Standard 5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact: ITEC 7460 Technology Workshop
Reflection:
The artifacts that best demonstrate my ability to develop and implement technology based professional learning are the Online Technology Workshop and Coaching Journal that I created in ITEC 7460.
I created an one-hour professional learning workshop to present to my colleagues. The goal of this workshop was to introduce and troubleshoot our new Learning Management System, Schoology in both a face-to-face and online setting. I collaborated with my administration and the technology team to identify key areas of need. Then I created a web site to serve as an online tutorial for the workshop. On the website, I included a lesson plan for the workshop, goals, video tutorials, a feedback questionnaire and a comments page. Once I had the website and online resources finished, I collaborated with my administration to determine a date for the face-to-face workshop.
I met with my colleagues during a Wednesday Workshop session to conduct the workshop. The workshop lasted one hour. During this time, I presented information about Schoology by modeling principles of adult learning. I guided my peers step-by-step through the set-up process and facilitated the technology-based learning. I used the ISTE Standards for Coaches to assess the need for digital learning, model appropriate digital learning and promote equitable access for all. By using the ISTE Standards for Coaches throughout this experience, I was able to model and promote best practices in teaching, and assessment.
Through this experience, I learned how to “coach” others. I was able to implement coaching strategies to create buy-in amongst my peers. I learned to be patient while troubleshooting my colleagues’ problems. One thing that I would change would be that I would ask my colleagues to look at the online workshop first to become familiar with key websites, terms, etc. before the workshop took place. I enjoy helping others; but the workshop would have ran more smoothly if I had not had to stop, define terms or give websites continuously. I also feel that the workshop could have flowed better or may have been more meaningful to my colleagues in a smaller group setting. By having so many people in one room, I felt that I could not help everyone within the allotted time frame.
The work that went into creating this artifact greatly impacted school improvement, faculty development and student learning. It affected school improvement and student learning because the information that was presented was a step in the process to allow equitable access for DCHS students. By all teachers using the same LMS, we are creating a platform that all students can use to access their classes and interact with the curriculum. This experience also impacted faculty development, as it was the first faculty development that had a tutorial site specifically designated for this workshop. It provided an online experience and interface as well as face-to-face training. The impact of this artifact can be measured by increase in use of the new LMS. All teachers are sing Schoology in their classes now.
The artifacts that best demonstrate my ability to develop and implement technology based professional learning are the Online Technology Workshop and Coaching Journal that I created in ITEC 7460.
I created an one-hour professional learning workshop to present to my colleagues. The goal of this workshop was to introduce and troubleshoot our new Learning Management System, Schoology in both a face-to-face and online setting. I collaborated with my administration and the technology team to identify key areas of need. Then I created a web site to serve as an online tutorial for the workshop. On the website, I included a lesson plan for the workshop, goals, video tutorials, a feedback questionnaire and a comments page. Once I had the website and online resources finished, I collaborated with my administration to determine a date for the face-to-face workshop.
I met with my colleagues during a Wednesday Workshop session to conduct the workshop. The workshop lasted one hour. During this time, I presented information about Schoology by modeling principles of adult learning. I guided my peers step-by-step through the set-up process and facilitated the technology-based learning. I used the ISTE Standards for Coaches to assess the need for digital learning, model appropriate digital learning and promote equitable access for all. By using the ISTE Standards for Coaches throughout this experience, I was able to model and promote best practices in teaching, and assessment.
Through this experience, I learned how to “coach” others. I was able to implement coaching strategies to create buy-in amongst my peers. I learned to be patient while troubleshooting my colleagues’ problems. One thing that I would change would be that I would ask my colleagues to look at the online workshop first to become familiar with key websites, terms, etc. before the workshop took place. I enjoy helping others; but the workshop would have ran more smoothly if I had not had to stop, define terms or give websites continuously. I also feel that the workshop could have flowed better or may have been more meaningful to my colleagues in a smaller group setting. By having so many people in one room, I felt that I could not help everyone within the allotted time frame.
The work that went into creating this artifact greatly impacted school improvement, faculty development and student learning. It affected school improvement and student learning because the information that was presented was a step in the process to allow equitable access for DCHS students. By all teachers using the same LMS, we are creating a platform that all students can use to access their classes and interact with the curriculum. This experience also impacted faculty development, as it was the first faculty development that had a tutorial site specifically designated for this workshop. It provided an online experience and interface as well as face-to-face training. The impact of this artifact can be measured by increase in use of the new LMS. All teachers are sing Schoology in their classes now.