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For this quarter, focus is on digital learning environments and incorporating the ISTE Coaching standard 3, which addresses how technology coaches “create and support effective digital age learning environments to maximize the learning of all students.” Students in the Digital Education Leadership program are in the process of creating their own ideal learning environment as a project for the course.
To provide constructive feedback on the progress of our action plans, the cohort recently participated in utilizing the Tuning Protocol tool. The Tuning Protocol is designed to support educators in “sharing their students’ work and, with colleagues, reflecting upon the lessons that are embedded there” (1999). The tool’s purpose is to collaborate with other educators to “refine their assessment systems, as well as to support higher quality student performance” (1999, para. 1). As we proceeded through the steps of the protocol, I pondered over the feedback from my peers. I then chose two areas to focus on as I work towards making my project a reality.
How did the Tuning Protocol move my action plan forward?
My ambitious action plan is to gradually change the English language learning environment from a traditional setting to a technology enriched setting. Why? Students are expected not only to comprehend and compose printed text, but as William Teale explains, students “require the skills to understand multimedia text”(cited by Nelson, 2015). For ELL students this is especially challenging since they are also acquiring a new language. By gradually changing the learning environment for ELL students and integrating lessons with technology, students will be better prepared when faced with taking online state assessments.
Originally, I wanted to redesign my own learning environment to integrate the new technology for students to use in the ELL class. Thinking about the entire ELL program and that it is comprised of two other staff members, I decided to include both staff members in redesigning the ELL environment. The action plan begins with staff training in the technology. Below is the first draft for implementing the training:
Tech Training
- Train the para-educators with using the new Chromebooks and how it will be used with students in grades 3-6. Model for para-educators using Google Apps for Education- docs and slides.
- Train para-educators on how to use the interactive board and integrate the technology into lessons.
- Introduce Common Sense Media to para-educators- students will need to have knowledge about internet safety and expectations before using the Chromebooks.
- Provide updates for Imagine Learning program/ Scholastic News Magazine
During the Tuning Protocol activity, colleagues provided feedback that helped me reexamine my action plan. Two important points were clearly made about the technology aspect of my action plan. First, training the para-educators on how to use the technology is very important, but also to emphasize “why” the technology will be used to support the learning of students. Secondly, it was suggested that I select areas of the plan that are manageable to begin the school year. Such as gradually introducing training sessions to the para-educators instead of presenting all of the information at once. Also, before introducing the next phase of the plan, para-educators must have a clear understanding of the integration of the new technology .
As I deliberate over my action plan, I need to
- Differentiate the short-term from the long-term goals of the project
- Divide the plan into phases for the whole year
- Consider how to sustain those goals and determine its success.
Resources
Nelson, J. (2015). Teaching in the #ageofliteracy. Literacy Today.33(1),pp. 18-21.
Blythe, T., Allen, D.,& Powell, B. (1999).Tuning protocol: overview. Looking Together at Student Work. New York: Teachers College Press.
