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)
Artifacts: Technology Workshop
Workshop available at www.bhslunchandlearn.weebly.com
Reflection:
This artifact, which I created in ITEC 7460, highlights my ability to develop and implement technology-based professional learning. In designing and implementing my technology workshop, I used state and national standards to guide my design. I created a staff survey to determine the staff’s strengths and weaknesses in instructional technology. After reviewing the results, I considered the school’s initiative of Bring Your Own Device and the district’s initiative of utilizing the learning management system, called eClass. I used all of this knowledge to create a workshop to teach the staff how to adapt their current lessons in order to make them more engaging using digital tools. I focused on creating engaging video lessons using Zaption or EdPuzzle. These tools are able to be embedded into the learning management system and can be used on students’ devices. Teachers currently use videos for instructional purpose; therefore, these digital tools would enable teachers to increase the engagement of watching video clips. By using the assessment features of these tools, teachers are also able to assess comprehension and provide instant feedback.
In my design, I created a promotional flyer using principles of universal design, which I shared with my staff via email. I created handouts for the teachers to use for notetaking and as a reference. I created a presentation including example lessons to guide the teachers in how to use these tools. By creating a Weebly site for the workshop, I was able to store all of the handouts, tutorials, instructions, and ideas in a reference library. I also posted a survey to gain feedback on the workshop. I designed the workshop so that I would show how to create the tool and why it would be a helpful resource, but then I gave the teachers time to work with their curriculum teams to create and share their own lessons.
Designing and implementing this lesson was beneficial. I was able to apply skills and knowledge regarding professional development design, digital tools, universal design, school initiatives, and staff goals to create a professional development session. I enjoyed reviewing the data to determine the best digital tool for the workshop. Based on the feedback from the survey, the majority of the teachers have implemented these tools in their classrooms. If I were to complete this assignment again, I would create a Padlet where the teachers would share their own interactive video lessons in order to facilitate sharing and inspiration.
The effects of this workshop can be assessed via surveys and observations. From staff surveys, it is obvious that the faculty believed the workshop and digital tools will help them improve their lessons. From classroom observations, it could be determined how many teachers are using the digital tools.
This artifact, which I created in ITEC 7460, highlights my ability to develop and implement technology-based professional learning. In designing and implementing my technology workshop, I used state and national standards to guide my design. I created a staff survey to determine the staff’s strengths and weaknesses in instructional technology. After reviewing the results, I considered the school’s initiative of Bring Your Own Device and the district’s initiative of utilizing the learning management system, called eClass. I used all of this knowledge to create a workshop to teach the staff how to adapt their current lessons in order to make them more engaging using digital tools. I focused on creating engaging video lessons using Zaption or EdPuzzle. These tools are able to be embedded into the learning management system and can be used on students’ devices. Teachers currently use videos for instructional purpose; therefore, these digital tools would enable teachers to increase the engagement of watching video clips. By using the assessment features of these tools, teachers are also able to assess comprehension and provide instant feedback.
In my design, I created a promotional flyer using principles of universal design, which I shared with my staff via email. I created handouts for the teachers to use for notetaking and as a reference. I created a presentation including example lessons to guide the teachers in how to use these tools. By creating a Weebly site for the workshop, I was able to store all of the handouts, tutorials, instructions, and ideas in a reference library. I also posted a survey to gain feedback on the workshop. I designed the workshop so that I would show how to create the tool and why it would be a helpful resource, but then I gave the teachers time to work with their curriculum teams to create and share their own lessons.
Designing and implementing this lesson was beneficial. I was able to apply skills and knowledge regarding professional development design, digital tools, universal design, school initiatives, and staff goals to create a professional development session. I enjoyed reviewing the data to determine the best digital tool for the workshop. Based on the feedback from the survey, the majority of the teachers have implemented these tools in their classrooms. If I were to complete this assignment again, I would create a Padlet where the teachers would share their own interactive video lessons in order to facilitate sharing and inspiration.
The effects of this workshop can be assessed via surveys and observations. From staff surveys, it is obvious that the faculty believed the workshop and digital tools will help them improve their lessons. From classroom observations, it could be determined how many teachers are using the digital tools.