4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE 5a)
Artifact
Reflection
The SWOT analysis describes the strengths, weaknesses, opportunities, and threats evident within Brumby Elementary’s technology use, in reflection of the ISTE Essential Conditions. This artifact was completed individually, although types of technology were discussed with colleagues and administration. A levels of technology use survey was also completed by teachers and staff as to purposes of technology in the classroom. The SWOT is a needs assessment that not only analyzes current conditions and summarizes the results, but also offers recommendations for future implementation.
This artifact demonstrates my ability to model and promote strategies for achieving equitable access to digital tools and resources. The SWOT analysis uses guiding questions to address the strengths, weaknesses, opportunities, and threats for technology use as it relates to each of the ISTE Essential Conditions. In my analysis, I identified digital tools and resources currently in use, how they were being best used for standards-based, student-centered learning, as well as weaknesses and threats. By recognizing opportunities for greater use and recommendations for future implementation, I was able to model and promote strategies such as use of technology for authentic learning that is project-based, merging the School Improvement Plan and Strategic Technology Plan, and supporting technology use for instruction and assessment within Office 365. In modeling and promoting equitable access to digital tools and resources, I also recommended implementation of stakeholder surveys for parents and the community, to identify ways to support technology use outside of school.
This artifact demonstrates my ability to model and promote strategies for achieving equitable access to technology-related best practices for all students and teachers. Best practices can be put into place through digital tools and resources that are accessible to students and teachers, and the SWOT analysis promotes strategies for identifying needs and ways to meet those needs. Teacher and parent surveys can determine they types of technology that students need to be able to access and whether these are accessible outside of school. The types of technology that support technology-related best practices include those that benefit problem- and project-based learning, authentic, real-world experiences, and opportunities for students to show what they know through presentation tools. As a member of the Technology Hype Team, the analysis recommends that I can model and promote use of Office 365 components for problem-based learning, virtual reality activities that allow for real-world experiences, and presentation tools such as Screencast-o-matic and Spark.
From completing this artifact, I learned how to identify the types of technology being used, how it aligns with Georgia Performance Standards, and specific ways to better use the technology for student achievement purposes. To improve the process involved in creating the artifact, I would meet with grade-level and subject area teachers as opposed to just implementing a technology use survey in order to gain further insight as to technology classroom practices.
The work that went into this artifact impacted student learning by recognizing opportunities for further technology implementation and recommendations for improvement. The recommendations include professional learning for faculty, re-evaluation of the Technology Strategic Plan and School Improvement Plan, and incorporation of stakeholder surveys. A specific way of impacting student learning would be providing workshops and trainings for parents that students could be a part of, so that students could continue technology use outside of the classroom.
The SWOT analysis describes the strengths, weaknesses, opportunities, and threats evident within Brumby Elementary’s technology use, in reflection of the ISTE Essential Conditions. This artifact was completed individually, although types of technology were discussed with colleagues and administration. A levels of technology use survey was also completed by teachers and staff as to purposes of technology in the classroom. The SWOT is a needs assessment that not only analyzes current conditions and summarizes the results, but also offers recommendations for future implementation.
This artifact demonstrates my ability to model and promote strategies for achieving equitable access to digital tools and resources. The SWOT analysis uses guiding questions to address the strengths, weaknesses, opportunities, and threats for technology use as it relates to each of the ISTE Essential Conditions. In my analysis, I identified digital tools and resources currently in use, how they were being best used for standards-based, student-centered learning, as well as weaknesses and threats. By recognizing opportunities for greater use and recommendations for future implementation, I was able to model and promote strategies such as use of technology for authentic learning that is project-based, merging the School Improvement Plan and Strategic Technology Plan, and supporting technology use for instruction and assessment within Office 365. In modeling and promoting equitable access to digital tools and resources, I also recommended implementation of stakeholder surveys for parents and the community, to identify ways to support technology use outside of school.
This artifact demonstrates my ability to model and promote strategies for achieving equitable access to technology-related best practices for all students and teachers. Best practices can be put into place through digital tools and resources that are accessible to students and teachers, and the SWOT analysis promotes strategies for identifying needs and ways to meet those needs. Teacher and parent surveys can determine they types of technology that students need to be able to access and whether these are accessible outside of school. The types of technology that support technology-related best practices include those that benefit problem- and project-based learning, authentic, real-world experiences, and opportunities for students to show what they know through presentation tools. As a member of the Technology Hype Team, the analysis recommends that I can model and promote use of Office 365 components for problem-based learning, virtual reality activities that allow for real-world experiences, and presentation tools such as Screencast-o-matic and Spark.
From completing this artifact, I learned how to identify the types of technology being used, how it aligns with Georgia Performance Standards, and specific ways to better use the technology for student achievement purposes. To improve the process involved in creating the artifact, I would meet with grade-level and subject area teachers as opposed to just implementing a technology use survey in order to gain further insight as to technology classroom practices.
The work that went into this artifact impacted student learning by recognizing opportunities for further technology implementation and recommendations for improvement. The recommendations include professional learning for faculty, re-evaluation of the Technology Strategic Plan and School Improvement Plan, and incorporation of stakeholder surveys. A specific way of impacting student learning would be providing workshops and trainings for parents that students could be a part of, so that students could continue technology use outside of the classroom.