When I read this indicator and think about partnering with educators, I think about the variety of ways these partnerships show up and provide value. For example, this might mean coaches partnering with educators in their school or district. However, partnerships through digital professional learning networks, like Twitter, can be immensely beneficial as well. My blog post Building and Engaging in Meaningful Professional Learning Communities with Twitter shows evidence of this indicator and discusses ways educators can engage in professional learning communities (PLCs) to share best practices and collaborate about effective digital learning content and tools. The resources and tools shared by many of the educators I follow on Twitter have supported me in making better-informed decisions about digital learning content and tools. Additionally, digital PLCs like Twitter have allowed me to seek out advice about questions to more effectively support educators with who I partner within my own school. For example, when I was wanting to explore podcasting tools to use with students on a future project, I was able to get connected with educators from all over the world via a #GlobalEdChat and receive advice about effective podcasting tools and strategies for implementation.
These are just a few of the educators who inspire me related to topics of digital education, social justice, literacy, digital citizenship, and educational leadership, and so much more. I encourage you to explore these educators’ accounts and see if their ideas and insights resonate with you as well.
- Jennifer Gonzalez (@cultofpedagogy)
- Monica Burns (@ClassTechTips)
- Pernille Ripp (@pernilleripp)
- Dwayne Reed (@TeachMrReed)
- Jake Miller (@JakeMillerTech)
- Brene Brown (@BreneBrown)
- Tyler Rablin (@Mr_Rablin)
Another blog post that shows evidence of this indicator is, Effective Frameworks for Technology Integration. This blog post discusses frameworks coaches can use to effectively support educators in improving learning activities. As teachers are making informed decisions about the digital learning content and tools they use, it is important that they have effective frameworks to assist in this evaluation. Whether it be evaluating digital learning content and tools with the SAMR Model, Technology Integration Matrix (TIM), TPACK Model, or Triple E Framework, it is necessary for coaches to support teachers in putting student learning and pedagogy at the forefront of the work. By thinking intentionally about desired student learning outcomes and 21st-century learning skills, coaches can guide educators in effectively identifying technology that will improve their learning activities. Technology integration frameworks are powerful tools to inform procurement decisions and adoption. As I transition into my new role as Educational Technology Specialist, these frameworks will be beneficial in coaching conversations. A quote from Les Foltos’ book Peer Coaching : Unlocking the Power of Collaboration resonates with me as I think about the importance of centering student learning in the evaluation of digital tools.
“With teaching and learning as starting points, coaches can emphasize how a specific piece of technology might help students to reach the goals and perform the tasks that the teacher has defined.”
-Les Foltos, Peer Coaching : Unlocking the Power of Collaboration (p.138)
Foltos, L. (2013). Peer Coaching : Unlocking the Power of Collaboration. Corwin
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches