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 - ITEC 7460
Reflection:
The artifact that best represents standard 1.4 is a coaching journal that was completed in ITEC 7460. This journal reflects sessions of coaching and working collaboratively with a third grade teacher to incorporate technology into her instruction. The coaching sessions took place for over a six week period. The coaching journal contains five important parts: a summary of the session, the strategy addressed during the session, skill and affective change, a reflective component, and a designated task that will be followed-up at the next session.
This artifact best demonstrates mastery of this standard because it documents instructional technology coaching sessions with a third grade teacher. In the beginning of the coaching sessions, the teacher completed a LoTi and Adopter survey to help the coach identify the strengths and weaknesses of the teacher. Using strategies from Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007) the teacher’s strengths and weaknesses were discussed and the teacher’s needs were identified. Through dialogue, the teacher expressed a desire to strengthen her skills of technology use and to develop strategies for integrating technology into the curriculum. Students would begin to use technology as a learning tool within the classroom environment. Observing other teachers using digital tools such as NetTrekker, Flickr, and PhotoStory, the teacher requested training on these tools and guidance for integrating the tools into the classroom. While looking at grade level standards and upcoming units, the teacher decided to use these digital tools to plan lessons for her students to research and report on famous Americans. In addition to learning how to integrate technology tools into the classroom environment, the teacher also expressed the need for assistance in strengthening the school/home communication using appropriate technology tools.
Throughout the six week period, many strategies and tools were researched, tested, and recommended to the third grade teacher in the coaching sessions. The coaching journal documents the dialogue, preparation, implementation, and reflection of the session. Each week, a different technology tool was focused on. Using scaffolding suggested in Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007), the I do it, We Do It, You Do It strategy was helpful in assisting the teacher to implement technology innovations in her classroom. Hopefully, by using the I Do It, We Do It, You Do It (Knight, 2007) strategy, the teacher will gain the confidence and skills to continue the implementation and to sustain the project after the coaching sessions end.
From completing this artifact, I feel better prepared to become an instructional technology coach. To be an effective coach, you have to be up-to-date on the effective research-based strategies and be able to participate in productive dialogue. Effective coaches model, observe, and provide effective feedback to help guide the teacher into feeling confident and comfortable with implementing technology in his/her classroom. This coaching experience provided the opportunity for me to practice implementing each of these elements to prepare me to be a better coach. If I were to go back and complete this artifact again, I would video tape the teacher implementing the lesson on her own. The video would serve as an excellent tool for self-reflection and analysis. Taking time to personally critique an implemented lesson provides quality feedback for determining the strengths and weaknesses of the activity.
I think this artifact has a great impact on teacher performance. It would be very helpful to have more coaching opportunities in schools. Coaching sessions of this type help teachers have someone to share in dialogue, learn and implement new effective strategies, and continue sustainability after the coaching sessions end because they feel confident in implementing the new technology tools and resources independently. The effect of the coaching sessions could be assessed by the coach or administrators completing classroom observations.
Reflection:
The artifact that best represents standard 1.4 is a coaching journal that was completed in ITEC 7460. This journal reflects sessions of coaching and working collaboratively with a third grade teacher to incorporate technology into her instruction. The coaching sessions took place for over a six week period. The coaching journal contains five important parts: a summary of the session, the strategy addressed during the session, skill and affective change, a reflective component, and a designated task that will be followed-up at the next session.
This artifact best demonstrates mastery of this standard because it documents instructional technology coaching sessions with a third grade teacher. In the beginning of the coaching sessions, the teacher completed a LoTi and Adopter survey to help the coach identify the strengths and weaknesses of the teacher. Using strategies from Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007) the teacher’s strengths and weaknesses were discussed and the teacher’s needs were identified. Through dialogue, the teacher expressed a desire to strengthen her skills of technology use and to develop strategies for integrating technology into the curriculum. Students would begin to use technology as a learning tool within the classroom environment. Observing other teachers using digital tools such as NetTrekker, Flickr, and PhotoStory, the teacher requested training on these tools and guidance for integrating the tools into the classroom. While looking at grade level standards and upcoming units, the teacher decided to use these digital tools to plan lessons for her students to research and report on famous Americans. In addition to learning how to integrate technology tools into the classroom environment, the teacher also expressed the need for assistance in strengthening the school/home communication using appropriate technology tools.
Throughout the six week period, many strategies and tools were researched, tested, and recommended to the third grade teacher in the coaching sessions. The coaching journal documents the dialogue, preparation, implementation, and reflection of the session. Each week, a different technology tool was focused on. Using scaffolding suggested in Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007), the I do it, We Do It, You Do It strategy was helpful in assisting the teacher to implement technology innovations in her classroom. Hopefully, by using the I Do It, We Do It, You Do It (Knight, 2007) strategy, the teacher will gain the confidence and skills to continue the implementation and to sustain the project after the coaching sessions end.
From completing this artifact, I feel better prepared to become an instructional technology coach. To be an effective coach, you have to be up-to-date on the effective research-based strategies and be able to participate in productive dialogue. Effective coaches model, observe, and provide effective feedback to help guide the teacher into feeling confident and comfortable with implementing technology in his/her classroom. This coaching experience provided the opportunity for me to practice implementing each of these elements to prepare me to be a better coach. If I were to go back and complete this artifact again, I would video tape the teacher implementing the lesson on her own. The video would serve as an excellent tool for self-reflection and analysis. Taking time to personally critique an implemented lesson provides quality feedback for determining the strengths and weaknesses of the activity.
I think this artifact has a great impact on teacher performance. It would be very helpful to have more coaching opportunities in schools. Coaching sessions of this type help teachers have someone to share in dialogue, learn and implement new effective strategies, and continue sustainability after the coaching sessions end because they feel confident in implementing the new technology tools and resources independently. The effect of the coaching sessions could be assessed by the coach or administrators completing classroom observations.