Resilient pedagogy: The professional development opportunity educators need now more than ever

Resilient pedagogy is an emerging instructional philosophy with extremely timely implications for this current moment in education and the ongoing effects of the COVID-19 pandemic.  Though facets of resilient pedagogy have long been practiced by educators in the form of classroom differentiation, and though other frameworks like Universal Design for Learning (UDL) and Transparency in …

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Diigo as a tool for collaborative learning and research in higher education

There is significant opportunity within higher education environments–indeed, all education environments–to lean into a constructivist educational philosophy and approach knowledge as something co-created by both instructors and students.  Furthermore, as higher education courses and programs are increasingly offered in hybrid and fully online modalities, finding authentic ways for students to increase their social presence and …

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Leveraging Digital Tools for Instruction Outside the Classroom: Community Engagement Project, EDTC 6102

It’s been a wonderful opportunity to invest time and energy into a project which ultimately helps me do my job better.  Though I am not currently a classroom teacher and do not have typical instructional responsibilities in my day to day work, I do constantly convey important information about the WA State teacher certification process …

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Digitization critical thinking

There is no right answer, but there are always have better ways to solve the problems. (https://leadership.hr.ufl.edu/, 2017) It could be one of the key reasons. That leads humans to learn continuously, move forward, and continue to improve. It also the foundation of critical thinking. With the rapid development of technology, our students have entered […]

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Exemplars of Computational Thinking in Higher Education Classrooms

Though the concepts and theory behind computational thinking (CT) have been around for decades in the realms of computer science and engineering, it is widely acknowledged that Jeanette Wing’s 2006 publication on computational thinking laid the groundwork for CT’s popularity and integration in 21st century education theory.  Wing (2006) suggested that CT might be considered …

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“Assessment in higher education during COVID-19 and beyond: Will it ever be the same?”

Perhaps the word “unprecedented” has been overused in recent months, but it consistently seems to be the most fitting word to express the seismic shifts in all areas of life that have occurred during the COVID-19 pandemic. As K-12 and higher education institutions worldwide have grappled with rapid pivots to online teaching and learning (and …

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Integrating Technology through the lens of a Learning Designer

In the last research module of this quarter, “Co-Planning 21st Century Learning Activities”, I decided to focus on the idea of integrating technology through a learning designer lens. As I read through my weekly reading of Les Foltos’ book “Peer Coaching: Unlocking the Power of Collaboration”, I learned more about the Learning Design Matrix and how coaches had inadvertently achieved the fourth quadrant of integrating technology just by focusing on the other three quadrants. This prompted me to question how coaches can help their learning partners to work through other ways to integrate technology in their classes, purposefully.   What is technology integration?  As I began my research on technology integration, I came across an article “What is Successful Technology Integration” that cited a great definition written by the International Society for Technology in Education of what technology integration is: “Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally.”   But how can begin to integrate technology into our classrooms? And how will we reflect on our integration? Dr. Ruben R. Puentedura has created a reflection model intended exactly for this purpose.   This model, named “SAMR” (Substitution, Augmentation, Modification, Redefinition) represents the different levels that technology can be integrated into a lesson. This model shows the lowest level of enhancement being substitution and reaches a level of transformation in which technology has breached redefinition of a learning activity.   Here is another model for how educators can begin to understand the necessary knowledge to begin integrating technology. This model known as the TPACK framework (Technological Pedagogical Content Knowledge) shows the need to have technological knowledge, content knowledge, and pedagogical knowledge before you can reach a level of understanding needed for integration of the three.   Designing learning based on technology integration  Now that we have looked at technology integration and some frameworks that help us to reflect on the basic levels of integration, we can look at designing learning based with technology integration.   Throughout my current Graduate program, I have learned about the Six “A”s of Project Design. I believe that a great start to designing learning through a technology integration lens could be to take-a-peek at how technology can help to achieve Steinberg’s the Six “A”s.   Here is a printable version of the Six “A”s along with a Project Examination Tool: HERE.   Let’s go through the different key aspects of the Six “A”s to see how technology can be integrated to achieve the criteria. (Each figure is found from https://newtechnetwork.org/resources/six-pbl-project-design/ and gives prompting questions to guide in the reflection of that aspect of project design).   Thinking of a project you have used or are planning, how can technology help to increase the authenticity of the problem or question? How can students become in the know about the authenticity? Can students reach out to others to see if this is a topic that others in the world value? How can students use technology to create or produce something that is personally valuable or socially valuable?  How can technology substitute or augment the type of engagement or application that students are participating in with this project? Can technology assist in the activation of higher order thinking skills? Can students use technology to assist in relating the content to a separate discipline or subject?  How can technology bring learning outside of the general classroom atmosphere? How can students use technology to assist in their personal organization of information and resources? How can technology help students to develop social emotional skills such as collaboration, problem solving, communication, etc.?   What technology is available to push students into the real-world? How can students interact with technology to reach into the world and push their learning to what is happening around the community or the world? How can technology help students to demonstrate what they are learning?  How can technology help in the gathering of students with experts in the fields surrounding the project? What technology is available to help link students with adults to collaborate on design and assessment?   What technology allows students to self-assess? How can technology be used for students to access and understand clear project criteria? What technology is available for students to present and be assessed both inside and outside the classroom?  There is currently a world of opportunities for technology integration in the classroom… and with each day that passes the number of options grows and grows.   In “Peer Coaching: Unlocking the Power of Collaboration”, Les Foltos states, “I remember listening to nationally recognized leaders in the early 1990s telling us that technology was like a steamroller headed down the street, aimed right at educators. Educators had two choices: jump on the steamroller or become part of the pavement. Apparently, they overlooked a third option; educators could step aside. And they did.” It is time for us to choose the option of jumping on the steamroller.   How do you integrate technology into your classroom? What learning design framework have you found useful in the journey of becoming a “techy” classroom?  Resources  ISTE Standards for Coaches | ISTE. (n.d.-b). ISTE. Retrieved November 5, 2020, from https://www.iste.org/standards/for-coaches  Larson, A. (2016, August 31). The Six “A”s of PBL Project Design. New Tech Network. https://newtechnetwork.org/resources/six-pbl-project-design/  Miller, A. (2011, September 26). Game-Based Learning Units for the Everyday Teacher. Edutopia. https://www.edutopia.org/blog/video-game-model-unit-andrew-miller  Puentedura, R. R. (2014, December 11). SAMR and TPCK: A Hands-On Approach to Classroom Practice [Workshop]. 21C Learning Conference, Wan Chai, Hong Kong.  What Is Successful Technology Integration? (2007, November 6). Edutopia. https://www.edutopia.org/technology-integration-guide-description 

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Reflecting on Coaching Relationships and my Peer Coaching Project

Fall quarter has come to an end but the learning is still continuing. For this quarter my project was around coaching a peer in order to create a lesson plan. I’ve been using the ISTE Coaching standards to help craft … Continue reading

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Three-Point Communication and Coaching Relationships

Well, I’ve reached the end of Fall quarter in my Educational Technology Leadership class at Seattle Pacific University. For this last module I’ve gone a different route and am focusing on something a little more specific. We have been talking … Continue reading

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Student Flourishing in the Virtual Classroom

There is no doubt that the COVID-19 pandemic has greatly accelerated the rate at which schools and universities of all shapes and sizes have had to move to online teaching and learning modalities, even if only as a short-term conduit for allowing formal education to continue in these unprecedented times.  There is also no doubt …

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