This week I was thinking about developing professional relationships when in a new role. I wanted to reflect on that process and find out what was normal. At the same time I wanted to consider ISTE 1 d for coaches, how coaches advocate for change, that is the standard behind our module. So in my research for my M.Ed. in Digital Education Leadership Program at SPU, I decided to look for some sources outside of the world of education where coaching has been around and has been popular for some time. I will try to share best practices for building collegial relationships and some things that stood out to me in particular as useful from what I found in the business world and a connection between instructional technology coaching and literacy coaching.
Building Collegial Relationships
How do we build collegial relationships? I find myself wondering about that, probably in part because I am building collegial relationships across schools, in a new district all at the same time. It’s common practice for coaches to only go into classes after they have been invited, probably to avoid any feeling of evaluative practice being associated with them. So here I am waiting for an invitation. How do instructional technology coaches develop relationships across multiple school buildings? It is something that takes time as I’ve read multiple times in the book Peer Coaching: Unlocking the Power of Collaboration (Foltos, 2013), and in other resources I’ve used for my past two blog posts. I came across an article at Mindtools about building great relationships at work. I don’t want to summarize the entire article here, but you can go and read it if you would like, but I do think much of it applies to new coaches and anyone who has many interpersonal interactions at work. Instead I want to talk about parts of the article that stood out to me as an instructional technology coach. The article does link Mindfulness to building great relationships at work. That seems to be a hot term lately in education, and for good reason. I wrote about mindfulness in my mission and vision as a digital education leader earlier in my program. Being mindful seems to draw us out of ourselves, that reflection leads us to think more about others and their needs and concerns, not just focusing on our own. It makes sense that practicing mindfulness in regard to your words and actions would lead to better work relationships. A couple other ideas stood out to me from this article, one was identifying your relationship needs along with focusing on your EI and listening actively and being positive (Mindtools, n.d.).
For the final project in EDTC 6104 – Digital Learning Environments I’m reflecting on my Community Engagement Project. Using screencasting in the classroom for instruction with students or PD with staff members. I attempted to identify a learning need for a community of educators and design a workshop and presentation to distribute the content through a presentation at a local conference. I initially had a difficult time thinking of an area where I was comfortable and capable of providing PD or exposure to a specific topic for a group of K-12 educators. Eventually I settled on the topic of screencasting. I decided to apply to present this project at a local technology conference, NCCE. When I was thinking about the length I knew it would be between 30 and 60 minutes based on the topic and what I had to say luckily the conference application helped, since there was a choice for a 50 minute spot or a 2 hour spot. I went for 50 minutes.
Engaged and Active Learning
A focus of our class was active and engaged learning in a digital environment. It was a challenge to incorporate into PD especially since I am used to sit-and-get style of PD. I have done a lot of thinking and reflecting on how to adapt and update PD to a more engaging style, but putting it into practice has proved to be difficult. One way I’ve attempted to engage learners is to provide freedom, and that is a great draw of video, you make videos that fit the purpose according what is needed in your class or by your staff. I hope participants will be engaged because they are able to apply this learning to their individual classrooms and plan videos for their students or staff. Another idea was to incorporate flipped learning content into the session. I decided that trying to get participants to record their own screencast before coming to the PD would hopefully help spark an interest and facilitate buy-in from participants. I also decided to try to gather the recorded videos together along with a description to create a library of screencast and video resources that would hopefully benefit teachers for use in their classrooms or job. To get participants involved in the session I attempted to have them script and record a screencast toward the end of our time. In planning for this, I have some concerns because I’ve heard conference wifi can be unreliable at times and video of course requires more bandwidth.
This quarter we will consider how to best create and support digital learning environments through the lens of a technology coach. In module 1 we are focusing on performance indicators a & c under ISTE Standard 3 for Coaches. Those two indicators ask how collaboration and classroom management can be used effectively to maximize the use of digital tools and resources in technology-rich learning environments by teachers and students, (ISTE, 2011). Indicator 3c asks coaches to “coach teachers in and model the use of blended learning, digital content and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators,” (ISTE, 2011). The part that stands out to me most as I transition into my new role is indicator 3c. I decided to continue my investigation into best practices in professional development, work that I started in my final post last quarter that can be read here. In that post I talked broadly about professional development (PD) and about how it could be improved to best serve teachers who integrate technology into teaching. Here I will continue that work by focusing on how technology coaches can support teachers to through the PD. Today my question deals specifically with blended learning, and asks how it can be incorporated into professional development for teachers so that they can begin to use it in their classroom.
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 essential in the 21st century. Initially I was planning on investigating how primary teachers demonstrate to their students that they are ethical users of technology and I wondered how that positively impacted students? When I started researching and thinking about how teachers could be empowered to be responsible and ethical users of technology, I began to realize the vast quest that this standard entails. Like many of our modules in the Digital Education Leadership Program at Seattle Pacific University, I think that is the point of our assignment and our research. We are working toward a M.Ed. but we are also embodying the charge of the school of education at SPU, part of the mission is “to equip educators for service and leadership in schools and communities by developing their professional competence and character, to make a positive impact on learning.” I think that part of the reason we are focusing on standards that are very broad is to prepare us for conversations we will have with teachers and other stakeholders in the future as we become technology leaders in our schools and districts.
Maybe we can’t just try harder, maybe we need to try something different?
This module asks how a teacher can best design and develop digital age learning experiences and assessments from ISTE Standards for Teachers #2. I am becoming more and more passionate about the idea of making learning relevant for students through the use of digital tools. I’ve always had a desire to make learning relevant for students, (Why do I teach right?), but in my exploration of technology integration over the past 5 years or so and more acutely since I started my M.Ed. in Digital Education Leadership I’ve felt an urgency to make learning relevant through the use of technology.
Everyday I see the negative effects of students who are not totally engaged in learning. No matter how much I think that the learning matters to them, and in spite of my desire to communicate the authentic connection that many standards in fact do have to students lives, still they are unable to fully connect to their learning. I am convinced that technology can empower teachers to help students make authentic connections with their learning. Additionally, I am convinced that through careful planning, intentional integration, a refusal to settle and a focused desire to make learning meaningful teachers can make changes to the learning environment that will positively impact their students. I’ve seen too many videos and read too many articles related to personalized learning, challenge based learning, design thinking and project based learning to think that these approaches do not positively impact students. So today and during this module my desire was to find out how can I go about beginning the process of transforming my classroom or at the very least one subject into a more powerful and more authentic learning environment for students.
During the Spring quarter in the Digital Education Leadership M.Ed. program at SPU we are investigating the ISTE Standards for Teachers. Our first module asked us to reflect on and investigate ISTE Standard 1. The standard led to the question; how can teachers use their knowledge of content, teaching, learning and technology to advance student learning, creativity and innovation in face-to-face and virtual environments? This question connected with a topic related to one of my posts from last quarter.
I thought it would be fitting to investigate how a teacher can use their knowledge of subject matter and technology to facilitate student learning using Google Classroom through video or screencasting.
Again I’m thinking about how well chosen video can aid instruction, provide direction even encourage reflection by students. In addition to video, I wonder if screencasts done by a teacher would lead to some of the same outcomes? Finally I wonder how a teacher’s use of technology might lead a student to reflect on their learning using the same technology, or through commenting on a video? Can student learning be advanced through these methods?
From my research it is easy to find advice on what tools to use to make screencasts or videos, or statements that say that instructional time is increased but data on student learning is harder to find. The idea that in a 1:1 classroom teachers could save instructional time by having students watch screencasts or instructional videos at home or at another time in order to avoid explaining procedures and directions does make sense to me based on my experience in an elementary classroom. However, it might take even more planning in a school without 1:1 devices. I don’t work in a 1:1 school, however through BYOD and computer or iPad carts it could be possible to move our 3:1 ratio up to 1:1 on certain days or at certain times.
So how does using a screencast or video in Google Classroom relate to instruction? One piece of advice that is often repeated by an instructional coach at my school is that the lesson is just an invitation. That is good advice, it is always good to remember more teacher talk does not necessarily lead to increased learning. With that in mind I think that using a screencast or a short video to give instructions or possibly a series of directions could in fact benefit a student’s understanding. Even creating a lesson recap, which I will talk about a bit later, would support the idea that students don’t have to be with me at all times in a lesson to further their conceptual understanding of concepts. Suppose an ELL is able to go back to and replay directions as needed? Wouldn’t that give them additional time and chances to process the language which might lead to an increased understanding? Obviously other scaffolds are needed, but repeated exposure is a start. Continue reading “Video Integration into Google Classroom”
My individual project is the last blog post of this quarter in the Seattle Pacific University Digital Education Leadership M.Ed. program. In this post I will reflect on the process of backward planning using the understanding by design (UbD) format and reflect on what facets of understanding my students may display at the end of my set of lessons. Most of what I write will be speculative since I am currently in the middle of teaching this unit and have not yet gotten to the focus lessons highlighted in the unit plan. Continue reading “Individual Project: The Literary Essay as an Online Review”
Once again in investigating computational thinking and ISTE standard for students number 5, I was surprised at just how many different directions I could have gone in the search for answers on computational thinking. I was hoping to find some ways to integrate computational thinking into my classroom practice in order to build on the curriculum I already use. I was also hoping to discover how computational thinking might facilitate problem solving. I think that I came up with a partial answer to those questions at best. I found that first it was important to identify just what computational thinking entails in order to figure out how to integrate computational thinking into a curriculum or to find how computational thinking facilitates problem solving. I think that if teachers first have a basis for understanding what computational thinking is, then computational thinking will become a part of the classroom environment and be adapted into instruction for many K-12 teachers. It was reassuring to me to read that the description of computational thinking (CT) is still in flux, even after an article written by Jeanette Wing was published in 2006, since I was unfamiliar with the term computational thinking at the start of this module (Barr, Conery & Harrison 2011, p. 20). In a subsequent reading I found a basic definition for CT from Grover and Pea (2013) to include the following elements:
Abstractions and pattern generalizations (including models and simulation)
I started off this module on ISTE 4 Innovative Designer wanting to discover some of the ways that coding, technology, makerspaces, or other innovation age technologies would allow students to demonstrate perseverance and increase their capacity to solve open-ended problems. In relation to those questions, I wondered how the above approaches to learning would help students to demonstrate understanding? I found that in order to begin to answer this question I might need to focus on just one technology. In my search for resources that included student voice to show understanding I found a piece that connects to the design process and closely resembled a makerspace.Continue reading “The Innovative Designer – Building a Tolerance for Ambiguity in Students”
I have found that most if not all intermediate elementary students really lack the skills to check the credibility of sources derived from the internet. Typically students will type a search term into a search engine, like Google and are then faced with millions of results. Here is a great example of a type of natural disaster my students recently researched for a presentation when getting over 83 million results, it’s not surprising that students may feel overwhelmed. According to Kingsly & Tancock (2013) students “when faced with so many results to their first attempts at searching, can quickly become overwhelmed.” (p. 392) “They simply shut down and pursue whatever information is easiest to retrieve” (Kingsly & Tancock, 2013, p. 392). Of course, search results can be narrowed down in a number of ways, one being instructing students on how to best search for information that will pertain to them and their topic. Continue reading “Module 2: Teaching Content Curation to Empower Students”