a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the Standards•S and Standards•T
Masters in Digital Education Leadership at Seattle Pacific University
I first began to engage in deepening my content and pedagogical knowledge in education technology, or perhaps in education in general, by joining the Digital Educational Leadership master’s program at Seattle Pacific University in the fall of 2014. This program focuses heavily on both the ISTE Student Standards and the ISTE Teaching Standards during the first year. It was through this process that I had the opportunity to read and discuss these standards with my cohort, and to experiment with their implementation in my own classroom. As a result of this comprehensive practice, my teaching has morphed dramatically to include wide scale integration of 21st century skills and emerging technologies. Evidence of this work can be seen in my blogs posts linked below.
|ISTE STUDENT STANDARDS||ISTE TEACHING STANDARDS|
|1: Creativity and Innovation||Digital Storytelling with Book Trailers||1: Facilitate and Inspire Student Learning and Creativity||Aligning a Genius Hour with Curriculum Standards|
|2: Communication and Collabration||Collaborating in a Digital Space||2: Design and Develop Digital Age Learning Experiences and Assessments||Student Autonomy in Assessment for Learning|
|3: Research and Information Fluency||Digital Independence in the Classroom||3: Model Digital Age Work and Learning||The Power of Collegiality and Collaboration in Ed Tech|
|4: Critical Thinking, Problem Solving and Decision Making||Gaming to Teach Problem Solving||4: Promote and Model Digital Citizenship and Responsibility||Engaging in the Practice of Social Media at School|
|5: Digital Citizenship||Improvement Technology Integration with Classroom Management Strategies||5:Engage in Professional Growth and Leadership||Leading Collaborative PD in Ed Tech|
|6: Technology Operations and Concepts||Guiding Students to Troubleshoot More Autonomously|
During the summer of 2015 and the school year that followed, I participated in my school district’s largest opportunity for education technology professional learning, ITP (Issaquah Technology Project). I sought out the opportunity and was accepted from the applicant pool. I then had the chance to spend a week at a mountain resort in the Cascades with colleagues from around my district, immersing myself in professional learning in ed tech. We experimented with a variety of online digital tools, as well as with iPads and Surfaces that we would have access to during the coming school year. Once this week concluded, we continued to engage in ongoing professional learning and monthly collaborative meetings.
Additionally, I have had the opportunity to attend three EdCamps, one with Ed Camp Lake Stevens and two with Ed Camp Puget Sound. These “unconference” style day-long conferences harness the power of personal interest to drive break-out sessions and peer-to-peer learning. At my first attendance, I spent a lot of time listening. However, by my third I was actively engaging and even helping to lead conversations on various topics. At each of these days, I have come away with ideas to try in my classroom and share with colleagues.
This year, I also had the opportunity to attend the Northwest Council for Computer Education (NCCE) conference in Seattle for three days, attending workshops and sessions on everything from gamification and digital citizenship to Google Apps for Education. I used Twitter to engage with other attendees and follow moments of professional learning around the conference.