Activities for a Technology Staff Development Curriculum focused on Technology and Universal Design for Learning.

Giving every student a chance.

Introduction

Care must be taken when facilitating a professional development session to ensure that enough firmness and persistence are provided to challenge participants while allowing them to explore and create a meaningful understanding of concepts for themselves (Hargreaves & Fullan, 2012). This post gives access to a presentation that outlines a series of activities for a technology staff development curriculum focused on technology and Universal Design for Learning. These activities are designed to elicit and develop the skills and knowledge participants will need to complete the culminating activity for the staff development program.

Description of Activities

The presentation is organized into 4 sections. Section 1 provides an overview of the professional development curriculum with a graphic explanation of Universal Design for Learning and the purpose and learner outcomes of the entire professional development curriculum. Section 2 will provide a link to the needs assessment survey that participants will respond to at the start of the training. Section 2 will also provide the norms for behavior learning during the two-day session and an introductory activity that will usher in the series of activities described in sections 3 and 4. These activities will be fundamental in developing the skills and knowledge participants will need to complete the culminating activity in the second 3 hour session of the training program. These activities are collaborative; they are driven by innovative technology tools with the facilitator operating as a co-learner and as a consultant when expert knowledge and skills are required. Click on the image below to access presentation.

Universal Design for Learning and Technology Curriculum Segment

Conclusion

Curriculum designers need to be conscious of the effectiveness of a well-developed and well defined professional development session has in promoting and encouraging positive changes within the learning environment. When participants collaborate consistently, they increase the chance of bettering learner outcomes which will ultimately lead to all students benefiting when they return to the classroom to implement the new skills and knowledge learned. Participants benefit more from a professional development session that requires them to utilize their unique knowledge and skills as they engage in learning new information. Curriculum designers must be intentional in the creation and selection of learning activities so that the various learning styles are catered for and participants will have multiple opportunities to develop the necessary skills and knowledge needed to gain mastery of the learning objectives.

References

Armour, K.M., & Yelling, M. (2007). Effective professional development for physical education teachers: The role of informal, collaborative learning. Journal of Teaching in Physical Education, 26, 177–200.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press.