5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact: Coaching Journal, ITEC7460; Technology Workshop, ITEC7460.
Reflection:
Two artifacts are listed under this section. The coaching journal involved partnering with a classroom teacher in improving student engagement through the use of the BYOD program. The technology workshop was a one hour online workshop organized via Google Hangouts for teachers on how to integrate voice messaging for language learning.
Both projects were technology-based and were implemented to ensure that the teachers involved had acquired the necessary skills for which the projects were intended. Interaction with the teacher involved the the coaching journal was fully online and the coaching was about how to get students bring in their own devices to school to supplement the limited number of computers in the school to help improve student engagement. The online workshop was about encouraging students in language learning classes leave voice messages on the the language teacher's phone to improve their speech. The use of Google Voice has been the practice for some teachers in the U. S., but since Google Voice is not available in Ghana, the possibility of using the WhatsApp messaging application was also discussed.
Even though education in Ghana does not fall under the jurisdiction of any education board in the U. S., professional learning standards in terms of technology use ought to be the same. The main objective of integrating technology in the classroom is to improve student learning and so the ISTE standards that guide professional learning in technology use were applied when organizing the workshop and the coaching journal for the teachers in Ghana. On the lesson plan page of the technology workshop are listed the ISTE standards that were applied.
Communication with the teacher who was involved in the coaching was mostly through the use of Google Drive, telephone conversation, and the use of messaging applications. Again with the workshop, an announcement was made in a WhatsApp group chat about the workshop and how one could sign up to participate. Besides the the Google Hangouts meeting, an online component of the workshop was created (the artifact links to the website).
Two artifacts are listed under this section. The coaching journal involved partnering with a classroom teacher in improving student engagement through the use of the BYOD program. The technology workshop was a one hour online workshop organized via Google Hangouts for teachers on how to integrate voice messaging for language learning.
Both projects were technology-based and were implemented to ensure that the teachers involved had acquired the necessary skills for which the projects were intended. Interaction with the teacher involved the the coaching journal was fully online and the coaching was about how to get students bring in their own devices to school to supplement the limited number of computers in the school to help improve student engagement. The online workshop was about encouraging students in language learning classes leave voice messages on the the language teacher's phone to improve their speech. The use of Google Voice has been the practice for some teachers in the U. S., but since Google Voice is not available in Ghana, the possibility of using the WhatsApp messaging application was also discussed.
Even though education in Ghana does not fall under the jurisdiction of any education board in the U. S., professional learning standards in terms of technology use ought to be the same. The main objective of integrating technology in the classroom is to improve student learning and so the ISTE standards that guide professional learning in technology use were applied when organizing the workshop and the coaching journal for the teachers in Ghana. On the lesson plan page of the technology workshop are listed the ISTE standards that were applied.
Communication with the teacher who was involved in the coaching was mostly through the use of Google Drive, telephone conversation, and the use of messaging applications. Again with the workshop, an announcement was made in a WhatsApp group chat about the workshop and how one could sign up to participate. Besides the the Google Hangouts meeting, an online component of the workshop was created (the artifact links to the website).