“We are generating more information and knowledge than ever today, but knowledge is only good if you can reflect on it.”
Thomas L. Friedman, Thank You for Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations
I had the pleasure of being interviewed the other day by an educator pursuing an advanced degree in educational technology.
It was a pleasure because her interview questions made me reflect on my current practices, my past practices, and my reasons for each.
All great interviews should involve both parties walking away feeling like they have both contributed and learned something – whether it be for a job, or a research paper, or a podcast.
I share with you abbreviated forms of her questions so that you, too, can reflect on the work you do. And hey, if you want to share an answer, that’d be fabulous.
1. As part of my master’s program, I was asked to develop a professional development (PD) course around Universal Design for Learning. This PD was designed for the learning to happen over several weeks. However, in my current school district, PD days are booked at the beginning of the year, and there are many competing initiatives all promoted at the district level so that it becomes close to impossible to do any PD that extends beyond an hour because there is a need to provide PD for the wide range of initiatives. Do you have similar issues in your district? If so, how do you work to provide some long term, meaningful PD?
2. Currently, our district provides PD as a one size fits all approach. I believe part of this strategy is for accountability. How do you help move the district to more differentiated learning for staff? How do you get administrative buy in?
3. At one time, our 1:1 program encouraged parents to think of the Chromebook as a family tool. Parents were encouraged to get their own email accounts and to log into their student’s device in order to look for jobs, pay bills and to work towards increasing their employable skills by becoming more proficient with technology. However, concerns have prompted the tech department to lock down all devices so that they now may only be used with a district email address, thus taking the tech away from the parents. Can public schools close the digital access and equity divide for both students and families, or are 1:1 programs actually contributing to the divide?
4. As part of our master’s program, we have been encouraged to become familiar with UDL, OER, Copyright, Creative Commons and Internet Use Agreements. How would you prioritize the importance of these in your daily work and why? When looking for new members for your educational technology team, which of these would you consider to be most important for an applicant to have expertise with?
5. If you could suggest areas of focus for people entering the field of educational technology to have, what would you suggest? Why?