This blog posts describes how the course "Issues and Trends in Instructional Technology" impacted my self-conception as a technology coach, as well as how it helped me towards my goals for this program.
I used to think that there may not be a real place for technology in the art room aside from ipad apps or using the ipad to document student work through photo or video. My student teaching 20 years ago involved zero use of technology (one of my assignments was to print a webpage to prove I could access the internet), and although I've been to many workshops and trainings that incorporate technology for instruction and assessment, and I knew it would be more engaging for my students, I just couldn't make the shift happen.
I also knew that being in a brand new school, we would have much more technology available, and I had learned how OneNote could be used to create connections between teachers, between students, and between teachers and students - connections that would start outside of technology, be documented with digital journals, which also offers engagement online, and then would create more opportunity for conversation outside of the digital journal platform. I began to see technology as a way to not just document but to also interact. As our school is moving from STEM to STEAM, I knew I wanted to do more with OneNote and digital journals in the form of STEAM journals, and my research revolved around how STEAM can improve student achievement in multiple areas - our students struggle with reading and math, which affects their abilities to learn in areas such as science, writing, and social studies, and in developing higher order thinking skills. A few teachers had been working with OneNote already and I was able to meet with them to understand how it was working in their classrooms - one teacher also has data on her specific class that supports what my research claimed - that digital journals supporting STEAM increases student achievement in reading and math, as well as writing.
I'm excited to implement my Capstone which involves the train-the-trainer method, as I will be teaching my STEM/STEAM team how to create and implement digital journals, and then support those teachers in training their respective grade level/subject matter teams. Upon implementation, I will also be able to connect with these teachers and their students through their digital journals by documenting STEAM projects and processes that we will be working through in the art room. I truly see how technology can come full circle in supporting all aspects of student learning and achievement, and provide for connections that wouldn't happen otherwise. This course has definitely opened my eyes as to what my role is (and can be) in supporting colleagues through instructional technology, which in turn affects all students and my own personal growth.
I used to think that there may not be a real place for technology in the art room aside from ipad apps or using the ipad to document student work through photo or video. My student teaching 20 years ago involved zero use of technology (one of my assignments was to print a webpage to prove I could access the internet), and although I've been to many workshops and trainings that incorporate technology for instruction and assessment, and I knew it would be more engaging for my students, I just couldn't make the shift happen.
I also knew that being in a brand new school, we would have much more technology available, and I had learned how OneNote could be used to create connections between teachers, between students, and between teachers and students - connections that would start outside of technology, be documented with digital journals, which also offers engagement online, and then would create more opportunity for conversation outside of the digital journal platform. I began to see technology as a way to not just document but to also interact. As our school is moving from STEM to STEAM, I knew I wanted to do more with OneNote and digital journals in the form of STEAM journals, and my research revolved around how STEAM can improve student achievement in multiple areas - our students struggle with reading and math, which affects their abilities to learn in areas such as science, writing, and social studies, and in developing higher order thinking skills. A few teachers had been working with OneNote already and I was able to meet with them to understand how it was working in their classrooms - one teacher also has data on her specific class that supports what my research claimed - that digital journals supporting STEAM increases student achievement in reading and math, as well as writing.
I'm excited to implement my Capstone which involves the train-the-trainer method, as I will be teaching my STEM/STEAM team how to create and implement digital journals, and then support those teachers in training their respective grade level/subject matter teams. Upon implementation, I will also be able to connect with these teachers and their students through their digital journals by documenting STEAM projects and processes that we will be working through in the art room. I truly see how technology can come full circle in supporting all aspects of student learning and achievement, and provide for connections that wouldn't happen otherwise. This course has definitely opened my eyes as to what my role is (and can be) in supporting colleagues through instructional technology, which in turn affects all students and my own personal growth.