5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact: Seesaw Technology Workshop Plan
Reflection:
The Seesaw Technology Workshop Plan outlines a one-hour technology workshop that I conducted for a few of my colleagues. The purpose of this workshop was to inform teachers about the benefits of using Seesaw to keep students engaged in their learning, which is Russell’s technology goal. This workshop also modeled how teachers could integrate content standards while using Seesaw. This plan contains an overview and purpose, technology standards for teachers, objectives, materials needed, evaluation tool, activity, handouts, online instructional component, exclusive links, and additional resources.
Standard 5.2 states, “Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment.” I developed, implemented, and integrate face-to-face training to inform colleagues about Seesaw. The training included ISTE 4 and 5 standards. These standards used not only align to state and national professional standards but are also needed to help students become empowered learners. I was also able to model principles of adult learning by giving teachers the chance to explore Seesaw as a student and as a teacher. I promoted best practices by sharing several content standards that can be used to incorporate with technology. This training was vital because it taught teachers how to create a learning environment that promotes communication, creativity, collaboration, and critically thinking among their learners.
Creating this artifact prepared me for my very first professional development. This artifact also helped me coach colleagues into creating engaging lessons that allow students to learn through experiences. If I had the chance to improve the process of this artifact, I would record my training and share it with those teachers who were not able to make it that day. I would also follow up with those teachers to make sure they are successful at implementing Seesaw.
The work that went into creating the artifact impacted faculty learning. Faculty learned about a new technology tool that can be used to help promote higher-order thinking skills, creativity, and problem-solving techniques. As a result, teachers will aid in empowering their 21st-century learners into being successful digital citizens. This artifact can be assessed through lesson plans.
The Seesaw Technology Workshop Plan outlines a one-hour technology workshop that I conducted for a few of my colleagues. The purpose of this workshop was to inform teachers about the benefits of using Seesaw to keep students engaged in their learning, which is Russell’s technology goal. This workshop also modeled how teachers could integrate content standards while using Seesaw. This plan contains an overview and purpose, technology standards for teachers, objectives, materials needed, evaluation tool, activity, handouts, online instructional component, exclusive links, and additional resources.
Standard 5.2 states, “Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment.” I developed, implemented, and integrate face-to-face training to inform colleagues about Seesaw. The training included ISTE 4 and 5 standards. These standards used not only align to state and national professional standards but are also needed to help students become empowered learners. I was also able to model principles of adult learning by giving teachers the chance to explore Seesaw as a student and as a teacher. I promoted best practices by sharing several content standards that can be used to incorporate with technology. This training was vital because it taught teachers how to create a learning environment that promotes communication, creativity, collaboration, and critically thinking among their learners.
Creating this artifact prepared me for my very first professional development. This artifact also helped me coach colleagues into creating engaging lessons that allow students to learn through experiences. If I had the chance to improve the process of this artifact, I would record my training and share it with those teachers who were not able to make it that day. I would also follow up with those teachers to make sure they are successful at implementing Seesaw.
The work that went into creating the artifact impacted faculty learning. Faculty learned about a new technology tool that can be used to help promote higher-order thinking skills, creativity, and problem-solving techniques. As a result, teachers will aid in empowering their 21st-century learners into being successful digital citizens. This artifact can be assessed through lesson plans.