“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).
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 2011).
A successful school technology program “address[es] the diverse needs and interests of all students” (ISTE 2011). Technology coaches can support this effort by “using a variety of research-based, learner-centered instructional strategies and assessment tools” (ISTE 2011).
During my coursework in the Seattle Pacific University Digital Education Leadership Master’s Degree program, I examined emerging ideas about assessment to design, develop and evaluate authentic learning experiences, maximizing student participation and mastery of ISTE Standards for Students.
In order to “address the diverse needs and interests of [my] students, I wanted to revolutionize the assessment process in my classroom to focus on skill mastery rather than on task completion (ISTE 2011). I read Mark Barnes’ Assessment 3.0. In it, Barnes calls for teachers to start a movement to revolutionize learning with “four simple words”: summarize, explain, redirect, resubmit (SE2R; Barnes). A good summary of SE2R can be found in this blog post by Mark Barnes. I explained SE2R to my students and began to use it to grade writing assignments and projects. Although there are a number of technological tools that can be used for this, I used Google Classroom, Forms, Docs, and Sheets. My students have enjoyed the increased one-to-one conferencing, the technologically-enhanced methods of communication, the ability to resubmit corrected work, and are better able to reflect on their learning process.
In “Personalized vs. Differentiated vs. Individualized Learning,” Dale Basye (2014) writes, “Modern learning is the ultimate collaboration between teacher and student. Much like a doctor, the teacher must assess each individual’s needs, then prescribe the right solution for that person by crafting an appropriate curriculum and delivering it in a way that is meaningful. At the same time, students know on some level what teaching-learning style works best for them, and they must contribute to the creation of their personalized curriculum.”
You can read more about my experience in my blog post: “Designing and Developing Digital Age Learning Experiences and Assessments.”
Technology coaches contribute to a technology-enhanced learning environment by promoting the use of “instructional strategies and assessment tools that address the diverse needs and interests of all students” (ISTE 2011).
- Barnes, M. (n.d.). Retrieved April 20, 2016, from http://www.brilliant-insane.com/2014/10/assessment-3-0-4-simple-words-that-will-revolutionize-learning.html
- Basye, D. (2014, August 5). Personalized vs. differentiated vs. individualized learning. Retrieved April 20, 2016, from https://www.iste.org/explore/articleDetail?articleid=124&category=In-the-classroom&article=Personalized-vs-differentiated-vs-individualized-learning&utm_source=Twitter&utm_medium=Social&utm_campaign=EdTekHub
- International Society for Technology in Education (ISTE; 2011). Standards for Coaches. Retrieved from http://www.iste.org/standards/standards/standards-for-coaches