Standard 1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifacts:
ITEC 7460 Coaching Journal
Individual Teacher Technology Assessment/Needs Assessment
Engaged Learning Presentation
ITEC 7460 Coaching Journal
Individual Teacher Technology Assessment/Needs Assessment
Engaged Learning Presentation
The artifacts I selected reflection my coursework as part of ITEC 7460 which demonstrated as a teacher leader my ability to research recommend and implement strategies for sustaining technology innovations and the change process at my school.
The first two artifact are portions of my work as a technology coach with a teacher at my school. The Individual Teacher Technology Assessment/Needs Assessment was the first step in this process. I reviewed this teacher uses and comfort level in the class room in using technology. The artifact demonstrates my ability to assess a teacher’s ability with technology use in the classroom. The first goal of the coaching process was to gain an understanding of her vision for technology in the classroom. The next artifact is my coaching journal which demonstrates my ability to understand .recommend and implement strategies during instructional coaching.
The teacher who asked me to coach her was familiar with technology and used it frequently in her classroom, however she wanted to take it to the next level. Prior to being the coaching process, I observed her room and had her complete two surveys, one a Technology Adopter Survey and one which provides a sense of the Levels of Technology Integration Frameworks (LOTI) in the classroom. I determined in reviewing the LoTi Frameworks (2014), Ms. L is moving between a Level 3 (Infusion) to Level 4a (Integration) based upon feedback from the Technology Usage Questionnaire. With this information, I could then researched and recommended tools such as, Brain Pop. Discovery Education and Padlet for the teacher to implement in her lessons. The Coaching Journal is a reflection of the sessions the teacher and I had over a course of a couple months. Over the course of several months after the assessment, the teacher was integrating technology in her classroom on a more consistent basis. She was one of the first teacher implementing BYOT (Bring Your Own Technology) in her classroom. The results of the Technology Assessment and technology coaching, this teacher initiated change in her classroom.
Along with working with this teacher, I wanted to further bring this sense of change throughout the school. I further researched and developed a professional learning sessions to be delivered to my school’s Guiding Coalition Team. This session was recommend strategies for the school to implement in classrooms to provide more engaging and authentic learning environments through the use of technology. This professional development was delivered through a module, I developed through Blendspace, which models the types of instructions and student products using technology.
Through coaching one of my peers, I further developed her confidence and excitement about using technology in her classroom. In the future in my coaching, I would increase the frequency and feedback in which I provide and meet with my mentee to keep the process moving.
In implementing these artifacts, I have become a facilitator and leader in my school to drive the change process in regards to technology integration in student learning, school improvement and faculty development. This can be accessed through the excitement of the students in the use of technology in their classrooms and shared with their other teachers hoping they would include technology as part of their instruction. Through professional development on engaged classrooms and leading my staff to posted projects on Donor Choose.org, our teachers are focused on bringing technology more and more in the classrooms and implementing BYOT across the school.
"LoTi® Framework." LoTi® Framework. Learning Quest, 2014. Web. 20 Sept. 2014.
The first two artifact are portions of my work as a technology coach with a teacher at my school. The Individual Teacher Technology Assessment/Needs Assessment was the first step in this process. I reviewed this teacher uses and comfort level in the class room in using technology. The artifact demonstrates my ability to assess a teacher’s ability with technology use in the classroom. The first goal of the coaching process was to gain an understanding of her vision for technology in the classroom. The next artifact is my coaching journal which demonstrates my ability to understand .recommend and implement strategies during instructional coaching.
The teacher who asked me to coach her was familiar with technology and used it frequently in her classroom, however she wanted to take it to the next level. Prior to being the coaching process, I observed her room and had her complete two surveys, one a Technology Adopter Survey and one which provides a sense of the Levels of Technology Integration Frameworks (LOTI) in the classroom. I determined in reviewing the LoTi Frameworks (2014), Ms. L is moving between a Level 3 (Infusion) to Level 4a (Integration) based upon feedback from the Technology Usage Questionnaire. With this information, I could then researched and recommended tools such as, Brain Pop. Discovery Education and Padlet for the teacher to implement in her lessons. The Coaching Journal is a reflection of the sessions the teacher and I had over a course of a couple months. Over the course of several months after the assessment, the teacher was integrating technology in her classroom on a more consistent basis. She was one of the first teacher implementing BYOT (Bring Your Own Technology) in her classroom. The results of the Technology Assessment and technology coaching, this teacher initiated change in her classroom.
Along with working with this teacher, I wanted to further bring this sense of change throughout the school. I further researched and developed a professional learning sessions to be delivered to my school’s Guiding Coalition Team. This session was recommend strategies for the school to implement in classrooms to provide more engaging and authentic learning environments through the use of technology. This professional development was delivered through a module, I developed through Blendspace, which models the types of instructions and student products using technology.
Through coaching one of my peers, I further developed her confidence and excitement about using technology in her classroom. In the future in my coaching, I would increase the frequency and feedback in which I provide and meet with my mentee to keep the process moving.
In implementing these artifacts, I have become a facilitator and leader in my school to drive the change process in regards to technology integration in student learning, school improvement and faculty development. This can be accessed through the excitement of the students in the use of technology in their classrooms and shared with their other teachers hoping they would include technology as part of their instruction. Through professional development on engaged classrooms and leading my staff to posted projects on Donor Choose.org, our teachers are focused on bringing technology more and more in the classrooms and implementing BYOT across the school.
"LoTi® Framework." LoTi® Framework. Learning Quest, 2014. Web. 20 Sept. 2014.
