Technology coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students.
- Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
- Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.
- Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.
- Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (such as critical thinking, metacognition and self-regulation).
- Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product and learning environment based on student readiness levels, learning styles, interests and personal goals.
- Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
- Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.
- Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
This standard is nestled in the heart of education. Whether a person has wholeheartedly adopted technology in education or is still getting his/her digital feet wet, it cannot be denied that this standard encompasses all the educational traditions: teaching, learning, and assessments.
The Stages of Instructional Evolution, which include various stages of technology integration, certainly resonate with my experiences as an educator. Essentially each time members of our teaching staff gather for a meeting to be introduced to a new piece of technology or a program, “Entry” begins. I see confused facial expressions as I look around the room, and I hear people mumbling their dismay under their breath. I get it. They’re uncomfortable. I guess I should say we’re uncomfortable. I’ll admit I’m not ecstatic about every new initiative delivered to us. But that’s what entry is. It’s that discomfort, that “why do I need to do this or know this?” mentality, much like our students have when they are introduced to something new, foreign, and seemingly above their heads. Then of course, “Adoption” kicks in, building a gradual familiarity with just the device or the program itself. No complicated stuff yet. “Adaptation” is where teachers and students really get the hang of it all and begin enjoying the process of what they’re doing and are becoming experts with the device or program. Lastly, “Appropriation” is a feeling I would describe as absolute dependency on the thing that is meant to make you more independent. :) You try to imagine what life would have been like without it, and it hurts your brain too much to even begin to fathom.
Sockman, B. (2015). Innovative Teacher’s Perceptions of Their Development When Creating Learner-Centered Classrooms with Ubiquitous Computing. International Education Research, 3(3). Retrieved June 11, 2018, from http://www.todayscience.org/IER/article/ier.v3i3p26.pdf
The Stages of Instructional Evolution, which include various stages of technology integration, certainly resonate with my experiences as an educator. Essentially each time members of our teaching staff gather for a meeting to be introduced to a new piece of technology or a program, “Entry” begins. I see confused facial expressions as I look around the room, and I hear people mumbling their dismay under their breath. I get it. They’re uncomfortable. I guess I should say we’re uncomfortable. I’ll admit I’m not ecstatic about every new initiative delivered to us. But that’s what entry is. It’s that discomfort, that “why do I need to do this or know this?” mentality, much like our students have when they are introduced to something new, foreign, and seemingly above their heads. Then of course, “Adoption” kicks in, building a gradual familiarity with just the device or the program itself. No complicated stuff yet. “Adaptation” is where teachers and students really get the hang of it all and begin enjoying the process of what they’re doing and are becoming experts with the device or program. Lastly, “Appropriation” is a feeling I would describe as absolute dependency on the thing that is meant to make you more independent. :) You try to imagine what life would have been like without it, and it hurts your brain too much to even begin to fathom.
Sockman, B. (2015). Innovative Teacher’s Perceptions of Their Development When Creating Learner-Centered Classrooms with Ubiquitous Computing. International Education Research, 3(3). Retrieved June 11, 2018, from http://www.todayscience.org/IER/article/ier.v3i3p26.pdf
#1: Sweet Revenge
"Sweet Revenge" is a silent film my Speaking for Success students created. This silent film project was intended to assess their understanding of nonverbal communication. This project was meant to not only see their implementing this type of communication, but an additional technological element was infused. Students collaborated to create a story, plotting out each “moment to moment” detail, then create a shot list, scheduling the filming days and times, and preparing any costumes or props necessary for the film. Finally, they edited the film, paying close attention to dialogue pages and appropriate cuts. The students took an autonomous approach to this project, independently placing their individual fingerprints on its various parts. As a technology educator, I showed examples of quality silent films to give students a general direction. Then I facilitated their meetings and use of technology. This video was created using WeVideo, which is an extremely popular video editing program at our school. Many of our teachers and students use it, as it is easy to navigate and input files of many varieties. I hope you enjoy!
"Sweet Revenge" is a silent film my Speaking for Success students created. This silent film project was intended to assess their understanding of nonverbal communication. This project was meant to not only see their implementing this type of communication, but an additional technological element was infused. Students collaborated to create a story, plotting out each “moment to moment” detail, then create a shot list, scheduling the filming days and times, and preparing any costumes or props necessary for the film. Finally, they edited the film, paying close attention to dialogue pages and appropriate cuts. The students took an autonomous approach to this project, independently placing their individual fingerprints on its various parts. As a technology educator, I showed examples of quality silent films to give students a general direction. Then I facilitated their meetings and use of technology. This video was created using WeVideo, which is an extremely popular video editing program at our school. Many of our teachers and students use it, as it is easy to navigate and input files of many varieties. I hope you enjoy!
#2: Speak Pathfinder
I designed this pathfinder as a supplemental assignment for Megan Poyer, the 9th grade English teacher at Belvidere High School. Megan wanted her students to explore themes related to Laurie Halse Anderson's Speak. This pathfinder models effective use of resources in our library media center and helps Megan improve her instruction, maximizing student learning.
I designed this pathfinder as a supplemental assignment for Megan Poyer, the 9th grade English teacher at Belvidere High School. Megan wanted her students to explore themes related to Laurie Halse Anderson's Speak. This pathfinder models effective use of resources in our library media center and helps Megan improve her instruction, maximizing student learning.
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