2a & f: Use best practices in instructional design to meet standards

“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” (ISTE 2011).

a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards (ISTE 2011).

f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences (ISTE 2011).

A successful school technology program seamlessly integrates content standards and student technology standards (ISTE 2011). Technology coaches can support this effort by “incorporat[ing] research-based best practices in instructional design when planning technology-enhanced learning expereiences” (ISTE 2011).

During my coursework in the Seattle Pacific University Digital Education Leadership Master’s Degree program, I examined the ISTE Standards for Students and applied models of evaluating technology use to redesign units of study.

Pure Poetry: Meeting Content Standards & Student Technology Standards

I redesigned a poetry unit to include technology-enhanced learning experiences that addressed content standards and student technology standards. The redesign involved 1) students using technology to engage with poetry as a vocal art;  and 2) students creating a video of themselves reciting a favorite poem, incorporating either a slideshow or short film, as the endcap to our poetry unit. I evaluated the unit redesign using the SAMR and TPACK models: According to the SAMR model, the Favorite Poem Project creates a technology-enhanced learning learning experience in which students will be using technology to creatively engage with poetry in a way that significantly improves upon paper- and classroom-only-based activities (Puentedura). According to the TPACK model, this project allows the teacher to weave technological knowledge into the content and pedagogy of a poetry unit. You can read more about this experience in my blog post: “Meeting Student Technology Standards for Creativity and Innovation.”

ASSURE Instructional Design Model

Similarly, I used the ASSURE instructional design model to redesign a fanfiction project. The redesign involved 1) students extending and sharing their knowledge of the elements of literature as they function in an independent novel chosen by the student for this project and 2) students using technology to create and share an original work of fiction writing that is enhanced by their application of new technology operations and concepts. The ASSURE model helped me to be more aware of the intentionality and evaluation of the scaffolding of assignments for this project. This redesign of this project resulted in high levels of achievement in creativity and innovation and the technology choices streamlined the learning experiences and seamlessly incorporated the learning of technology operations and concepts (ISTE Standards for Students). You can read more about this experience in my blog post: “Fanfiction: Engaged Learners Meeting Language Arts and Technology Standards.”

Whether modeling in their own classroom, co-teaching in a colleague’s classroom, or coaching from afar, technology coaches contribute to a technology-enhanced learning environment by using “research-based best practices in instructional design” to plan learning experiences to meet both “content standards and student technology standards” (ISTE 2011).

 


Works Cited

  1. International Society for Technology in Education (ISTE; 2011). Standards for Coaches.

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