting. They tried so hard that they spent less time on content and more on “fun and games”. One of the teachers had PowerPoints that made weird sounds and had flying things. The PowerPoint become more like a circus show than a learning environment.

How do you teach and how do you use technology to support your teaching?

Formative Assessment & Technology Workshop: Hands-On or Minds-On

I am doing a two hour formative assessment and technology “hands-on” workshop this weekend. I do not like “hands-on” workshops since they imply that the physical activity is the focus of the workshop. I prefer “minds-on” workshops where the participants spend time thinking and then they may do something on the computer. In the past, I have been amazed when people finish my workshop and they complain that they “didn’t use the technology very much so why were we in a lab?” They have just seen ten different examples of formative assessment that use various technologies; they have seen simple yet highly effective ways of integrating formative assessment into the class. They know how to implement these techniques. However, they want to complain about not using technology very much. I would like their focus to be on education and not technology.

Do conferences and professional development model good learning with technology?

We know the importance of using exemplars in learning. They show students the high quality expected of them in their learning.

How many professional development and conference  sessions show exemplars of student technology-infused academic learning?   When we see stellar exemplars, we raise up to that level. How many professional development and conference sessions model technology in the same way that they want the teachers and students to use it? Or do conference sessions and professional development talk about technology and talk about the learn?

I am fascinated that many technology in education conferences and much professional development in schools focus on technology without concentrating  on the student academic learning. Students usually do not  realize the high level of learning expected of them  unless we clearly show it to them.  The same is true for teachers. Does each session start with exemplars of student academic learning? Does each session show how teachers and students help the students to arrive at that high level through  technology?  Or do the sessions focus on the mechanics of the technology?  What are these sessions really modeling?

_____

YouTube Video Creation Reflection- Vocabulary

Here are my reflections on uploading a YouTube video that I made on teacher exercises to improve vocabulary in English, ESL, and World Languages. http://www.youtube.com/v/bZ6OJgC4JCM

It took time to find and or create images. The longest time was to find the Flickr images of fruits and vegetables under the Common License, probably about 8 minutes.

I used the free Gliffy to create the concept maps.

It was hard to find crisp examples that would clearly demonstrate the strategies; I had some but others I had to figure out.

I put the presentation in PowerPoint (really Open Office’s Presentation software) so that I could easily go from screen to screen. I used a very large font size so it could be easily seen. I kept the mouse on the extreme right side of the screen.

The presentation starts with a title, author, and contact information screen.

I used a camera stand to avoid the jiggling that my earlier video English essay had. It took a few minutes to get the computer screen to be in the digital camera’s screen- I had to use the zoom in, move the stand, etc.

I had to be very close to the camera and speak in my outside voice to make sure my voice would be recorded. I recorded it inside to avoid extraneous noises. I turned off all possible noise making things (air conditioner, cell phone). The last time I had recorded the Spanish Direct Object outside and you can hear the air conditioner and other noises.

I decided to both say and show the words (strategies) so it took longer than I had planned.

I did have to redo it since I mixed it up what I was reading one of the last screens. I knew it was quicker to redo it than to have to edit it. My camera held both the original and the second movie version.

It took about 27 minutes to upload a 2:31 .mov formatted movie.

I found it difficult to tag this since it covers so many subjects – English, ESL, and World Languages. I know that most World Language teachers will search by their language such as Spanish and not World Language. I was not sure how to tag it to indicate beginning vocabulary.

It takes YouTube about from one hour to seven hours to process the video once it is uploaded depending on the traffic on YouTube. Mine took about 40 minutes.

I just got to see the video and realized that the camera was not straight on so that some of the words are not easily read. I showed it to some other people and they like that I supplied the words and have a specific example of each.

Let me know your reaction about the content and what could be done to make it better without going Hollywood 🙂

I challenge you to put up a YouTube or TeacherTube video during the summer. Let’s try for 300 videos before school starts.

© Harry Grover Tuttle, 2007

—–

A Non Efficient Learning and Technology Session-NECC

I attended numerous sessions at NECC. Many surprised me since they spent so long in an introduction to the topic. For example, I attended a one hour session on WIKIs. The speaker spent 20 minutes (33% of the time for the session) in talking about why WIKIs were important. The speaker had not shown any examples. To me, that is a huge waste of time. We do need to know “why” but more important, we have to see good educational examples of WIKIs.

How does your school or district handle professional development? Do they talk and talk about the importance of the topic and then spend some time on the actual topic? How do we teach? Do we talk and talk about the rationale or do we dig into the topic with technology? Do we quickly show students the type of technology-infused project we want them to do?

Professional Development – Make it Real or I’ll Scream!

If I go to one more education professional development and see the presenter show a movie she made of her vacation to demonstrate imovies or a presenter show pictures of his cat to demonstrate PowerPoint, I will scream so loud that the windows will break! When will presenters use real educational examples? When will they show real examples from actual classroom? When will they show real examples from the subject areas and grade level of the teachers attending the professional development?

When will professional development people ask participants to create real examples for their classrooms instead of making something “for the fun of it”? When will professional development people focus on student learning of standards through the application? When will professional development people take participants through the whole process from presentation to issues in using the application in the classroom? When will professional development people show teachers how to use the application at the highest level of thinking? When will professional development people set up a schedule to visit the participants as they use the application in the classroom? When will professional development people meet with the participants to encourage them to do more in-depth learning of the standard through the application? I want to scream when I see “Let me dazzle you” professional development.

Professional development does not work because it is not real to the teacher. Get real and help classroom teachers. Then I’ll scream shouts of joy!

© Harry Grover Tuttle, 2007

—————-

Keys To Meaningful Teacher Technology Integration

The following are a list of suggestions I have for anyone helping a teacher to learn a technology application in a one-on-one or small group setting. The following are based on the philosophy of helping to make the teacher independent in technology use.

Explain how this application will benefit their students’ learning. Do not hype the benefits of the program but do be realistic. Inspiration helps in organizing ideas. Students who use it do not necessarily become great writers.

Provide meaningful exemplars . Showing elementary teachers an example from high school is not very meaningful. Showing the teachers a Science web when they all teach English is not very meaningful. Have the examples show higher level thinking skills, not simply factual information. Show many diverse examples.

Never touch the teacher’s computer. Always have the teacher use the keyboard as you talk the teacher through it. You can point to a key but you do not touch it. If you are repeating a command that you have previously done, wait to see if the teacher can remember it before you begin pointing.

Always focus on the most common uses of the program. For example, teaching “RapidFire” in Inspiration is a very common use of the program. I once watched a trainer teach every minor command in Inspiration even though the trainer did not teach “RapidFire.”

Build on skills. Have the teachers create mini-projects that incorporate previous commands/skills. “Let’s close down Inspiration and have you start from the beginning to create a timeline.”

Have the teachers create something real for their classroom. Making a web of their vacation plans may be motivating for teachers but they probably will not encounter many of the issues that they would if they were applying it to their classroom. If they create materials for their students, they feel that they are being productive.

Identify common mistakes in using the program. “Make sure to click on the appropriate box before you go to change the shape….Remember the graphic cannot be edited, so save the original file.” It is the tiny little things that stop teachers dead in their tracks so build those into your “training.”

Help the teachers brainstorm classroom uses. Before you end the session, have the teachers brainstorm various ways they can (will) use it in their classroom. Have the teachers share their ideas with each other. You can suggest ways to make the use even more educational powerful.

Volunteer to support them in their class as they use it. Do not teach the lesson for them. Be there to gently guide them if they need help. An exception is if you teach the first class and then they teach all the other classes. The purpose is for them to be independent, not dependent on you.

Check in with the teachers and be available for help as they continue on their own. You can call, email, IM, or videoconference with the teachers to provide additional support and to encourage them to do more advanced projects. One teacher and I exchanged three emails as she moved to a more complex project.

How do you help your teachers to be independent in their technology use?

© Harry Grover Tuttle, 2007

—–

Acuity, Student Diagnostic Testing, and Teacher Time To Refocus Instruction

A district is using the Acuity program to assess its students at various grades levels on Math and ELA. (The same company that makes the state benchmarks produces this program-just a coincidence, I’m sure 🙂 )

If the school district uses this program three times a year, they can get valuable information on the progress of each student. My concern is that the teachers will have insufficient time to analyze the results and refocus instruction. If teachers do not have plenty of time to figure out how to do “remediation” or “re-teaching”, then the Acuity program serves no purpose.

I was involved in a program in which our Spanish students were tested every 6 weeks on the 40 most important objectives for the course. An hour or even a half day of release time was not enough time to digest the feedback on the students’ progress and to refocus instruction. Often we would see major gaps between what we thought we taught and what the students actually learned. A day was not even enough to figure out different ways of presenting the learning so students could be successful. Reteaching by speaking slowly and speaking loudly with the same material was not going to result in better student learning. Having students just do more problems will not help them unless they have learned a new strategy.

I advocate that any school district using Acuity or any similar tool gives those teachers at least two days after the results are available each testing time. For example, all ELA teachers of the same grade level will have the same two days to analyze the results, to share successes, and to plan for how to re-teach. If Acuity were administered three times, they would have a total of six days.

So how many teacher refocusing days have your built into your Acuity program? Or are you just having students do more problems that they still do not understand?

© Harry Grover Tuttle, 2007

—————————-

Professional Development: Purpose, Modeling, Hands-On, Final Product

I had an opportunity to attend an all day professional development workshop recently.

I wonder if the presenter and the audience had the same real purpose? If people came to learn about A, how much do they really have to learn about the subparts of B, C, D, E, and F? What are the most critical and most used aspects of the subparts in creating A? I am  certain that people can produce a good product without knowing all the intricacies of each subpart. If the presenter is very excited about B, C, D, E, and F, then the people may learn a great deal about B, C, D, E, and F but learn very little about the actual A.

How many “new” features can people absorb in a session?

I believe that we have to model what we want people to learn. If a presenter shows the end product at the beginning, then people have an understanding of what their end product will look like. The learners can ask questions that will lead them to producing the end product.

Presenters need to understand the difference between a demonstration and a hands-on workshop. When a presenter does a demonstration, the people watch. During a hands-on the presenter has to slowly guide the people so they every one can produce something. Is it successful if one person does something and all the others do not? I think not.

How similar is the product  the presenter produces to the product that the people would produce for their classes? What problems might classroom teachers encounter as they implement this technology? What successful classroom examples of this technology does the presenter demonstrate?

Do the people feel comfortable in using the technology in their classroom to help students to learn better?

Teachers’ Professional Development: Curriculum or Technology

Does your school/district have workshops (“professional development”) on a technology such as Inspiration and then ask the teachers to fit the technology into their curriculum? Or does the school/district have Improving Writing curriculum professional development that includes the technology of Inspiration?

During the professional development workshop, do teachers create an technology-infused product “just for the fun of it” or do the teachers develop a product that they will use in their classrooms?

Does the professional development focus on learning the technology or improving students’ learning through the technology?  Does the professional development concentrate on all the commands/tools available in that technology or does it focus on the most commonly used ones and most critical  for  a particular subject area use?

We cannot claim that student learning is our priority if we start with a technology. We cannot claim that student learning is our priority if teachers “play with” the technology” and do not create classroom learning products or experiences! We cannot claim that student learning is our priorityduring the professional development if teachers do not see how the technology will enhance the students’ learning

_________________________

ESL,FL & ELA: Let’s Pool Technology Resources

I think that many students and most faculty seem learning as disconnected subjects. One example is Foreign Language, English as Second Language, and English Language Arts. These three areas share many more commonalities than differences. They all develop skills in listening, speaking, reading, and writing. They all have students communicate basic information, express personal ideas, criticially analyze material, and use social interactions in many different situations. I would like to see online sites where these three areas share their wonderful ideas about teaching and learning so that they can help each other. For example, students need to develop speaking skills in all three subjects so a Foreign Language teacher’s PowerPoint of transportation digital images can be used in the other two subjects. The teachers can pool their technology and print resources. The more we as teachers see the similarities in our subjects, the more we can help each other. The less time we can spend in finding, modifying or creating technology-rich resources, the more time we can spend in planning better lessons that will help our students learn more in-depth and in assessing our students’ growth.

——————————————————————————–

Advantages of Blogs (Blogging) During a Professional Development

 

Advantages of Blogs During a Professional Development

During a series of recent professional development workshops, I had the participants blog in response to questions I raised. Each question was a new blog. I had them blog for many reasons:

Each person has his or her own ideas and does not copy those of his/her neighbor

No one dominates the conversation.

People make thoughtful insightful statements since they have time to reflect.

People can read all the comments of the other people and then make general or specific reaction comments.

Often when a person writes a very insightful statements, others become aware of being more insightful.

The blog “conversations” are on topic.

The initial blog helps me to serve an assessment of the participants’ level of knowledge about the topic.

The constant blogging allows me to monitor individuals during the professional development. If I discover a difficulty or problem, I can talk with that individual to find ways to help him or her.

I can determine how the class is progressing by looking for a growth in their comments. Are they seeing the “big picture” of the professional development? Can they apply it?

People can go back to their earlier blogs and see what they thought at the beginning of blog and then see what they think about the topic at the end of the professional development.

I believe that the class moves at a fast pace because the blog conversations do not continue forever as some live conversations tend to.

Also, blogs can be used to distribute common word processing documents such a form that you all will work on during the professional development.

During one session we had seven blogging times and some one commented how they had enjoyed the discussions. We had only one short spoken conversation but seven purposeful blog conversations.

 

————————————————————————————

Professional Development Using Technology: From Dream to Disaster

A school district recently had training on podcasting. The attendees were all excited. Someone asked if she could create podcasts on the computers in her school. The school technician responded that her school did not have the most recent version of the software so she could not. Another teacher asked how many ipods were available and he was told it was up to the buildings to buy them. Another teacher asked where they were going to post the podcasts and the school technician stated that they had not worked on that.

No matter how exciting a professional development is, the school district must have the supports in place to support that particular professional development before the actual professional development.

These teachers are excited about podcasting but disillusioned about actually using it. Will they give up on it before the technology supports are in place in the far future?

What happens in your district?

Analyzing Technology Integration Professional Development Workshops

Where is your professional development focused?

What percentage of your professional development focuses specifically

on learning a subject area skill through technology?

learning a new software program where most of the focus is on the program?

(Time each part of the workshop and then look at how much time is spent on learning the program and how much time is spent in talking about student learning, seeing examples of student learning, or developing classroom materials)

 

What percentage of your professional development focuses on why this is important to the students’ learning, supplies numerous real student examples and shows multiple ways to improve a given content skill through this technology?

 

What percentage of your professional development focuses on the teachers developing specific material for their classroom? (The lower the number, probably the least likely they will use it.)

 

What percentage of your professional development focuses on implementation issues? (If a workshop does not help teachers to foresee possible problems then if teachers have a problem, they may stop using that technology.)

 

Does any workshop that deals with a specific technology only teach the most commonly used classroom aspects of the program and start with the most commonly used one first? (People falter in their focus very quickly if they do not think that what they will be learning is useful to them in the classroom.)

 

Top 10 reasons not to use professional collaboration program

 

10 I don’t have time to check the online site since I’m too buy creating materials.

9 My stuff is not good enough to share.

8 I don’t want anyone else using my great writing technique.

7 I’ve heard that blogs and other collaborative programs like that have porn so I’m staying away from them.

6 Othere subject area teachers don’t teach like I do so their materials or ideas won’t help me.

5 I’ve used the same materials for the last 20 years and I won’t change now.

4 I have all the transparencies I need.

3 Once I close the door, it is my private world.

2 I am an expert in my subject area.

1 My students like to listen to me lecture each period.

 

School Communication and Collaboration: A simple solution

Recently I had an emergency trip to the hospital. I was infuriated when I was asked the same medical background question by five different people. There seemed to be a lack of communication.

 

I visited with a high school teacher who was bemoaning the lack of communication in his school. I thought back to being in a very small department and in a large department; both had a lack of communication.

 

Why do schools not use an online collaboration tool to communicate within the school? All announcements can be sent out and archived for future reference. All forms can be accessed at anytime. Surveys can be given out and the results instantaneously produced for everyone to see. Department meeting notes can be posted so that future meetings do not cover the same ground. Progress or lack of it on long term curriculum projects can seen easily. Teams can keep track of “at-risk” individuals more closely.

 

It is time to change the present school culture to be an information sharing and growing one.

Online Collaboration Tools: Theory and Reality

A university developed an online collaboration tool based on a constructivist framework. Instructors have used this tool for more than ten years. Recently an analysis of its use was done. The reality was that most instructors used it for students to submit their homeworks and some used it for online discussions. Most instructors did not grade the discussions and many of those that did grade tended to grade the number of entries in the discussion. Students did have a virutal shared work space in which to work on prescribed assignments. These uses do not reflect a constructivist envionment

 

 

A public school librarian told me about the blogs in his school. Again, they used an online collaborative tool mainly for students to post their thoughts on topics but with no interaction among the students. Each student got to put in one thought about the topic. The contents of the blog were not studied in class and the students were not tested on the content of the blog.

The question becomes “How can we promote in-depth learning through online collaborative tools?

 

Improving Teaching Skills Through “Technology Integration” Professional Development

A school district hired me to do some professional development with its staff on the use of LCDs in the classroom since those teachers did not have LCDs in their classroom. These teachers would be sharing the LCD with a team or grade level. The technology director did not want his teachers to use an LCD just for lecture as some of them had done with the overhead.

 

I agreed to do the professional development as long as I could be creative. I changed the professional development from using LCDs to creating activities that engage students in high level thinking skills. Robert Marzano’s Classroom Instruction that Works. (ASCD, 2001) became my model. His research states that the technique of “similarities and differences” produces the greatest gain of any strategy in student learning, a 45% gain.

 

Each session I presented 15+ activities based on comparing and contrasting skills in their subject areas. Each activity involved high student engagement. I used the LCD as a catalyst for helping these 6-12 teachers to think differently about learning through the use of technology.

 

The Technology Director has arranged this professional development to be a series of sessions. After the teachers viewed and created some activities in the professional development session, I had the teachers try one technique in their own classrooms using the LCD and report on it the next session. As teachers reported their success with the short activities (developing the comparing and contrasting skill within one or two PowerPoint slides), other teachers commented that they wanted to modify the just presented technique for their classroom. One teacher acknowledged that she had not previously thought of using comparing and contrasting in her subject area and now she realized how easy it was. She had done three highly engaging higher level thinking activities when I had requested one to be done.

 

Many teachers will not go to “Improving Your Teaching” professional developments. However, each “technology integration” professional development can become an teaching improvement opportunity. The best way to improve how educators use technology is to improve their teaching skills first. As the teachers focus on high student engagement and higher level thinking skills such as comparing and contrasting, they use technology in very different ways than those who focus on low engagement and lower level thinking skills.

 

Do your “technology integration” professional developments develop teaching skills or technology skills?