“Technology coaches model and promote digital citizenship” (ISTE 2011).
a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.
A successful school technology program ensures “equitable access to digital tools and resources” (ISTE 2011). Technology coaches can support this effort by “model[ing] and promot[ing] strategies” for achieving this goal (ISTE 2011).
During my coursework in the Seattle Pacific University Digital Education Leadership Master’s Degree program I crafted a digital education leadership mission statement. In it, I position myself as equal parts visionary leader and humble servant.
As visionary leader, I model and promote the habits of mind and practice that will allow teachers and students to become competent and responsible users of technology.
As humble servant, I work to secure funding for tools and resources, coordinate and maintain relationships with outside vendors, and install and maintain hardware and software so that they are ready-to-use.
As a Technology Integration Specialist I gained experience with each of these elements. I led professional learning sessions for teachers, introduced new technologies to students, wrote grants and managed funding allocations, managed contracts with outside vendors, and worked with our IT department to install and maintain hardware and software. All of these actions helped to create an environment where teachers and students had access to digital tools and resources and were knowledgeable about best practices in using technology for learning.
You can read more about my experience in my blog posts:
Technology coaches contribute to a technology-enhanced learning environment by providing “equitable access to digital tools and resources and technology-related best practices for all students and teachers” (ISTE 2011).
- International Society for Technology in Education (ISTE; 2011). Standards for Coaches.