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)
Artifact: Coaching Journal
Reflection:
I had the opportunity to complete a 5-hour coaching session with a first-grade teacher at my school. The coaching experiences allowed me to focus on a specific need, which was to help design a supportive technology-enriched learning environment. From the sessions, I compiled a list of journal entries that gives an in-depth look at strategies suggested by the author, Jim Knight (2007). The entries also included evidence of skills, affective changes, challenges, and discussions regarding technology and instruction that was implemented during the coaching session.
Standard 1.4 states, “Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools.” My first step as a coach was to research the needs of my colleague and identify her level of technology usage and instructional need; this was done through the technology and adopter level survey. The data from this research concluded that my colleague wanted to be updated on current digital tools, use technology for student production, and use resources such as Plickers, SMART Exchange, and WebQuest. After evaluating the data a little more and met with my colleague. I knew what she wanted more training on technology tools, but due to time constraints, I suggested she join afternoon training with my grade level that would show different ways to use SMART Exchange due to limited time constraints. For our coaching experience, I recommendedanother student-friendly technology resource and contained elements of WebQuest called Blendspace. After going through the logistics of the Blendspace and looked at the curriculum map, I modeled how to create a Blendspace based on the information she had given. Following our peer coaching experience, my colleague was able to implement the use of SMART Exchange within her classroom as well as Blendspace. By the end of our peer coaching session, my colleague is much more comfortable with using digital tools and resources in her classroom. She even mentioned that she is willing to work with me in the future, so she can learn how to use technology for production in the classroom. I can honestly say, I have helped with initiating and sustaining technology innovations with peers at my school.
Before this course, I was terrified of the thought of coaching anyone. However, this experience has helped me grow intellectually and professionally. Above all, this experience has helped me to get over my fear of coaching and help support a technology-enriched learning environment. If I had the opportunity to improve the quality of the artifact, I would select two more teachers to coach instead of one. As a result, I would have the opportunity to impact more than one teacher and classroom.
The work that went into creating the artifact can impact school improvement, faculty development, and student learning. For one, the artifact helps supports the school vision by engaging students through technology. This artifact impact faculty development because it allows teachers to carry out the technology innovations that support our school’s vision, and also prepares teachers to teach 21st-century learners. This artifact also impacts student learning because it empowers learners and promotes higher-order thinking, creativity, and problem solving. The impact can be assessed by walkthroughs, lesson plans, and students’ performance.
Reference
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.
I had the opportunity to complete a 5-hour coaching session with a first-grade teacher at my school. The coaching experiences allowed me to focus on a specific need, which was to help design a supportive technology-enriched learning environment. From the sessions, I compiled a list of journal entries that gives an in-depth look at strategies suggested by the author, Jim Knight (2007). The entries also included evidence of skills, affective changes, challenges, and discussions regarding technology and instruction that was implemented during the coaching session.
Standard 1.4 states, “Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools.” My first step as a coach was to research the needs of my colleague and identify her level of technology usage and instructional need; this was done through the technology and adopter level survey. The data from this research concluded that my colleague wanted to be updated on current digital tools, use technology for student production, and use resources such as Plickers, SMART Exchange, and WebQuest. After evaluating the data a little more and met with my colleague. I knew what she wanted more training on technology tools, but due to time constraints, I suggested she join afternoon training with my grade level that would show different ways to use SMART Exchange due to limited time constraints. For our coaching experience, I recommendedanother student-friendly technology resource and contained elements of WebQuest called Blendspace. After going through the logistics of the Blendspace and looked at the curriculum map, I modeled how to create a Blendspace based on the information she had given. Following our peer coaching experience, my colleague was able to implement the use of SMART Exchange within her classroom as well as Blendspace. By the end of our peer coaching session, my colleague is much more comfortable with using digital tools and resources in her classroom. She even mentioned that she is willing to work with me in the future, so she can learn how to use technology for production in the classroom. I can honestly say, I have helped with initiating and sustaining technology innovations with peers at my school.
Before this course, I was terrified of the thought of coaching anyone. However, this experience has helped me grow intellectually and professionally. Above all, this experience has helped me to get over my fear of coaching and help support a technology-enriched learning environment. If I had the opportunity to improve the quality of the artifact, I would select two more teachers to coach instead of one. As a result, I would have the opportunity to impact more than one teacher and classroom.
The work that went into creating the artifact can impact school improvement, faculty development, and student learning. For one, the artifact helps supports the school vision by engaging students through technology. This artifact impact faculty development because it allows teachers to carry out the technology innovations that support our school’s vision, and also prepares teachers to teach 21st-century learners. This artifact also impacts student learning because it empowers learners and promotes higher-order thinking, creativity, and problem solving. The impact can be assessed by walkthroughs, lesson plans, and students’ performance.
Reference
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.