3g. Model use of digital communication & collaboration tools

“Technology coaches create and support effective digital age learning environments to maximize the learning of all students” (ISTE 2011).

g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.

A successful school technology program promotes the “use [of] digital communication and collaboration tools” to connect the school community to others in local and global communities (ISTE 2011). Technology coaches can support this effort by modeling and coaching teachers and students in the “use [of] digital communication and collaboration tools” (ISTE 2011).

As a classroom teacher, I was able to coach my students in the use of tools that allowed them to communicate with each other and members of our local community. My students became proficient with software that allowed them to collaborate on documents and presentations and they used these tools to collectively gather information, solve problems and to synthesize and demonstrate their learning. It was also regular practice for students to interact with and publish their work to a wide audience, both within and beyond our class & school.

As a technology integration specialist, I was able to coach my colleagues in the use of tools that allowed them to communicate and collaborate with each other and with others in local and global communities. Teachers used cloud-based software (Microsoft OneDrive & Google Drive) to share documents with each other and produce products that were of value to the whole school community. We often used document sharing tools during professional learning sessions, as well as communication tools that allowed us to build our professional learning communities (PLCs) and become “connected educators” (Skype, ZoomGoogle HangoutsTwitter, Google Groups (G+)EdmodoEdweb, Microsoft Education, Google Education, etc.). I also coached teachers in using these and other digital communication and collaboration tools with their students. We began using digital portfolios for students in grades K-5, which allowed teachers to model and coach their students in the use of this type of digital tool to build a portfolio of their work and to communicate with their parents about their learning. In grades 6-8, our network of class and student blogs allowed for teachers to communicate with parents and other members of the community about the goings on in their classes and for teachers to coach students in the use of this tool to build a digital portfolio of their work that could be shared with a wide audience.

You can read more about my experience in my blog posts:

Global Collaborative Project Part III – Final Report

Using Technology in Professional Learning

Modeling Digital Age Work and Learning: Student Digital Portfolios

Technology coaches contribute to a technology-enhanced learning environment by coaching teachers and students in using digital communication and collaboration tools to build a connected learning environment (ISTE 2011).

Connected Educator Month, Own it, Year-Round, connectededucators.org

 


Works Cited

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

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