Evaluating a Technology Course According to ISTE Student Standards

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Practicum

As part of my final course with the Digital Educational Leadership master’s program at Seattle Pacific University, I engaged in a 12 week practicum, job-shadowing two instructors who teach a technology elective course for middle school students. The course, a high school graduation requirement, focuses on preparing students to use technology for various academic and job-related objectives. It also seeks to explore the use of different digital tools and is taught using the Learning Management System (LMS), Moodle.

Although in many ways I was an independent observer, I did actively engage in the classroom. I worked with individual students on demand, had regular conversations with the instructors about their approach to the curriculum, and taught a few classes in their absence. These combined experiences provided me with an authentic and immersive understanding of the curriculum’s implementation.

Program Evaluation

After completing this practicum, I chose to engage further in my understanding of this course by conducting a program evaluation of its curriculum.

Focal Points for Evaluation

Utilizing the work of Sanders and Sullins (2006), the following focus was identified for this evaluation (p. 7):

Process of strategies for providing services to learners: to provide insights about how best to organize a school to facilitate learning
1. Curriculum design: to provide insights about the quality of program planning and organization
2. Classroom processes: to provide insights about the extent to which educational programs are being implemented
3. Materials of instruction: to provide insights about whether specific materials are indeed aiding student learning

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Reflections on Peer Coaching: Experiences and Essentials

As part of my studies with the Digital Education Leadership program at Seattle Pacific University, I recently engaged in and completed an exercise in peer coaching with a new teacher. I considered the additional challenges that face new teachers in the first few months of school and transitioned from an advocate to a collaborative partner, capable of leading and guiding inquiry. I practiced communication skills, including active listening and questioning strategies as my collaborating partner and I worked to build lessons together. Much of my work in this course centered around the study of Peer Coaching: Unlocking the Power of Communication by Les Foltos

How can a school without a peer coaching program still benefit from the peer coaching method?

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Using Universal Design to Differentiate Instruction

"Universal Design for Learning" by Giulia Forsythe CC 2.0  https://www.flickr.com/photos/gforsythe/8527950743

“Universal Design for Learning” by Giulia Forsythe CC 2.0 https://www.flickr.com/photos/gforsythe/8527950743

As part of my recent exploration of peer coaching, I have recently explored what it means to peer coach and what 21st century learning looks like in the classroom. Now, my attention has progressed to think about lesson improvement within the peer coaching process. As previously discussed, effective learning challenges students to shift from simple consumers of information, to producers of knowledge in the real-world (Foltos, 2013). For many, this type of learning is not easily integrated into daily teaching (Foltos, 2013). What steps are necessary to co-plan an effective lesson plan?

Creating a Task

Foltos (2013) wrote that first you need to create a task that is complex and real-world. It shouldn’t be too simple or too easily solved (Foltos, 2013). While this concept sounds good, it can be difficult to translate into a learning activity that is both relatable and digestible for students. Foltos (2013) suggested that real-world problems presented are aligned with student interest and that requirements can be easily defined and understood by students.

Defining Standards

Next, it is important to define the standards being focused on. There can be multiple categories of standards to consider: curriculum standards like those found in the Common Core, 21st century standards such as those with the Partnership for 21st Century Learning, and technology standards like the ISTE Student Standards.

Crafting Student Directions & Assessments

From here, the learning context can be defined. This might be more easily understood as a “series of carefully sequenced learning activities” (Foltos, 2013, p. 125). It is, of course, important to determine how the learning activities correlate with the standards (Foltos, 2013). Finally, student directions can be crafted, assessments can be created, and resources can be identified, all through a process of receiving and sharing feedback.

Differentiation

One of my collaborating partner’s current focuses is differentiation. As such, I thought it relevant to align this week’s guiding questions about co-planning lessons to questions of differentiation. Differentiation is easily discussed but not as readily implemented into the classroom. It remains a great theoretical concept that is difficult to implement on a daily basis, given time constraints and curricular demands.

What protocols can be used to collaboratively design differentiated instruction effectively?

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ISTE Teaching Standard 5: Leading Collaborative PD in EdTech

This week in my exploration of ISTE Teaching Standards with my graduate program in Digital Education Leadership at Seattle Pacific University, I am examining ISTE Teaching Standard 5 in an effort to understand how teachers can…

“continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.”

Embedded in this standard is the indicator for teachers to…

“exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.”

This standard immediately make me think about my previous post on ISTE Teaching Standard 3 in which I explored collegiality and collaboration among educators. Collaboration of any kind is an important global skill that takes advantage of unique perspectives and expertise, while also being an effective method of adult learning (Morel, 2014). It is one that we need to be fostering in our own students, so it is important that we develop and model this ability ourselves. EdSurge reported that “Teachers consistently say they learn best from their peers” (2014, p. 8). In my previous post on collaboration, I used the word informal at times to define a collaborative experience that is less about attending a training guided by a top-down approach and more about working with colleagues to experiment and offer reciprocal feedback. My professor, @RobinHenrickson, guided me to consider my use of the word informal, as it can connote practices without norms or protocols. I realized that my past year of effective collaboration that I shared in this post utilized norms, whether I knew it or not. My colleague and I followed an inquiry model for implementing new practices or technologies, we offered each other feedback and support, and we respected each other’s expertise. So, as I approach ISTE Teaching Standard 5, I am now wondering how leadership can play an important role in  the effectiveness and sustainability of collaborative professional development. How can I expand upon the success I’ve had collaborating during this past school year and work to lead a model that engages and benefits more of my school community?

What role do teacher leaders play in establishing effective collaborative practices focused on Ed tech?

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ISTE Teaching Standard 4: Engaging in the Practice of Social Media at School

A Splash of Colour

A Splash of Colour by Garry Knight licensed under https://creativecommons.org/licenses/by/2.0/

Teaching digital citizenship is a broad topic that as the name implies, demands that character education be addressed before one even enters the digital space. If a student doesn’t know how to behave responsibly in real life, then doing so online isn’t going to change that. As part of my studies in Digital Education Leadership at Seattle Pacific University, I am reflecting on ISTE Teaching Standard 4 to promote and model digital citizenship and responsibility in technology by focusing on indicator c. to “promote and model digital etiquette and responsible social interactions related to the use of technology and information.”

Recently some circumstances at my school have pushed me to think further about an educator’s role in digital citizenship. My school has addressed everything from nude pictures shared among students, to YouTube videos posted for the sake of student humiliation, to online threats made to student safety this year. These behaviors occurred both in and out of school, alarming and paralyzing those tasked with responding to them. Disciplinary action was taken in all of the circumstances, but a feeling of resolution remains absent.

Despite the serious acts described above, one situation in particular has stayed with me. A colleague of mine noticed two of her students engaging in off-task behavior while on computers. She used LanSchool to monitor their actions on screen and discovered an inappropriate dialogue between them. She printed out the transcript of the conversation and brought the students down to speak with the principal. While the students were aware that they had violated the school’s acceptable use policy by abusing the use of school devices, they adamantly disagreed that the nature of their conversation was any of the school’s business. This admission forced me to re-evaluate the role educators play in teaching digital citizenship skills. In “3 Quick Tips for Building Digital Citizenship,” Cary (2013) stated that “Schools have a tendency to shy away from actively teaching digital citizenship due to time constraints in the curriculum, concerns about student-teacher interaction online, as well as anxiety over students having ready access to social media (like Facebook and Twitter)” (para. 2). My fellow graduate student @ingersoll_ryan introduced me to the work of Carrie James. In her book Disconnected: Youth, New Media, and the Ethics Gap she addressed the need for educators to foster conscientious connectivity practices in students (2014). She wrote that most adults are not entering into the digital citizenship conversation and that, as a result, our students are lacking necessary mentorship in their online practice (James, 2014).

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ISTE Teaching Standard 3: The Power of Collegiality and Collaboration in EdTech

@University of the Frasier Valley via Flickr

@University of the Frasier Valley via Flickr

This week in my graduate studies, I looked at ISTE Teaching Standard 3 or “Model digital age work and learning.” The broad implications of this standard initially left me wondering where to start. The more I thought about it the more I realized that, in many ways, I have lived this standard over the past year. I investigated the following two indicators, with a focus on the audience of my peers.

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

This school year has seen a major shift in my instruction. Due to the influence of my graduate studies, I have both experimented with and implemented more new ideas with technology, than ever before in my past seven years of teaching. While I have never felt behind in my use of technology, I have certainly never been ahead. Previously, digital tools have felt additive, as opposed to integrative. With new tools emerging all the time, I found myself overwhelmed. I viewed digital tools as finite tasks to master, instead of part of a larger pedagogical approach. As my own discovery of education technology has emerged and left my excited to share, I now wonder how I can become a leader in this field. What are the best methods for sharing my own shift in mindset and becoming a resource to fellow educators?

How can educators share and model successful and unsuccessful technology tools and ideas to colleagues in a manner that is useful, applicable, and trustworthy?

Collegiality

If I reflect on my lack of experimentation in past years, I am reminded that new ideas have been often shared with me in presentations at professional development settings. These have been static in nature, and rarely, ever collaborative. However, this year, that has changed. Learning and improving any practice doesn’t happen in isolation. While informal in nature, my collaboration with one particular colleague this year has resulted in impactful change for my students.

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ISTE Teaching Standard 2: Student Autonomy in Assessment for Learning

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StudentAutonomyAssessmentforLearning by Annie Tremonte is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Education is no longer a practice that happens to a student, but one that happens with a student (Bayse, 2014). Promoting student autonomy continues to be an important aspect of preparing students for the future. Previously this year, I investigated the benefits of student autonomy in project-based learning, digital tool selection, and the troubleshooting of technology. In my exploration of ISTE Teaching Standard 2 this week, I am once again investigating student autonomy, but as an important aspect of assessment for learning. I have chosen to specifically focus my exploration of this standard on criterion b. which asks teachers to “develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.”

Assessment for learning describes using assessment results to inform instructional practices, and it is often broken into two categories: summative and formative. Summative assessment refers to the evaluation of student learning at the end of a unit of study. Alternatively, formative assessment refers to the monitoring of student learning during a unit of study so that instruction can be modified to meet student needs. Formative assessment assissts both teachers and students alike to identify areas of strengths and weaknesses. It is intended to be ongoing and not embodied in a high stakes final grade. Instead, learning should be modified based upon the feedback gathered, in order to make spiraling attempts at learning. Many methods of formatively assessing students exists. Exit tickets at the end of a lesson can garner data on student mastery of a concept, which can then be used to tailor instruction for the next day’s lesson. Technologies such as polling software can obtain and display student data immediately for the entire class to view and, as a result, be used to modify teaching in real time.

Personalizing Assessment for Learning

Assessment for learning strategies are most impactful when assessment is personalized, allowing students to be involved in their own growth. Basye (2014)  claimed that “in addition to responding to students’ needs and interests, [personalization] teaches them to manage their own learning — to take control and ownership of it” (para. 14). Technology is useful in the self-monitoring process, in that online grade books like EnGrade and learning management systems such as Blackboard or Edmodo can allow students to play an active role in tracking and monitoring their progress. Stiggins and Chappius (2005) wrote in “Using Student-Involved Classroom Assessment to Close Achievement Gaps” that students are no longer shocked at the end of a grading period by their grade when formative assessments are implemented, and, as a result, trust and confidence are established between teacher and student.

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ISTE Teaching Standard 1: Aligning a Genius Hour with Curriculum Standards

This quarter in my graduate studies in Digital Educational Leadership at Seattle Pacific University, I am exploring the ISTE Teaching Standards as a follow up to my study of the ISTE Student Standards last quarter. I am beginning with a look at ISTE Teaching Standard 1, which centers on facilitating and inspiring student learning and creativity.

Caine’s Arcade is often highlighted as an example of what can happen when young minds are given the ability to explore their own passions. Many educators, including myself, wonder how they can foster the same type of creativity and student-driven learning seen in Caine in our own students. One method has been a practice called Genius Hour, which follows the example of companies like Google, who have been known to encourage employees to devote 20% of their work time to passion projects. As such, this method of inquiry-based learning is also sometimes referred to as 20% time. Like Google employees, students are given regular allocations of time to explore topics of their own interest, a deviation from only participating in teacher-driven lessons. Personalized learning like this can intrinsically motivate students and fosters the skills needed to become a lifelong learner. There is research to support that students who are given the opportunity to personalize their learning show achievement growth. The Bill and Melinda Gates Foundation (2014) specifically found that personalized learning had a significant impact on reading and math achievement.

So, what does a genius hour look like in a classroom?  My first round of research led me to the Genius Hour website, which includes a helpful video overview, as well as a wealth of resources implementation including how to introduce the concept and set expectations for students. The implementation of a genius hour facilitates and inspires student creativity and innovation as outlined in ISTE Teaching Standard 1. Initially, it seems exciting to release students like freed butterflies to explore a world of information online. However, one might wonder how to also remain focused on ensuring students learn and master standards and benchmarks.

How can educators implement the idea of a genius hour, to promote and support innovative and individualized learning, while still focusing students on necessary standards-based curriculum?

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Creating Book Trailers: A Lesson Exploring Personal Craft and Creativity

 

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My final blog post of the academic quarter in my graduate program in Digital Education Leadership is here and I am eager to share my finished individual project: Creating Book Trailers: A Lesson Exploring Craft and Creativity. This is a topic that I previously explored in my post,  ISTE 1: Digital Storytelling with Book Trailers. Eager to return to book trailers and design a lesson for my students, the lesson was crafted using the ASSURE model. Until this project, I had never used this model before. Although I found it to be overly detailed for regular use, it is also a very thorough method of lesson design.

I also had the opportunity to implement this lesson during its creation, revising the lesson in real time to meet student needs. While this project was new territory for me, allowing more student choice and use of individualized technology than ever before, I can attest to its success. Check out the media gallery above to see some screenshots of their work. I hope to share some of their fully finished products soon! If you already use book trailers in your classroom or are interested in trying to, I encourage you to review the lesson and provide your feedback in the comments.

Creating Book Trailers: A Lesson Exploring Craft and Creativity

ISTE Student 5: Improving Technology Integration with Classroom Management Strategies

One of my projects this quarter in the Digital Education Leadership program was to collaborate with my cohort in the design of a digital citizenship lesson. Using the ASSURE model to design our lesson, we focused the lesson around  ISTE Standards for Teachers 4. As a group, we wanted to address the challenges faced by many when implementing technology in the classroom. Many educators are uncomfortable with the BYOD policies that are slowly emerging, and they bring valid concerns to the table. We chose to address these concerns by designing a session for educators who are interested in learning classroom management strategies for technology use. I hope to share this lesson with others, in my own community and beyond. Let me know if you could use something like this in your school or what you think about the strategies presented. Download the pdf of the lesson here.

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