Professional Learning And Technology Innovation Course

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

Teachers can use technology within the classroom to assist with providing instructional guidance and education to students. However, the use of technology in the classroom has both its advantages and

In the ITEC 7460 Professional Learning and Technology Innovation course, I completed an Individual Teacher Technology Assessment using Knight’s (2007), Partnership Approach. The purpose of this artifact was to assess the technological need of a teacher and coach that teacher in effectively implementing digital tools. Using a Loti Questionnaire, six-point Likert Scale, and interviews, I assessed Mrs. Smith, an AP Calculus Teacher, to determine her level of technology use, her attitudes towards change, and identified her needs as well as those of her students.

These educators are constantly fighting to stay ahead of the students and are often less secure in their understanding of the technology which can translate into ineffective teaching. (Ringstaff & Kelley, 2002).

This paper is a personal technology plan that includes my personal philosophy on integrating technology in the classroom as well as my professional goals concerning technology in the classroom. My Mission and Vision Statement are included as well as a plan for communications, integrating technology, software to support assessment, and technology ethics for a strong guideline in the classroom. Although this plan will need to be revised as advances in technology are made this is strong ground work that I can build on as a professional educator. Using this plan I can ensure that my students are using the latest

Computers have first become widely adopted educational technology since the 1980’s in the schools across the United States. Consequently, technology has become part of teacher accreditation and is being integrated ubiquitously into the areas of faculty development, student academics, curriculum design, and resource allocation.

After meeting with the team of instructional coaches in my district, the tech integration specialists, the building principal, and the building leadership team (there have been a lot of meeting – I’m sensing a trend), I have begun to formulate my thoughts on what it means to be an instructional technology coach and how I can best serve my school. As I start my journey with this role, I consider myself

We were able to present an Instructional Technology Plan that guide major adoptions in technology for the schools with special emphasis on the integration of technology to teaching and learning. Once implementation began we were able to see Interactive Whiteboards in every classroom in the High School and most core content area classrooms in the middle school. Elementary was reserved to a second year and every classroom and School Library was included in the initiative. The plan was owned by the stakeholders and they were engaged in professional development to take full advantage of the technologies.

The teachers in the video "An Introduction to Technology Integration" seemed really excited about the opportunity for technology integration in their classes. They went as far as saying that it could fundamentally transform a classroom and what you can do in it. One teacher suggested that if you are using the tools you have as well as you can then you are integrating technology. Our students today are creating using digital tools and we have become more like facilitators than a traditional teacher.

As the Instructional Integration Technology Specialist, it is my role to teach, encourage, and provide ongoing support to classroom educators to integrate the resources and tools of technology into all subject areas. Technology is not a separate entity in the instructional learning process. It is just as significant and useful as a pencil in all of the major learning subject areas. In my position as the Instructional Integration Technology Specialist, I will be instrumental in providing authentic and needs driven training to educators begin to incorporate technology in their lesson plans. I have nine solid and successful years of doing this in a school, and with educators in the various other schools, in a major school district as a Technology Coordinator.

There are many elements to considered that interacted within the TPCK framework to produce an effective teaching with technology. I realized that I have not considered the detail information I learned in this reading as I develop my audit tech approach. Most of the information is well needed for my understanding especially if I am attempting to develop some basic skill sets within the athletic department to benefit the athlete’s future without playing sports. I learned that many technology tools were not designed for an educator to use. I learned that many software tools available today were designed mainly for businesses and work environmental settings and not more so for educational purposes. Taking a software tool and manipulating it to a learning environment seems like a difficult task to accomplished. One of my purposes of this audit tech was based off this idea that all I had to do was prove my argument based off the needs of skill sets within the athletic departments. Also, by incorporating technology into the learning process. This should not be a big deal and that should solve the problem. I learned the hard way that integration technology is not a one-shot deal. Technology’s rapid changes will require the teacher lifelong

Li, Y. (2015). Is Teacher Professional Development an Effective Way to Mitigate Teachers’ Gender Differences in Technology? Result from a Statewide Teacher Professional Development Program. Journal of Education and Training Studies, 4(2). doi:10.11114/jets.v4i2.1124

A leader must first of all be able to model the techniques and processes that they want their teachers to employ with the students. For this reason leaders should use an effective board spectrum of educational tools to help teachers reach students of the 21st century. One of the great tools being used today is the increase in the amount of technology used in the classroom. From iPad to chromo books to cellphones teachers are using these forms of technology to enhance and deliver grade level curriculum (Korach, Agans 2011 216-233).

The coursework I have completed through the Distance Educational Technology Masters Program at the University of Alaska Southeast (UAS), has immersed me in educational technology research supported by collegial discussions. Through the supervised field-based activities from the UAS program and my ongoing professional activities, I have developed a shared vision for the comprehensive integration of technology. Technology integration has been my priority focus academically and professionally. As I have developed a classroom environment conducive to the realization of my technology integration vision, I have shared my vision with families and educators in my school, district, and state.

One of the essential conditions for effective technology integration is adequate technical assistance for teachers.