Teaching the Generations through Digitally Enhanced Communities of Practice
Abstract: With social networking technologies increasing in popularity today, teaching and learning in the traditional classroom setting has changed. With this in mind, we need to change the way we lead training sessions for teachers. Recognizing the wide gamut of learners present in professional learning sessions taking place in educational institutions, it is essential that presenters have knowledge of learning preferences found in the audience. Particularly, the digital natives instructing our learners should to be considered in order to make sessions relevant to their needs. Technological advances over the last few years have meant dramatic increases in the use of various technologies including social networking tools. To accommodate the rise of social networking technologies, changes in the way we lead professional development sessions for teachers should be considered in order to accommodate the variety of generations instructing our students. Japanese Lesson Study, as a method of professional development, creates a learning environment for all generations. The purpose of this paper is to explain how to effectively utilize social networking platforms to engage teachers during training sessions. To effectively apply the social media tools, a review of literature on professional learning including theoretical framework will be provided. A comparison of the generations will also be examined to inform designers of professional learning sessions for teachers.
Presider: Lilach Alon, Tel Aviv University