As I continue to dive deeper into the research related to professional development (PD) and adult learning initiatives within higher education, one aspect of PD I’ve yet to explore is the evaluation of PD. In other words, how do we determine if a PD enterprise was successful? Is the learning having an ongoing, meaningful impact …
Professional development for educators can take many forms. One kind of professional development is the creation of a coach/educator partnership, where communication and collaboration takes place over a period of time. This model is consistent with ISTE standard for coaches 3b which states “Partner with educators to identify digital learning content that is culturaly relevant, […]
Inquiry Question: What technology integration frameworks can coaches use to effectively support educators in improving learning activities? In the fourth and final module of our EDTC 6105 course, the focus is on skills, resources, and processes that are beneficial for coaches as they co-plan with educators to improve lessons. There are certainly mainly important skills, resources, and processes that go into…
ISTE-C Standard 1: Visionary Leadershipd. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classroomsISTE-C Standard 2: Teaching, Learning, and Assessmentf. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiencesISTE-C-Standard 6: Content Knowledge and Professional Growth1. Engage in continual …
For module 2 in my EDTC 6105 course, I focused on indicator f in the ISTE Coaching Standard 2. The indicator focuses on coaching teachers in and modeling research-based best practices of technology integration into their planing. As a teacher, I’ll admit sometimes I don’t know the research behind the practices I’ve been taught or […]
Technology coaches create and support effective digital age learning environments to maximize the learning of all students. 3a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments. 3c. Coach teachers in and model use of online and blended learning, …
Involving Many Stakeholders Like some of my colleagues in the Digital Education Leadership M.Ed. Program at Seattle Pacific University, this quarter has led me to think more broadly about professional development for teachers and specifically professional development through technology. Much of the learning this quarter has been new and valuable to me as a first … Continue reading “Regional Teacher Professional Learning and Technology – Module 5”
Re-Thinking Technology Professional Development During this module in our class focusing on professional development and program evaluation we were asked to consider the role that adult learning principles play in the planning of educational technology professional development. I found that to be a fascinating question not only because I had never heard of the adult … Continue reading “Still Re-Thinking Professional Development: Module 2”
Introduction to Module 4 For my post this week in Module 4 of my fall class, in Educational Technology Leadership I decided to focus on the SAMR model for technology integration. My district uses SAMR as a way to gauge technology integration but I wanted to know if there was a way to use that … Continue reading “Is SAMR Enough? Module 4: Teacher Practice and Technology Integration”
The Standard ISTE for Teachers Standard 4 states that “teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices” (ISTE 2008). To me that seemed like quite a charge. It’s a huge responsibility for teachers, but it is one that is … Continue reading “ISTE 4: Teachers Who Promote and Model Digital Citizenship and Ethical Use – Can We Try Different?”
