3.2 Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact:
Coaching Journal
Coaching Journal
Reflection:
The artifact I chose for this standard was my Coaching Journal. During the 2013-2014 school year, I had one period designated to technology and during this period I coached a 7th grade Science Teacher at my school. This allowed me to see how one class of students progressed with technology use over an extended period of time. This artifact represents my experience integrating technology in a primary classroom and my reflections on the coaching/co-teaching experience and teaching with technology.
During this coaching period, I worked in collaboration in designing lessons for my coaching partner and myself to implement in her classroom. In order to provide students with success in the research and creation processes, it was important to be proactive in managing both the digital tools and resources that were available to the students. During this process, I worked to incorporate digital tools and resources which would be easily used on our school’s iPads. These tools would need to be easily and effectively managed since this was the teacher’s first experience using technology as a whole in the classroom. The tools which were considered and selected had to meet the needs of the Life Science content and fit in the context of the students learning and expectations.
We started with tools in which the students could effectively manage, these tools were Brain Pop and Padlet. Neither of these tools required students to create accounts or login to complete the task needed. After several coaching sessions and technology use, I suggest to my partner that we expand the technology usage and expand the student learning environment. We worked together in developing a learning experience using Discovery Education. Due to our district relationship, each student already had a log in created for the resource. We were able to create differentiated learning experiences in Discovery Education based upon student needs and learning levels. The feature of these digital tool allows students to create poster within the site. In using Discovery Education as oppose to several different tools to have the same outcome, the learning experience was effectively managed and reduce issues with behaviors and technology. In use of this digital resource, the teacher was provided the teacher easy access to both view and assess student progress.
While reviewing this artifact, I felt very accomplished in what this teacher was able to accomplish in five short coaching sessions. In the end, it was a positive experience. However, I wonder if the teacher felt overwhelmed. The learning environment in our sessions were effectively managed and I do feel this made her feel comfortable moving forward going outside of the box in the integration of technology in her classroom.
The work that went into completing this artifact impacted student learning. Without taking the time to develop proper management skills in relation to both digital tools and resources when implementing technology-infused lessons, large amounts of time can be waste. Having pre determine implementation plans in how hardware would be handed out from the beginning allowed the process to be streamlined as more and more technology was integrated into instruction. Using our school iPad cart, the students were assigned an iPad number and used this device very time. This allowed the distribution process to move smoothly. This activity impacted faculty development due to other teachers seeing the instruction which was taking place in technology, more teachers wanted to be coached. Our School Improvement Plan (School Strategic Plan) has a specific goal in regards to technology integration into instruction.
The artifact I chose for this standard was my Coaching Journal. During the 2013-2014 school year, I had one period designated to technology and during this period I coached a 7th grade Science Teacher at my school. This allowed me to see how one class of students progressed with technology use over an extended period of time. This artifact represents my experience integrating technology in a primary classroom and my reflections on the coaching/co-teaching experience and teaching with technology.
During this coaching period, I worked in collaboration in designing lessons for my coaching partner and myself to implement in her classroom. In order to provide students with success in the research and creation processes, it was important to be proactive in managing both the digital tools and resources that were available to the students. During this process, I worked to incorporate digital tools and resources which would be easily used on our school’s iPads. These tools would need to be easily and effectively managed since this was the teacher’s first experience using technology as a whole in the classroom. The tools which were considered and selected had to meet the needs of the Life Science content and fit in the context of the students learning and expectations.
We started with tools in which the students could effectively manage, these tools were Brain Pop and Padlet. Neither of these tools required students to create accounts or login to complete the task needed. After several coaching sessions and technology use, I suggest to my partner that we expand the technology usage and expand the student learning environment. We worked together in developing a learning experience using Discovery Education. Due to our district relationship, each student already had a log in created for the resource. We were able to create differentiated learning experiences in Discovery Education based upon student needs and learning levels. The feature of these digital tool allows students to create poster within the site. In using Discovery Education as oppose to several different tools to have the same outcome, the learning experience was effectively managed and reduce issues with behaviors and technology. In use of this digital resource, the teacher was provided the teacher easy access to both view and assess student progress.
While reviewing this artifact, I felt very accomplished in what this teacher was able to accomplish in five short coaching sessions. In the end, it was a positive experience. However, I wonder if the teacher felt overwhelmed. The learning environment in our sessions were effectively managed and I do feel this made her feel comfortable moving forward going outside of the box in the integration of technology in her classroom.
The work that went into completing this artifact impacted student learning. Without taking the time to develop proper management skills in relation to both digital tools and resources when implementing technology-infused lessons, large amounts of time can be waste. Having pre determine implementation plans in how hardware would be handed out from the beginning allowed the process to be streamlined as more and more technology was integrated into instruction. Using our school iPad cart, the students were assigned an iPad number and used this device very time. This allowed the distribution process to move smoothly. This activity impacted faculty development due to other teachers seeing the instruction which was taking place in technology, more teachers wanted to be coached. Our School Improvement Plan (School Strategic Plan) has a specific goal in regards to technology integration into instruction.
