Creating Better Learning Environments for Students with Trauma

ISTE Coaching Standard 4.5b reads: “Build the capacity of educators, leaders, and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback”. Using the AI Tool, Scite, I posed the following idea, “how does ISTE Coaching Standard 4.5b apply to students affected by trauma”? Scite identified several articles […]

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Catering to the Needs of Trauma-Affected Students through Technology

ISTE Coaching Standard 4.5 Professional Learning Facilitator reads, “Coaches plan, provide and evaluate the impact of professional learning for educators and leaders on the use of technology to advance teaching and learning”. Standard 4.5c, expands upon this, and reads: Evaluate PD Impact– Evaluate the impact of professional learning and continually make improvements to meet the […]

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How Can Technology Application Within School Policies Protect Student Privacy and Empower Reports of Abuse?

ISTE Coaching Standard 4.6 Data-Driven Decision Maker reads, “Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning”. Standard 4.6.a, expands upon this, and reads: Facilitate Data Collection and Analysis – Assist educators and leaders in securely collecting and analyzing student data. My focus of study […]

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How Can We Better Support Enriching the Learning Experiences of Students with ACEs?

As I approach my exploration of this question, I began by examining what skills, resources, and processes could help my peers co-plan learning activities they want to improve. In an effort to specifically design and personalize this question in alignment with my focus area of study, I want to examine how I can best coach […]

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How Can Coaches Better Collaborate To Enrich Student Learning and Healing?

ISTE Coaching Standard 5: Collaborator reads, “Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes. Coaches establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.” Why are adverse childhood experiences and toxic stress often not associated strongly enough with the reason students are unable […]

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How Can Coaches Create A Climate of Trust and Safety for Students with ACEs?

ISTE Coaching Standard 5: Professional Learning Facilitator reads, “Coaches plan, provide and evaluate the impact of professional learning for educators and leaders on the use of technology to advance teaching and learning”. I want to examine the value of team coaching to create a safe and open space for coaches to work with educators and […]

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How Can Coaches Play a Greater Role Through The Use of Technology for Children with ACEs?

ISTE-C Coaching Standard 1 Change Agent reads, “Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning”. My focus of study is on educating child protection professionals and educators on how to develop healthy and safe environments for improved student learning for children who have experienced ACEs or […]

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Using Digital Equity Plans and Learning to Construct an Equitable Classroom for Youth with ACEs

As noted by Kelsie Anderson in her 2019 article for Digital Promise titled, How Access to Technology Can Create Equity in Schools, “when used effectively, technology can…remove barriers to learning materials, support students where they are across varied learning contexts and needs, and give educators more insight into the learning environments they’re creating”. Anderson goes […]

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Can Technology Help Foster Resilience Touch Points for Educators?

ISTE Coaching Standard 3 Collaborator reads, “Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes”. ISTE Coaching Standard 3.1 specifically reads: “Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies”. In my previous blog I talked about “resilience”. I would like to continue building […]

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Can technology help build resilience strategies for students with adverse childhood experiences (ACEs)?

ISTE Coaching Standard 3 Collaborator reads, “Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes”. ISTE Coaching Standard 3.4 specifically reads: “Personalize support for educators by planning and modeling the effective use of technology to improve student learning”. The question I have posed in relation to this Standard is, […]

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