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: Coaching Journal
Reflection:
The Coaching Journal was completed for course ITEC 7460, Professional Learning and Technology Innovation. For this assignment we were asked to keep a journal of our technology coaching sessions with a colleague. The journal addresses strategies used, skill and affective changes in technology and instruction demonstrated by the colleague, and challenges we faced along the way. This artifact was completed alone.
Standard 5.2, Professional Learning describes a candidates ability to 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. After completing a needs assessment that determined my colleague’s LoTi and computer use levels, we met for a face-to-face session to discuss his current use of technology and his goals for adding technology to his instruction. From this I was able to develop and implement technology-based professional learning over the next sessions to meet his goals and needs. Over the course of these sessions, I used many strategies that promote best practices in both teaching and learning, including modeling a lesson with his students using the interactive white board with which we had been practicing.
Completing this coaching experience inspired me to add more technology into my own lessons. Developing ways to help my colleague use instructional technology for band directly relates to my teaching of chorus, so every time we came up with a good way to use it in a band lesson my brain started thinking of how I could adapt that idea for chorus. Even though it was sometimes frustrating for one or the other or both of us, I think this experience of working as partners to implement the new technology was beneficial to us both. One thing I would change about this experience is I would have liked to work with him over a longer period of time. This particular colleague had almost no experience with technology and more time would have been beneficial.
This experience directly impacted my and my colleague’s faculty development. Through coaching him, I learned many new skills and strategies for working with adult learners and with a student with limited technology experience. He learned many new skills and strategies for using technology with his students, which will also impact student learning.
The Coaching Journal was completed for course ITEC 7460, Professional Learning and Technology Innovation. For this assignment we were asked to keep a journal of our technology coaching sessions with a colleague. The journal addresses strategies used, skill and affective changes in technology and instruction demonstrated by the colleague, and challenges we faced along the way. This artifact was completed alone.
Standard 5.2, Professional Learning describes a candidates ability to 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. After completing a needs assessment that determined my colleague’s LoTi and computer use levels, we met for a face-to-face session to discuss his current use of technology and his goals for adding technology to his instruction. From this I was able to develop and implement technology-based professional learning over the next sessions to meet his goals and needs. Over the course of these sessions, I used many strategies that promote best practices in both teaching and learning, including modeling a lesson with his students using the interactive white board with which we had been practicing.
Completing this coaching experience inspired me to add more technology into my own lessons. Developing ways to help my colleague use instructional technology for band directly relates to my teaching of chorus, so every time we came up with a good way to use it in a band lesson my brain started thinking of how I could adapt that idea for chorus. Even though it was sometimes frustrating for one or the other or both of us, I think this experience of working as partners to implement the new technology was beneficial to us both. One thing I would change about this experience is I would have liked to work with him over a longer period of time. This particular colleague had almost no experience with technology and more time would have been beneficial.
This experience directly impacted my and my colleague’s faculty development. Through coaching him, I learned many new skills and strategies for working with adult learners and with a student with limited technology experience. He learned many new skills and strategies for using technology with his students, which will also impact student learning.