Category Archives: digital education leadership

Googling to the Max

Tell any student you’re going to teach them how to use Google and they will tune you out immediately. Everyone knows how to “Google” [insert a student’s exaggerated eye roll here]. They might have a point, “Googling” has become so synonymous with basic web searching that it has become a verb:

I am here to argue that “googling” is not as intuitive as our students (or society) might think. At least, not highly effective searching. I have been teaching colleagues and students some helpful tips for the last several years and I am also excited to see how in awe they are of these few simple tricks that are not commonly known. If you were to do a basic search of “Google Search Tips” you will find a plethora of articles and posts, but these are a few of my favorites:

Download (PDF, 317KB)

Try to model some of these treasures with your students and they may have a new appreciation for your superb “Googling” skills. I must note that while I have long been using the term “Googling to the Max” for this presentation, it seems there are several others that use this title, as well. I created the … Read More

Share

EDTC 6105: ISTE Coaching Standard 4b: Utilizing Technology for PD

ISTE Coaching Standard 4 provides three benchmarks for technology coaches to conduct needs assessments, develop technology-related professional learning programs and evaluate the impact on instructional practice and student learning. My focus is on performance indicator b: Design, develop and implement technology-rich professional learning programs that model principles of adult learning

EDTC 6105: ISTE Coaching Standards 2f: Visionary Leadership & 6 b&c: Content Knowledge and Professional Growth

ISTE Coaching Standard 2 provides eight benchmarks for technology coaches to assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students. My focus is on benchmark f: Coach teachers in and model incorporation of research-based best practices in instructional

EDTC 6104: Conference Proposal – Integrating Digital Citizenship: It’s Common Sense!

This quarter, for my Seattle Pacific Digital Education Leadership Master's Degree coursework, I was asked to develop a proposal for a session or workshop at a professional learning event. I was given free choice for both topic and learning event. It did not take long for me to settle on a topic:

EDTC 6104: ISTE Coaching Standard 3 e & g – Digital Age Learning Environments

ISTE Coaching Standard 3 provides seven benchmarks for creating and supporting effective digital age learning environments to maximize the learning of all students. My focus is on benchmarks e & g:

e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments

g. Use digital

Certification Program Redesign: Needs Assessment

certification-program-redesign_block_2

One of the biggest takeaways from my time in the Digital Education Leadership program through Seattle Pacific University is that teachers are students, too. When diving into effective mentoring and professional development, some of the most successful strategies are those that are also used in the classroom. Many back-to-school workshops remind teachers to get to know their students and provide differentiation in every learning experience. In other words, providing learners (adults included) with a pre-assessment (formal or informal) to determine where they are in order to reach where they need to be.

Edutopia has a great article and video that touches on the importance of assessment before learning even begins:

In an earlier post, I wrote about my journey in reviewing and redesigning a university’s Library Media Endorsement (LME) certification program. Here, I continue that work by drafting a Needs Assessment survey for potential students. As I mentioned in my last post, the program is not yet finalized, so I am omitting the name of the institution and it will henceforth be identified as “University.”

Before writing the Needs Assessment survey, I did a bit of background research, attempting to see how other schools have assessed their incoming … Read More

Certification Program Redesign: Program Evaluation

certification-program-redesign_block_1

When I talk to people about the Digital Education Leadership program through Seattle Pacific University, I often end up saying, “Well, there’s homework, but it’s not really homework. I do work, but it’s directly related to my responsibilities as a librarian and an educator. So, it’s homework but it’s not really homework. It’s bigger than that. It has more significance than ‘homework.'” While this has been proven throughout the duration of the program, it couldn’t have been more true than when I was offered the opportunity to redesign a Library Media Endorsement certification program… As part of my “homework.”

My classmates and I were recently tasked with conducting a program evaluation. Students learned “how to conduct needs assessments, develop technology-related professional learning programs,  evaluate the impact on instructional practice and student learning, and communicate findings to the institution” (Course syllabus). Dr. David Wicks, Chair of the Digital Education Leadership program, came to me with a wonderful opportunity to redesign a university’s Library Media Endorsement (LME) certification program. Because the program is not yet finalized, I am omitting the name of the institution and it will henceforth be identified as “University.”

Program Evaluation

The project was designed to evaluate … Read More

The Makings of a Successful Professional Development Program

This quarter in the Digital Education Leadership program at Seattle Pacific University I am focused on the fourth standard of the ISTE Coaching Standards, Professional Development and Program Evaluation:

Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.

Over the last several weeks, my classmates and I have learned how to implement a successful professional development program and I have identified the following elements as being most useful when evaluating a professional development program:

Screen Shot 2016-03-20 at 3.33.07 PM

Sadly, professional development is generally “something that is ‘done’ to teachers” (Pilar, 2014). Teachers need opportunities to explore their own interests and venture into those topics at a personalized level that works for their individual learning styles. In a study conducted by the Center for Professional Education, it was found that “90% of teachers reported participating in some form of professional development, and they also reported that it was not helpful in their practice. Thus, professional development is happening, but it is not effective” (Blattner, 2015). Imagine a place where teachers drive their learning by expressing their interests, learning at their own pace, implementing their discoveries and reflecting on their current and future practices. … Read More

Individualized Professional Development through Mentorship

Last semester I began my exploration of the ISTE Coaching Standards through the Digital Education Leadership program at Seattle Pacific University. This semester I continue that inquiry, while paying particular attention to the fourth standard, Professional Development and Program Evaluation. This standard, more so than any other, delves deep into the topic and addresses several areas of importance:

Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning:

a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
b. 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 learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
d. Coach teachers in and model design
Read More

The Future of Professional Development

student-centered-pd


References

Generation Ready. (n.d.). Raising student achievement through professional development. Retrieved January 27, 2016, from http://www.generationready.com/wp-content/uploads/2013/10/PD-White-Paper.pdf

Regional Educational Laboratory. (2007, October). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers, (33), iii-31. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

FacebookTwitterGoogle+ShareRead More