Below are some of the ways outline in the Stanford Design Model (http://dschool.stanford.edu/wp-content/uploads/2013/10/METHODCARDS-v3-slim.pdf) that help the user define their ideas and plans. At the end you will find the defined problem in these contexts so far!
How/Why Root Cause Analysis
Why do teachers feel that they don’t get much reward out of professional development on technology?
- Because there is a disconnect between what teachers think they can do and what they can actually do
- Because many teachers feel that they are born as “digital natives” or “digital immigrants”
- Because society has told them that’s the case
- Because technology is always introduced and described in a fast-paced elusive nature
- Because companies and teachers assume that their audience knows how to do specific things that aren’t innate skills unless one is experienced in the area
- Because they are well-versed in the area and are not approaching the technology from the perspective of someone who has never seen or used the technology
How/Why Ladder
Point-of-View Madlib
Here's the format: [USER] needs to [USER’S NEED] because [SURPRISING INSIGHT]
[Teachers who believe they are digital immigrants] need to [feel comfortable and supported when implementing or learning a new technology] because [they might make mistakes.]
[Teachers who believe they are digital immigrants] need to [feel comfortable and supported when implementing or learning a new technology] because [they might make mistakes.]
- The reality is that they need to treat mistakes as opportunities to learn and not failures.
Defined Problem of Practice
The problem of practice I am focusing on is presenting technology professional development to teachers and school staff in a way that will help them feel comfortable and supported when implementing or learning a new technology. The design of the professional development needs to be focused on teaching students to use higher order thinking skills (Bloom’s Taxonomy) through technology. This will shift the focus from the tech tool being the primary target, to the type of learning being the primary target. This shift will allow teachers to remove their thoughts of digital natives and digital immigrants and help them to focus in an area where they are most comfortable - teaching.
In order for the focus to clearly shift in a professional development atmosphere, the structure and layout of the professional development must shift as well. Topics should be listed as learning outcomes or thinking outcomes, and not as apps or programs. Teaching should revolve around WHAT learning can occur with the app as a result of the technology, NOT what features the app or program gives the user.
In order for the focus to clearly shift in a professional development atmosphere, the structure and layout of the professional development must shift as well. Topics should be listed as learning outcomes or thinking outcomes, and not as apps or programs. Teaching should revolve around WHAT learning can occur with the app as a result of the technology, NOT what features the app or program gives the user.