Professional Learning and Technology Innovation proved to be a class that reinforced and supported many of my professional goals to be a technology coach. Instead of simply introducing new technology tools, I appreciated that this course focused on techniques related to instructional coaching, a skill set that I can use whether serving as a technology coach, leading professional development that is curriculum or technology related, or simply mentoring new teachers in my school or department.
During this course, I enjoyed working one-to-one with another teacher in my department to engage in actual technology coaching. After conducting a needs assessment, I was able to provide her with relevant and engaging personal coaching sessions that improved her confidence and ultimately led to her implementing new technology in the classroom. My coaching experience culminated in a technology workshop in which I addressed some school-wide concerns about a new grading management system my county had recently purchased but on which teachers had not been properly trained. Although my technology workshop went smoothly and feedback from participants was positive, my only regret is that I cannot reuse the screencasts I created or publish them to You Tube because I was not granted access to a “sandbox” in the grading software to create the screencasts. I was forced to use my own students’ data in creating the screencasts, and though I attempted to hide my students’ names, complete anonymity was not possible. While I did use the screencasts in the presentation, and will probably share them with individual teachers who request assistance using the software in the future, I cannot publish these screencasts on my website where they may be viewed by a larger audience due to privacy laws.
Perhaps the most eye-opening assignment during this course was the GAPSS Current Reality report and school review. While completing this assignment, I met frequently with my principal to understand his vision for technology implementation at my school. Because I am a classroom teacher, I often have tunnel vision about professional learning and technology initiatives and want to know how they will impact me and the students in my classroom, but examining the technology vision from a wider perspective granted me the ability to see the role a technology coach may play in the school improvement process. I was able to see how funding and professional learning play a role in technology acquisition, but also how technology should be used to support common goals related to diversity, collaboration, and student achievement.
Although I did not add any new tools to my “treasure chest” in this course, I felt the course was extremely practical because it allowed me to realize the importance of my work as a technology coach as related to school improvement and provided me with practical suggestions for engaging in the coaching process whether one-to-one or in group situations.
During this course, I enjoyed working one-to-one with another teacher in my department to engage in actual technology coaching. After conducting a needs assessment, I was able to provide her with relevant and engaging personal coaching sessions that improved her confidence and ultimately led to her implementing new technology in the classroom. My coaching experience culminated in a technology workshop in which I addressed some school-wide concerns about a new grading management system my county had recently purchased but on which teachers had not been properly trained. Although my technology workshop went smoothly and feedback from participants was positive, my only regret is that I cannot reuse the screencasts I created or publish them to You Tube because I was not granted access to a “sandbox” in the grading software to create the screencasts. I was forced to use my own students’ data in creating the screencasts, and though I attempted to hide my students’ names, complete anonymity was not possible. While I did use the screencasts in the presentation, and will probably share them with individual teachers who request assistance using the software in the future, I cannot publish these screencasts on my website where they may be viewed by a larger audience due to privacy laws.
Perhaps the most eye-opening assignment during this course was the GAPSS Current Reality report and school review. While completing this assignment, I met frequently with my principal to understand his vision for technology implementation at my school. Because I am a classroom teacher, I often have tunnel vision about professional learning and technology initiatives and want to know how they will impact me and the students in my classroom, but examining the technology vision from a wider perspective granted me the ability to see the role a technology coach may play in the school improvement process. I was able to see how funding and professional learning play a role in technology acquisition, but also how technology should be used to support common goals related to diversity, collaboration, and student achievement.
Although I did not add any new tools to my “treasure chest” in this course, I felt the course was extremely practical because it allowed me to realize the importance of my work as a technology coach as related to school improvement and provided me with practical suggestions for engaging in the coaching process whether one-to-one or in group situations.