1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifact
Reflection
The Action/Evaluation Plan was developed to manage the change process through implementation of strategies that support technology for teaching and learning. This artifact was completed individually, but with support from the Technology HYPE Team, as well as the instructional technology coach, academic coach, teachers/staff, administration, and a district technology coach. Teacher surveys and quizzes in Office 365 were created to assess teacher use of Office 365, as well as teacher needs necessary for implementation. Continued teacher surveys as well as parent/student surveys were designed as checkpoints each nine weeks. Teachers were trained by myself and colleagues in technology use for project-based learning, including components of Office 365. Observations, walk-throughs, and follow-up sessions provided continued professional learning. This artifact offered support specific to technology use for low SES and gender groups, as well as an opportunity for both teachers and students to self-assess.
This artifact demonstrates my ability to research and recommend strategies for initiating and sustaining technology innovations and managing the change process by the development and analysis of surveys and quizzes that informed initial trainings and follow-ups. I developed surveys along with the Technology HYPE Team, and worked with the Academic Coach to analyze survey and quiz results.
This artifact demonstrates my ability to implement strategies for initiating and sustaining technology innovations & for managing the change process as I worked with the current instructional technology coach to implement the surveys and quizzes through the Office 365 platform. I implemented the actual staff training in use of Office 365 for project-based learning based upon previous survey/quiz results, with support from the school and district instructional technology coaches. The observations and walkthroughs provided for further implementation as I was able to give feedback and follow-up suggestions. Lesson plan submissions were shared among colleagues to provide continued support across grade levels and subject areas.
Completing the Action/Evaluation Plan was important in that it encouraged me in the thought process of planning technology implementation as an instructional technology coach. From this experience, I learned how to develop meaningful surveys for teachers, parents, and students, as well as how to analyze those surveys to determine technology needs. This led to the development of the teacher trainings and follow-up plan, offering ways for teachers to self-assess and share what they learned. To improve the process involved in creating the Action/Evaluation Plan, I would create a Class Notebook in OneNote, similar to what the teachers were trained in, as the platform for this project. This would give teachers an immediate example of this type of technology and how it could be used for project-based learning. All of the surveys, quizzes, handouts, scheduling, and online resources could be provided through this platform, and it could be referenced easily for extended support.
The Action/Evaluation Plan impacted school improvement, faculty development, and student learning in that teachers gained knowledge and understanding of Office 365 and project-based learning through grade-level trainings. Teachers are now equipped to implement what they learned within their classrooms, and continued observations and feedback will benefit both teachers and students alike. This impact can be assessed by ongoing surveys and quizzes that share how teachers are using components of Office 365, as well as evaluation of reading and math skills as observed and documented through project-based learning activities.
References
Cobb County School District. (2016). 2018-2020 CCSD Technology Plan. Retrieved from Cobb County School District: http://www.cobbk12.org/centraloffice/Technology/TechPlan18-20v01.pdf
Georgia Department of Education. (2018). Retrieved from Brumby Title School Improvement Plan: http://www.cobbk12.org/brumby/TitleI/Brumby%20Title%20School%20Improvement%20plan%20FY18-19%20Revised%207%2019%2018.pdf
ISTE. (2019). Essential conditions. Retrieved from ISTE Central: http://www.iste.org/standards/essential-conditions
Lake, S. (2019.). Brumby Elementary: Strategic technology plan.
The Action/Evaluation Plan was developed to manage the change process through implementation of strategies that support technology for teaching and learning. This artifact was completed individually, but with support from the Technology HYPE Team, as well as the instructional technology coach, academic coach, teachers/staff, administration, and a district technology coach. Teacher surveys and quizzes in Office 365 were created to assess teacher use of Office 365, as well as teacher needs necessary for implementation. Continued teacher surveys as well as parent/student surveys were designed as checkpoints each nine weeks. Teachers were trained by myself and colleagues in technology use for project-based learning, including components of Office 365. Observations, walk-throughs, and follow-up sessions provided continued professional learning. This artifact offered support specific to technology use for low SES and gender groups, as well as an opportunity for both teachers and students to self-assess.
This artifact demonstrates my ability to research and recommend strategies for initiating and sustaining technology innovations and managing the change process by the development and analysis of surveys and quizzes that informed initial trainings and follow-ups. I developed surveys along with the Technology HYPE Team, and worked with the Academic Coach to analyze survey and quiz results.
This artifact demonstrates my ability to implement strategies for initiating and sustaining technology innovations & for managing the change process as I worked with the current instructional technology coach to implement the surveys and quizzes through the Office 365 platform. I implemented the actual staff training in use of Office 365 for project-based learning based upon previous survey/quiz results, with support from the school and district instructional technology coaches. The observations and walkthroughs provided for further implementation as I was able to give feedback and follow-up suggestions. Lesson plan submissions were shared among colleagues to provide continued support across grade levels and subject areas.
Completing the Action/Evaluation Plan was important in that it encouraged me in the thought process of planning technology implementation as an instructional technology coach. From this experience, I learned how to develop meaningful surveys for teachers, parents, and students, as well as how to analyze those surveys to determine technology needs. This led to the development of the teacher trainings and follow-up plan, offering ways for teachers to self-assess and share what they learned. To improve the process involved in creating the Action/Evaluation Plan, I would create a Class Notebook in OneNote, similar to what the teachers were trained in, as the platform for this project. This would give teachers an immediate example of this type of technology and how it could be used for project-based learning. All of the surveys, quizzes, handouts, scheduling, and online resources could be provided through this platform, and it could be referenced easily for extended support.
The Action/Evaluation Plan impacted school improvement, faculty development, and student learning in that teachers gained knowledge and understanding of Office 365 and project-based learning through grade-level trainings. Teachers are now equipped to implement what they learned within their classrooms, and continued observations and feedback will benefit both teachers and students alike. This impact can be assessed by ongoing surveys and quizzes that share how teachers are using components of Office 365, as well as evaluation of reading and math skills as observed and documented through project-based learning activities.
References
Cobb County School District. (2016). 2018-2020 CCSD Technology Plan. Retrieved from Cobb County School District: http://www.cobbk12.org/centraloffice/Technology/TechPlan18-20v01.pdf
Georgia Department of Education. (2018). Retrieved from Brumby Title School Improvement Plan: http://www.cobbk12.org/brumby/TitleI/Brumby%20Title%20School%20Improvement%20plan%20FY18-19%20Revised%207%2019%2018.pdf
ISTE. (2019). Essential conditions. Retrieved from ISTE Central: http://www.iste.org/standards/essential-conditions
Lake, S. (2019.). Brumby Elementary: Strategic technology plan.