As a classroom teacher, digital education leader, and future coach in my new role as Technology Integration Specialist, I recognize the importance of creating a shared vision and culture for using technology. Additionally, coaches must prioritize the facilitation of equitable use of digital learning tools as part of this shared vision and culture. The Digital Education Leadership program at Seattle Pacific University has helped me grow in understanding how coaches work to inspire and empower educators and leaders in their technology use, to meet the needs of all students.
In my blog post, Effective Frameworks for Technology Integration, I discuss technology integration frameworks coaches can use to effectively support educators in improving learning activities. Technology integration frameworks like the ones I highlighted in this blog post, serve as a beneficial tool for creating a shared vision and culture about how to effectively use and evaluate technology use. As I transition into my new role, I will be utilizing these frameworks in coaching conversations with teachers and leaders about how to improve technology integration and support student learning outcomes. In another blog post, Digital Learning Mission Statement, I discuss my mission statement and guiding principles as a digital education leader. As I mention in this blog post, as a digital education leader, one of my most important guiding principles is promoting equity in educational technology. It is my goal to help educators grow in understanding how digital education can work to cultivate and encourage diversity, equity, and inclusion in a variety of ways. As a coach, I can support educators in selecting learning technologies that culturally represent the students in their classrooms, and as a result, help students to feel connected and engaged in their learning through this representation.
An example of evidence for this indicator is my blog post, Digital Readiness Project. During one of the first courses in my graduate studies, I completed a Digital Readiness Project, where I had the opportunity to interview my school’s Director of Technology. During this interview, I was able to learn more about our school’s technology successes, as well as his vision for our school’s technology growth. From this project I learned that while we had experienced some technology successes as a school, there were still improvements that needed to be made, including regarding the facilitation of digital learning tools equitably. One such goal my Director of Technology had was to increase the personal student devices in our school and provide 1:1 student devices in all K-5 classrooms. At the time of this conversation two years ago, this increase in student devices was part of a three year plan my school had identified. As a result of the COVID-19 pandemic and remote learning, this plan shifted drastically and all K-5 classrooms received 1:1 student devices. With the increase of these devices across K-5 classrooms, comes the need for students to grow in their digital citizenship practice. I am currently working to develop a digital citizenship implementation guide (with embedded racial justice and other curricular connections) for my school as my practicum project for EDTC 6108. As I finalize this implementation guide and engage with teachers during professional development in the fall, I will be working with them to develop shared goals about digital citizenship integration.Digital Readiness Project by Cory Cummings
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches