How I Engage In Continual Learning

Standard 5.1 states that candidates will be able to conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. In this artifact, I was able to address this standard by assessing and coaching a colleague in integrating instructional technology. In order to assess my colleague’s level of technology use and attitudes towards change, I administered a Loti Questionnaire and a six-point Likert Scale. The responses on the scale ranged from “Strongly Agree” to “Strongly Disagree” with an additional response for “Other”. Mrs. Smith answered a majority of the questions with either “Strongly Agree” or “Agree” with the exception of one question in which she answered “Disagree”. According to her responses, Mrs. Smith is proficient in web tools that maximize student learning. She

The internet can offer a wide variety of resources that could help an individual/organization with their professional growth. These recourses could be in the form of online courses that could help an individual earn a proficiency or degree. The internet could also provide an individual with a social network site that would allow them to ask questions or tell others about a successful technique they have used in their professional field.

Within my first professional placement I was provided with many opportunities to engage students using technology. Year 8 was studying Shakespeare for the first time; examining Midsummers Night Dream (MSND). To assist students in understanding the complex plot I used collaborative learning allowing each student to become experts on one scene of the play to share with their peers; students were encouraged to do this both verbally and visually through the creation of comic strips. This style of learning environment adheres to Vygotsky’s theory that learning is heightened through the sharing of information; therefore learning within the Zone of Proximal Development (ZPD) (learning-theories.com, 2016) as creating an in-depth outline of the entire

At this time, our state department had a website (Kaleidoscope/Content Coliseum) that pulled the best of the best digital tools available and organized them by discipline. They also included web quests and interactive sites. This was a new area of growth for me, as previously we did not have the means of deploying digital content. This changed with the arrival of the laptops. I researched and developed my skills based on information I acquired through this conference. Based on what I learned, I was able to develop training for my faculty on how to use these tools and implement them into 21st century learning. This training initially consisted of six parts. Teaching the tools to teachers deepened my knowledge and pedagogical skills. As a result of the training I was able to collaborate with teachers spanning various curricula. I worked directly with the

This paper will present the steps of developing an online professional development course titled, Individualized Learning with a Personal Learning Network. Designing any course, including an online course, involves several steps and issues that need to be considered and addressed. This paper will present a course overview that states the purpose of the course, a weekly overview, and learning objectives. Design and learner issues will also be addressed. The plans for student-content, student-student, and student-instructor will also be stated. Assessment techniques will additionally be discussed.

When I first read this question I asked myself what an engaged learner was and I knew that was someone actively involved in their education. As I read the reading I found that it means so much more. In the reading the authors quote “When learning is a passive process, teachers are the centers of energy and tell you the information that they think you need to know. But when learning is an active process, students are the centers of energy and the teacher's role is to guide or facilitate your learning by taking an interest in your work and coaching you through the experience (Garvin, 1991, as quoted by Sweitzer and King p.14, 2014).” For me, and probably countless others, I learn better this way. If I am sitting in a lecture with little interaction

“We are excited to provide opportunities for improved learning and transformation of the school experience. The Digital Learning Initiative (DLI) provides a method to blend traditional, high-functioning classrooms with personalized, technology-rich digital classrooms - making a blended learning environment for our students. Educational trends support the need for students to become fluent in researching and acquiring information, in being critical thinkers able to solve problems, developing skills to communicate and work collaboratively, and to be innovators with focus on fostering creativity. Technology tools and resources enhance the way we prepare our students for their future college and career. Solid curriculum, innovative instruction, and digital learning strategies both inside and outside of the classroom combine to create increased levels of student engagement and learning.”

PLO 7 Content Knowledge is important as it places a major emphasis on subject matters and concepts to develop technology enhanced learning environment’s that will encourage achievement and innovation (Ashford University, 2014). Technology is a constant change and it has made its way into the schools, homes, and work environment’s, while replacing jobs and tasks that once were completed hands on.

My professional development plan is already underway. Two years ago I made the decision to go back to school and get a degree. The initial decision was based on the thought that I need to improve my knowledge about technology in order to take the next step in my career. Through this process I have learned that a professional

 It was neat reading about your mom. Were you surprised to see you two had the same learning pattern? If I had to guess my mom, I would say she's a Strong-Willed learner. Myself, being a Dynamic Learner. One area we clash in, is our Sequence. She follows instructions very well, where as I have a tendency to skim through everything. Her patience is outstanding. Also, my mom has this natural way of risk taking. She never lets fear intimidate her when change is due. Myself, on the other hand, not so much. With our differences, it sure has made for some really comical moments. I don't know about you, but I thank God everyday for

Learning is one of the most valuable skills that humans have, which is a continuous process. Centuries ago people learned inside the walls of class rooms, buildings but in the 21st century the way we learn or the environment we study are changing to VLE’s or e-learning. Today people are using digital platforms and modern ways to improve their learning.

As education progresses into the 21st century, the dynamics and methodologies of teaching and learning have evolved as well. As a result of this evolution, educational trends and best practices of yesteryears have witnessed a transition to accommodate said changes. Pulliam and Van Patten suggest (2013), “The era of electronic communications, cybernation, the Internet, and mushroom scientific discovery is upon us” (p. 5). Therefore, educational leaders need to stay abreast of these changes and develop professional development (PD) opportunities that promote 21st century teaching and learning and foster professional learning communities (PLCs). It is essential that educational leaders be versed in these education trends to successfully implement PD that will increase student achievement and promote the mission and vision of said school district. Kousar (2010) suggests, “In order to teach effectively, the teacher must have sufficient knowledge about the students, as well as the knowledge about the subject and appropriate methods of teaching” (p. 99). Conversely, educational leaders form this foundation through on-going support and training to staff to facilitate successful implementation. Although 21st century learning entails a plethora of methodologies and instructional best-practices, direct instruction (DI) and its use in alternative programs continues to see success in schools across the nation and abroad. However, can this methodology be integrated into general

The 'Digital Resources for Teaching and Learning in Schools and in Higher Education ' program supports the production and distribution of high quality digital educational content for students and teachers.

In today’s dynamic classroom, the teaching and learning processes is becoming more nuanced, more seamless and it flows back and forth from student to teacher. Digital Pedagogy is needed, in impact digital technologies have on student’s engagement and motivation. In progressive schools pens and pencils are fast getting obsolete now, rather than “soft skills” are needed for work. Education now focus on how to make the most effective use of digital technologies in teaching and learning. Due to extensive use of digital tools in classes, teachers are more co-collaborators or moderators rather than just teachers. Teaching has become more of an attitude towards and aptitude with digital technologies.

This week’s module began with a deep dive into online projects, collaboration sites, and publishing opportunities. As described in Integrating Educational Technology into Teaching, online learning activities can be grouped into several categories: interpersonal exchanges, information collection and analysis, and problem solving (Roblyer, 2016). Within each of these categories, there are also several activity structures that teachers can use to design web-based lessons, such as electronic pen pals, electronic mentoring, and problem-based learning (Roblyer, 2016). As I explored examples of online projects, collaboration, and publishing throughout the module, I could clearly see how each example aligned with these structures. I found it helpful to think in terms of these activity structures because it allowed me envision the possibilities of utilizing digital tools to address the content and standards that I teach.