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 year instructional technology coach. I’m understanding more about the limitations on professional learning. At the same time I am becoming more and more involved with school and district leadership teams through my position, which exposes me to district and building PD models. Also, I have had the chance to read about some really great professional development initiatives that are happening and have thought, what would it take to make that happen here in WA or in my region, or in my district? By no means have I figured out how to do that, but I still have a desire to work toward better, more engaging professional development that reflects best practices and teacher needs. Although my lens has been fairly focused on building level learning up until now, for this post I’m going to try to zoom out a bit and think about region wide PD. As the final post this quarter, I am still considering how technology coaches implement technology rich learning environments which is ISTE-C 4b. However, as instructional technology coaches work in concert with district and building administrators, I’m going to talk about how I think they might aid in that development once again. A quote from the Office of Educational Technology continues to guide my thinking about professional learning, “technology should not be separate from content area learning but used to transform and expand pre- and in-service learning as an integral part of teacher learning” (National Education Technology Plan 2017). As I frame my thinking about professional learning, I’m always considering that technology is an integral part of that plan.
I heard this week that the PEW Research Center identified a generational shift for those born after 1996. They are now known as the post-millennial generation while awaiting an official name, (Dimok, 2018). It is interesting that the movement of education mirrors life and society. Just as we have moved into a new name for the latest generation of young people in America, the United States in December, 2015, moved from No Child Left Behind to a new revitalization of the Elementary and Secondary Act of 1965, called Every Student Succeeds Act. From what I understand about ESSA so far, I see that there is a shift from accountability in NCLB to thinking about the child as a complete learner, and beginning to re-think the parameters used to measure schools and including growth as a valuable indicator of progress, (ESSA Implementation, 2018). I found this video helpful to get an overview of where the state of Washington is going during the rest of the 2017-2018 school year.
For this module, we started off with a guiding question. What role should administrators play in professional learning programs and how do we advocate for their involvement and adequate professional learning support for technology-based learning initiatives? I decided to ask a question that would allow me to reflect on my own experiences. I’m thinking about an entire school community and how a principal can shape that community. So I’m wondering; How can administrators work under district constraints and plan and advocate for PD that is best for their schools? What happens when administrators are involved in learning? This idea is related to what I have been investigating for some of this quarter and in previous quarters. I have been thinking about administrators,what a collaborative staff and school looks like and how an administrator can craft and support that environment. It is not directly related to technology professional development, but I am going to try to weave it into my post in a meaningful way. I do want to consider and keep in mind that I am not an administrator, however, I have been fortunate to work with some very dedicated and effective administrators and I would like to talk about some of what I have seen in their work.
This quarter we continue to investigate ISTE-C Standard 4b about how Educational Technology coaches can model principles of adult learning while demonstrating best practices in professional development. It makes sense that we are spending our entire quarter considering this standard because of the importance professional development could play in the role of a teacher. In much of the current professional development it appears that there is an unmet potential. It’s not really a surprise then that I’m finding my post this module is related to the last two posts I’ve written this quarter. It too has elements of choice for teachers along with variety in the offerings for professional development.
I started off this module asking about teachers as learners and trying to decide how professional development opportunities could be continue to be relevant after a session ends? I was wondering how Twitter chats, hashtags and online PLNs could play a role in helping teachers to continue learning and how learning through technology in that way might demonstrate digital age best practices. I’m not going to completely abandon that idea but in conducting research I’ve decided to include some best practices for professional development in the physical school environment as well because in my school district this constitutes the majority of professional learning opportunities. I also know that previously PLCs were a part of the district but they were required, much like in my past district so I wanted to revisit the practice of PLCs in a way that might appeal to teachers even if it wasn’t a requirement. My new question became how can individual buildings and the school district support PLCs and teachers as learners? As I asked this new question I also had to consider if PLCs can support digital age best practices, and I think they do as I’ll explain a bit later as I look at the Triple E framework through the lens of professional learning. The only thinking that might be missing from this post for me personally as a technology coach is maybe what role do I play in supporting this kind of learning in my schools? I don’t know if I will get to that specifically in this post or not, but if not it is something I will continue to think about. Continue reading “Connecting PLCs to Local and Global PLNs”
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 learning principles, but also because I had no idea what took place in the planning of educational technology professional development beyond defining the need based on a new computer adoption, a new digital curriculum adoption or an [insert technology implementation here] and planning professional development backward from there. Previously, as a teacher I participated in train the trainer type events during which I wasn’t given any guidelines around adult learning principles as I went to instruct my staff full of adult learners.
Professional Development for Teachers and My Question
This post marks the start of the winter quarter in my M.Ed. program in Digital Education Leadership. This quarter our class is Professional Development and Program Evaluation. It seems like it will be very timely for me to focus on professional development again as some of our district PD offerings are ramping up for the Spring and will continue again at the start of the next school year. This class is asking us to consider the ISTE Coaching Standard #4 indicator b – which asks coaches to design, develop and implement technology rich learning programs that promote adult learning and model digital age best practice (ISTE, 2011). For our first module in EDTC 6106 we were asked to consider the question:
How should we design professional development that utilizes educational technology?
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 week for my M.Ed. Digital Education Leadership program blog post at Seattle Pacific University. I’m reflecting on a different part of the ISTE coaching standard #3. For this module we are considering indicators E and G of Standard 3. Initially those two indicators and topics seemed unrelated but I think they really do overlap more than I first thought. Initially in considering the role students and teachers play in troubleshooting technology versus collaborating locally and globally with students, parents, peers and the larger community I decided to focus on troubleshooting. However, I think the two may be more connected than I originally considered. The question that chose to investigate was related to my school district. I wanted to know what tools or resources they had in place for teachers and students who need to troubleshoot technology so that they feel empowered to troubleshoot on their own. I also want to consider what technology coaches can do in order to encourage teachers to troubleshoot on their own.
Collaboration Across Districts in Technology Selection
ISTE Standard 3 for Coaches
This week for my reflection on ISTE Coaching Standard 3 we were using this question to frame our investigation: How do we evaluate, select, and manage digital tools and resources for teachers and students that meet accessibility guidelines and fit within our institution’s technology infrastructure? I decided to focus on part of that question with my own investigative question. I asked: What is an effective process to evaluate, manage and select digital tools that solicits feedback and buy-in from teachers and administrators? This week I didn’t choose to focus on accessibility guidelines because when I read the standard it wasn’t something that initially stood out to me. Over the two weeks I’ve seen what my colleagues are going to investigate and I think I will come back to accessibility in another post, hopefully in the near future. Also I know that one project I will be working on this year is working to help make sure all websites of my new district are ADA compliant. That will be new learning for me and I’m excited to put what I learn into thoughts in a future post.
This week I decided to focus on the structure of technology adoption and approval of apps, software, websites, add ons and other forms of instructional technology that affect teachers and students. I’ve only worked in one district so I have limited experience, but it sounds like in talking with colleagues and some informal surveys my previous district was ahead of many others in their processes for approval of technology use. The one thing I always thought about was that the process you were supposed to follow and the website to check for approval was difficult to get to and not known by everyone. That is part of the reason that I wanted to write about this topic. So that led me to insert the idea of buy-in into my question. I was not really shocked to learn that “nationwide 51% of teachers select up to half of the education technology they use” (Johnson, 2016). I was never sure was our district technology portion of the website under advertised or if teachers just weren’t interested in whether or not the district supported a tool and if it was ethical to use with students. Is it something that they saw as important? Additionally, how many administrators were asking teachers about the technology tools they used with students and whether or not they were approved by the district, protected student privacy, made an impact on student learning? Those are some questions that are still lingering for me even as I try to record my leaning around this standard and topic. Continue reading “Collaboration Across Districts in Technology Selection”
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.
From my interpretation of the standards, ISTE 5 is about how teachers model lifelong learning and engage in learning to benefit their school or community through the use of digital tools. I wanted to find what districts might do to craft the best PD that they can for teachers who are at all different levels of comfort and proficiency with technology. Additionally if districts develop a successful model for tech PD I think that would give teachers some of the tools they need to lead in their individual schools. When I write about technology I’m referring to technology for professional daily use as well as integrating technology into the learning environment. The reason I want to focus on both professional use and technology integration is because I’ve noticed that the questions I field in my current position deal with both use and instructional integration and I think that a varied approach will serve the most teachers.
First, it is important to acknowledge that there are different levels of learners, and from there I think that districts need to build in means for teachers a varying levels to receive quality professional development. I also think it is important for districts to help buildings to organize their own technology PD in innovative ways. I have a few ideas about what has worked for my building, or some teachers in my building but overall I’m hoping to suggest an approach that might work to help teachers receive high quality and meaningful PD to aid technology integration. Continue reading “Designing Meaningful PD for Teachers – What’s Out There?”