5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact:
Coaching Journal Technology Workshop
Reflection:
The Coaching Journal and One Hour Technology Workshop correlates to standard 5.2 by demonstrating my mastery in developing and implementing technology-based professional learning that aligns to state and national professional learning standards. Both artifacts were developed in my ITEC 7460 course to support the integration of technology through face-to-face and online components that models principles of adult learning. The role I took in crafting these artifacts consist of analyzing the professional learning needs of educators at my school and applying the ADDIE model to design, develop, and implement a one-hour technology workshop. The ADDIE model provided me with the strategies and skills necessary for designing professional learning opportunities that would promote an increase in technology engagement within our school.
For this learning experience, I researched an online tool called Spiral to determine its ability in improving literacy and comprehension skills through technology integration. The technology workshop and the coaching journal aligned to state and national professional learning standards. There were two key standards that I used from ISTE. The standards were NETS-T.2 Design and Develop Digital Age Learning Experience and Assessments and NETS-T.5 Engage in Professional Growth and Leadership. Both standards provided clear goals that guided the workshop and coaching sessions. By implementing these standards, the coaching journal and technology workshop promoted best practices in teaching, learning, and assessment. In the One-Hour Technology Workshop, I modeled the use of the online components of Spiral and allowed teachers to practice with the technology by integrating face-to-face interaction and using online components by engaging participants in the many neat features that were housed on the website. For the coaching journal, I produced a needs assessment to determine the strengths and weaknesses of a colleague to create an effective learning model that would support a diverse group of students. I integrated technology within our coaching sessions and facilitated hands-on learning to build my colleagues’ knowledge, skills and disposition with technology to support access to a digital resource that could be used to make all general educational subjects interactive for all levels of learners.
The artifacts significantly impacted my ability to be an effective technology leader by enabling me to learn how to effectively model principles of adult learning. I gained knowledge and skills in modeling principles of adult learning by designing a technology workshop and creating a coaching model. The technology workshop taught me how imperative was to identify digital tools and resources that aligned to standards and educators’ vision for technology. I learned the importance of choosing tools that interest teachers and students. By leading the coaching sessions, I improved my ability to design authentic learning experiences for adults, built meaningful relationships and improved my communication skills. I learned to develop specific questions that assessed the technology needs of teachers and promoted best practices in teaching and learning. To improve these artifacts, I would provide more one-on-one coaching sessions for teachers along with ongoing technology workshops that offers teachers different digital tools and resources to support their classroom instruction.
The artifacts definitely impacted school improvement and development for faculty members because teachers were able to attend a technology workshop that supported the school’s technology vision for all grade level classrooms. Through the workshops, teachers strengthen their ability in utilizing more technology to create authentic and meaningful learning experiences. The impact of these artifacts can be assessed through observations, lesson plans aligned to state and national professional learning standards and increase in student engagement within the classrooms.
Reflection:
The Coaching Journal and One Hour Technology Workshop correlates to standard 5.2 by demonstrating my mastery in developing and implementing technology-based professional learning that aligns to state and national professional learning standards. Both artifacts were developed in my ITEC 7460 course to support the integration of technology through face-to-face and online components that models principles of adult learning. The role I took in crafting these artifacts consist of analyzing the professional learning needs of educators at my school and applying the ADDIE model to design, develop, and implement a one-hour technology workshop. The ADDIE model provided me with the strategies and skills necessary for designing professional learning opportunities that would promote an increase in technology engagement within our school.
For this learning experience, I researched an online tool called Spiral to determine its ability in improving literacy and comprehension skills through technology integration. The technology workshop and the coaching journal aligned to state and national professional learning standards. There were two key standards that I used from ISTE. The standards were NETS-T.2 Design and Develop Digital Age Learning Experience and Assessments and NETS-T.5 Engage in Professional Growth and Leadership. Both standards provided clear goals that guided the workshop and coaching sessions. By implementing these standards, the coaching journal and technology workshop promoted best practices in teaching, learning, and assessment. In the One-Hour Technology Workshop, I modeled the use of the online components of Spiral and allowed teachers to practice with the technology by integrating face-to-face interaction and using online components by engaging participants in the many neat features that were housed on the website. For the coaching journal, I produced a needs assessment to determine the strengths and weaknesses of a colleague to create an effective learning model that would support a diverse group of students. I integrated technology within our coaching sessions and facilitated hands-on learning to build my colleagues’ knowledge, skills and disposition with technology to support access to a digital resource that could be used to make all general educational subjects interactive for all levels of learners.
The artifacts significantly impacted my ability to be an effective technology leader by enabling me to learn how to effectively model principles of adult learning. I gained knowledge and skills in modeling principles of adult learning by designing a technology workshop and creating a coaching model. The technology workshop taught me how imperative was to identify digital tools and resources that aligned to standards and educators’ vision for technology. I learned the importance of choosing tools that interest teachers and students. By leading the coaching sessions, I improved my ability to design authentic learning experiences for adults, built meaningful relationships and improved my communication skills. I learned to develop specific questions that assessed the technology needs of teachers and promoted best practices in teaching and learning. To improve these artifacts, I would provide more one-on-one coaching sessions for teachers along with ongoing technology workshops that offers teachers different digital tools and resources to support their classroom instruction.
The artifacts definitely impacted school improvement and development for faculty members because teachers were able to attend a technology workshop that supported the school’s technology vision for all grade level classrooms. Through the workshops, teachers strengthen their ability in utilizing more technology to create authentic and meaningful learning experiences. The impact of these artifacts can be assessed through observations, lesson plans aligned to state and national professional learning standards and increase in student engagement within the classrooms.