Reflection EDTC6035

State the competency, or standard that is appropriate for the MAEd degree, 18079 Special Endorsement in Computer Education, and 077 licensure area: 

The standards that are representative of this artifact are:

ISTE Standards-C 2:  Teaching, Learning, and Assessments: Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.

b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.

ISTE.Standards-C 4:  Professional development and program evaluation. - Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.

a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning

b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.

c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.

Describe the requirements for the artifact: 

EDTC 6035 - Integrating Technology into the English/Language Arts, Social Studies, and Information Skills Curriculum course was taught by Dr. Carol A. Brown during fall semester 2013.  The focus of this course was on integrating the instructional use of technology into subject area lessons with the culminating project being a plan for professional development following a needs assessment at a particular school. The text used was Integrating Computer Technology into the Classroom: Skills for the 21^st Century by Gary R. Morrison and Deborah L. Lowther. Dr. Brown also provided brief lecture notes and references to online and print resources. 

This was an inquiry based course with guiding questions which led to the development of products that could be used to aid classroom teachers integrate technology into their lessons.  With the emphasis on 21^st Century skills for students and teachers and the integration of technology into what is or will soon become a 1:1 classroom situation, teachers are looking for subject specific guidance.  The focus areas of this course were English/Language Arts, Social Studies, and Information Skills curriculum. 

Following research in specific subject areas, the task was to develop a needs assessment with a real faculty and from this needs assessment plan, a professional development session to meet one or more of the identified specific needs.  The needs assessment I used indicated that forty eight percent of the respondents were interested in learning to use learner response devices for formative assessment.  The professional development was designed to introduce participants to the two types of devices available during one session and then continue the training in subsequent sessions.  Guskey’s five levels of of professional development evaluation were used in the development of the evaluation instrument (Guskey, 2002).

How this artifact is a good example of ISTE Standards-C 2b and C 4a,b,c:

ISTE-C 2 requires coaches to assist teachers in using technology effectively for student assessment.  The goal of this professional development is to improve student learning as participants implement the use of learner response devices for the purpose of collecting formative assessment data during a lesson to inform teaching.  The use of learner response devices has been researched and shown to be very “effective when they are used expressly to facilitate intellectual engagement of the student and communication between student and instructor” (Wieman et al., 2009, p.3).   This communication can also be collaborative between students if they are paired or in small groups as they respond to questions.

The ISTE-C 4 standard sets the requirements for effective professional development.  The needs assessment was conducted with the targeted staff which indicated they wanted to learn how to use learner response devices as a method for formative assessment.  Teachers would then use this information to adjust the lesson in order to improve student learning.  Having the teachers using the learner response devices during the professional development will also allow the presenter to model digital best practices as she uses the data to immediately inform her instruction.  She can identify those participants who need the assistance of the facilitators and adjust the pace as needed.  The evaluation of the professional development will determine its effectiveness in improving teachers’ instructional practice and whether this has led to a positive impact on student learning.  As teachers learn to effectively implement technology in their lessons this will lead to more student- centered instruction.  Morrison and Lowther (2010) state that this student-centered environment sets the foundation for “open-ended learning environments, learning context, and collaborative learning” (p.10), contributing to an overall improvement in learning.

            Preparing this professional development plan taught me the importance of having a needs assessment that addresses specific needs of the learner and not just general needs.  I had to take into account the requirements for adult learners which included considerations of social interaction, motivation, and support.  I also needed to consider follow-up support and possible further training.

How I might change the content, strategy, or design of the artifact: 

This artifact was a good exemplar for the competency/standard because this professional development gives the teacher an additional tool (learner response devices) to assess student thinking and thereby informing instruction.  These devices can also be a tool to differentiate the instruction.  Assessment and differentiation are major components of ISTE Standard C-2-b.  The professional development plan in this artifact addresses ISTE Standard C-4-a,b,and c as there is a needs assessment (a), a plan for a technology-rich professional learning (b), and a plan for evaluating the results of the professional development (c).

Upon reflection and further research, I see where the evaluation and follow-up of the professional development plan could be improved.  By rewording the question column, the evaluation instrument could be given as a survey four to six weeks later.  This would be a better assessment of the actual implementation and use of the learner response devices by the teachers.  Observing teachers in the classrooms could also indicate implementation however, in a larger school the observer may miss instances where the devices are being used for formative assessments.

An additional issue which should be addressed during the professional development is the management of the learner response devices.  Issues such as dead batteries, students accidently carrying a device out of the classroom, and device malfunction would be useful topics to discuss. A job aid handout to accompany the devices could help teachers troubleshoot problems which could reduce frustration. Morrison and Lowther (2010) point out that managing the technology is a vital part of integrating technology into lessons and should be planned for prior to implementation. 

The artifact as a representation of my future career goals and plans: 

My future goal is to become an instructional technology facilitator in a K-12 school in Onslow County.  As a facilitator, I will be expected to design and deliver professional development not only to the teachers at the schools where I am assigned but also to teachers throughout the county.  Professional development should address the needs of the learners, should reflect the goals of the school improvement plan, and address the content standards and/or the ISTE standards.

This artifact is representative of my ability to design a needs assessment and plan a professional development according to the results of that needs assessment.  Concerns of the administration, preferences of the faculty, and goals of the school improvement plan were considered in this proposal.  Job aids and handouts were designed for this professional development as well as an evaluation instrument to determine the effectiveness of the professional development.

References

Guskey, T. R. (2002). Does it make a difference? Evaluating professional development.

Educational Leadership, 59(6), 45-51. Retrieved from http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Does-It-Make-a-Difference¢-Evaluating-Professional-Development.aspx

Morrison, G. R., & Lowther, D. L. (2010). Integrating computer technology into the classroom:

 skills for the 21st century. (4th ed., p. 10). Boston: Pearson Education, Inc.

Wieman, C., Perkins, K., Gilbert, S., Benay, F., Kennedy, S., Semsar, K.,… Simon, B. (2009).

Clicker resource guide. Boulder: Carl Wieman Science Education Initiative and The Science Education Initiative University of Colorado. Retrieved from http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf