Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
- Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning.
- Design, develop and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning and assessment.
- Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.
It is futile to conduct and participate in professional development programs if subsequent steps are not taken to truly impact student learning in and out of the classroom. With professional technology training comes a responsibility on an educator's part to share the wealth of digital knowledge with his/her students. But in order to build such a successful blended learning environment, a few key elements must be in place.
The first element is a solid “team of people to move...innovation forward” (Horn, Staker, Christensen, 2015, p. 114). The next element to have a successful blended environment is direct student input. Students want to feel that the their “school aligns well with the things that matter to them” (Horn, Staker, Christensen, 2015, p. 137). Student-centered schools value student opinions, and as a result, students are more motivated to do well and be accountable for their school, its offerings, and the roles they play in their academic environment. Another element conducive to a successful blended environment is the elevation of teaching. It is time for teachers to think outside the box, so they do not get left behind and have computers and robots replace them.
Many of our nation’s teachers are taking on a mentor role, remaining with the same students as they go through their school years. The benefit of this is teachers will build a strong rapport and positive relationship with a core group of students, and technology has the ability to tailor lessons and assignment to these students, who are probably of mixed ages and levels (Horn, Staker, Christensen, 2015). Now that’s blended. I would like to note that the aspect of building a positive rapport, one built on mutual respect and trust, is one of the things that appeals to me most about being an educator. Sure, the literature is nice and learning to write essays is really important, but I was always drawn to the positive influence I could have on my students and empowering them to be confident and fearless individuals.
Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. San Francisco: Jossey-Bass.
The first element is a solid “team of people to move...innovation forward” (Horn, Staker, Christensen, 2015, p. 114). The next element to have a successful blended environment is direct student input. Students want to feel that the their “school aligns well with the things that matter to them” (Horn, Staker, Christensen, 2015, p. 137). Student-centered schools value student opinions, and as a result, students are more motivated to do well and be accountable for their school, its offerings, and the roles they play in their academic environment. Another element conducive to a successful blended environment is the elevation of teaching. It is time for teachers to think outside the box, so they do not get left behind and have computers and robots replace them.
Many of our nation’s teachers are taking on a mentor role, remaining with the same students as they go through their school years. The benefit of this is teachers will build a strong rapport and positive relationship with a core group of students, and technology has the ability to tailor lessons and assignment to these students, who are probably of mixed ages and levels (Horn, Staker, Christensen, 2015). Now that’s blended. I would like to note that the aspect of building a positive rapport, one built on mutual respect and trust, is one of the things that appeals to me most about being an educator. Sure, the literature is nice and learning to write essays is really important, but I was always drawn to the positive influence I could have on my students and empowering them to be confident and fearless individuals.
Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. San Francisco: Jossey-Bass.
#1: Recommendations for the Teacher Evaluation Process in a Blended Learning Environment:Recommendations for Teachers and Administrators
For an assignment in one of my NJCU courses, I was asked to hypothetically restructure the teacher evaluation process in my school and recommend changes to reflect a blended learning environment. The results are below.
Students inherently want two things: to know if they are on the right track and to be social with their peers. So my recommendations include more consistent feedback with both students and parents, making learning content relevant, and encouraging a more facilitator-based teaching style, where students lead the activities, presentations, and overall engagement. Other recommendations include fully utilizing the tech tools our school already has and pays for and establishing a culture for learning where students take initiative for their school's offerings and the roles they take on to give them a true voice in their academic community.
For an assignment in one of my NJCU courses, I was asked to hypothetically restructure the teacher evaluation process in my school and recommend changes to reflect a blended learning environment. The results are below.
Students inherently want two things: to know if they are on the right track and to be social with their peers. So my recommendations include more consistent feedback with both students and parents, making learning content relevant, and encouraging a more facilitator-based teaching style, where students lead the activities, presentations, and overall engagement. Other recommendations include fully utilizing the tech tools our school already has and pays for and establishing a culture for learning where students take initiative for their school's offerings and the roles they take on to give them a true voice in their academic community.
#2: Seater Media Center Redesign
When I started my position at the beginning of this year, my principal informed me that he wanted to make the library media center more "media" and tech-related, more 21st century. He told me to come up with a few different design options and to get some quotes. My preferred design, shown below, was created using Google Drawings, and it encourages STEAM learning with a designated MakerSpace, with a huge wall-sized white board (my favorite feature, by far!) and collaboration tables to enhance learning and group activities. The design I created would supply the needs of the administrators, the school, student body, and staff, while keeping our district budget constraints in mind.
When I started my position at the beginning of this year, my principal informed me that he wanted to make the library media center more "media" and tech-related, more 21st century. He told me to come up with a few different design options and to get some quotes. My preferred design, shown below, was created using Google Drawings, and it encourages STEAM learning with a designated MakerSpace, with a huge wall-sized white board (my favorite feature, by far!) and collaboration tables to enhance learning and group activities. The design I created would supply the needs of the administrators, the school, student body, and staff, while keeping our district budget constraints in mind.
#3 Selection Goals
Also in the beginning of the year, I was asked to create a list of selection goals for the upcoming year. Given the current directions and suggestions from my principal and after noting the various titles in our collection and conducting a thorough evaluation of our media center space, I came up with the following list. Creating this list urged me to think about the various details that go into making a library media center and its collection meaningful for the curricula, current trends, and changing times.
Also in the beginning of the year, I was asked to create a list of selection goals for the upcoming year. Given the current directions and suggestions from my principal and after noting the various titles in our collection and conducting a thorough evaluation of our media center space, I came up with the following list. Creating this list urged me to think about the various details that go into making a library media center and its collection meaningful for the curricula, current trends, and changing times.