The International Society for Technology in Education (ISTE) defines a set of standards for educational coaches. Part of the coaching standard addresses how coaches can help teachers incorporate research-based best practices in instructional design when planning technology-enhanced learning experiences. I have started to engage education leaders on this very topic at the community college where…
Online classroom spaces that enable students and teachers to interact in creative and adaptive ways are making their way to the K-8 level. Young students can use these spaces to access differentiated lessons and show their understanding in ways that we…
Physical computing – programming small microcomputers and combining them with electrical and non-electrical materials – engages students in ways that coding alone doesn’t. Intangible onscreen code suddenly makes something happen in the real…
With advances in brain imaging, neuroscientists can now observe what happens in students’ brains while they are learning in real time. As a result, neuroscience and education researchers are collaborating in ways that benefits both disciplines and may have far reaching effects in how students are taught. In this Module in our class Teaching, Learning, … Continue reading “Neuroscience and Learning”
From the time we could speak and draw images on cave walls, humans have used stories to make sense of ourselves and and our place in the world. As new technologies have arisen, we have applied them to storytelling: pigment, pen and paper, printing press, photography, film, video, digital text and images and now, augmented … Continue reading “Digital Storytelling”
As part of the Teaching, Learning, and Assessment 1 class in theSPU Digital Education Leadership program, I wanted to investigate best practices for designing meaningful elementary makerspace projects that balance student engagement, empowerment, and self-efficacy while avoiding the frustration that can be caused by open-ended projects and challenging technology. Background Making in Education In his … Continue reading “Making in Elementary: Finding the Balance”
My mission as a digital education leader is to: ♦ Share the joy and promise I find in using technology with educators and students. ♦ Promote equal access to digital tools and rich use of technology to help build lifelong skills of independent learning, critical thinking, creative problem solving and collaboration. ♦ Deeply understand the … Continue reading “Digital Education Leadership Mission Statement”
I am excited and honored to be joining my cohort in the Seattle Pacific University Digital Education Leadership MEd program. This bPortfolio will document my learning process, as well as be a place to interact with others who are passionate about the use of education technology that is accessible, engaging, and useful to a wide range … Continue reading “Welcome!”
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)”
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)”
