Engaged conversations: text-based vs. verbal (Module 5, ISTE-CS 4)

For our last post on ISTE Coaching Standard 4: Professional development and program evaluation, we’re thinking about what technology rich professional learning looks like, in the ideal. In my own typical fashion, I am generalizing the population to “learners” before thinking about the specifics of professional development (PD) for teachers. Ideally, an online learning community looks like … Continue reading “Engaged conversations: text-based vs. verbal (Module 5, ISTE-CS 4)”

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The role of a sponsor in a virtual community of practice (Module 4, ISTE-CS 4)

I’d like to preface my post by saying there’s a lot of research to be found about CoPs in business. Wenger, McDermott, and Snyder’s (2002) reformulation of the communities of practice theory (compared to Wenger’s original work in 1998) is written in a way that appeals to the business world, so it didn’t surprise me … Continue reading “The role of a sponsor in a virtual community of practice (Module 4, ISTE-CS 4)”

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Designing platforms for PD: Web 2.0 and knowledge management (Module 3, ISTE-CS 4b)

For Module 3, we were prompted to look into the “digital age best practices” part of ISTE Coaching Standard 4b – design, develop, and implement technology rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment. I’d like to write a bonus blog for sharing something … Continue reading “Designing platforms for PD: Web 2.0 and knowledge management (Module 3, ISTE-CS 4b)”

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Essential features of community platforms (Module 2, ISTE-CS 4b)

My main question by the end of my last module post was something like: What features are essential for platforms which are hosting a PLC? This module follows up on that question. Recall that this quarter is all about investigating ISTE Coaching Standard (CS) 4: Professional development and program evaluation. For Module 2, I’m looking specifically at ISTE CS … Continue reading “Essential features of community platforms (Module 2, ISTE-CS 4b)”

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What does it mean for “technology to work for you”? (Bonus blog)

Something I feel like I’ve learned through my work in this program (Digital Education Leadership (MA) at Seattle Pacific University), which has drastically changed the way I approach and/or think about technology, is what it means for “technology to work for me.” It’s definitely a phrase I’ve heard, though I don’t know that I could identify … Continue reading “What does it mean for “technology to work for you”? (Bonus blog)”

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What counts as PD? And on platforms to use with PLCs. (6106 Module 1, ISTE-CS 4a and 4b)

This quarter, our blogging efforts are focused on ISTE Coaching Standard (CS) 4: Professional development and program evaluation. Our investigation prompt for Module 1 was “how should we design professional development that utilizes educational technology?” which led me to two main questions: 1.   What counts as PD? 2.   What platforms are the best for hosting a PLC? 1.  … Continue reading “What counts as PD? And on platforms to use with PLCs. (6106 Module 1, ISTE-CS 4a and 4b)”

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The ISTE Coaching Identity (Module 5, ISTE-CS)

I feel pretty satisfied right now with the idea that peer coaching is an activity that someone might choose to engage in, and is a subset of the broader term “coaching” (for more information about different coaching approaches, see Borman and Feger, 2006; and Kurz, Reddy, and Glover, 2017). This fits into the ISTE Coach … Continue reading “The ISTE Coaching Identity (Module 5, ISTE-CS)”

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What is a peer coach facilitating? (Module 4, ISTE-CS: “coach teachers in…”)

I started this module by wondering about the art of asking good questions. Asking questions is a foundational element of peer coaching, and while I’m familiar with the idea of asking questions instead of telling, I was hoping to find a model for asking questions. The word model can be used to mean so many … Continue reading “What is a peer coach facilitating? (Module 4, ISTE-CS: “coach teachers in…”)”

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Can one person both lead by example and work as a peer coach?

In response to this sentence, which I wrote in my last blog post: “If I imagine a person embodying all the things stated in the ISTE-CS, I imagine a person who is leading by example and actively advocating for the meaningful integration of technology and education; neither of these characteristics are in line with the … Continue reading “Can one person both lead by example and work as a peer coach?”

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