EDTC 6104 Week 1
Conceptualize an ‘ideal learning environment’
Understand the course outline and expectations
Have a greater understanding of the obstacles facing the use and engagement of technologies in an academic setting.
Be able to formulate arguments, ideas and concepts regarding research-based methods to provide support for faculty, staff and students in their exploration, use and development of educational technology.
Apply the ISTE Coaching Standard 3 and associated performance indicators to weekly assignments
Apply ISTE Coaching Standard 3 to a related collaborative global project
How can instructional coaches:
Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators?
Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure?
Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
Readings and Resources
Week 1 Readings and Resources Readings and Resources
Based on the learning environments you inhabit as a student, teacher, facilitator, administrator, specialist and/or participant, what are some of the ways in which these environments are ideal? When we say ideal, we do not mean universal; what is ideal in one environment likely will not be in another. We want you to think about what is ideal for you when you look at an environment from the different lenses you use to approach teaching and learning.
For the Triggering event you will consider the question above while you think about the specific needs of your employment-based learning environments. You do not necessarily need to create a question, but you do want to identify a learning environment you currently engage in as a professional, and look to identify some of the elements you would like to keep, some you would like to modify and some that may not exist and you wish to create.
Share your thoughts in the appropriate forum in Google Groups. Next you will move into the Exploration Phase and search for resources that will help you explore possible answers to your question.
During the Exploration phase you will read the assigned readings and search for and share relevant resources to your Triggering Event thoughts. As you explore, think about some of the problems/obstacles you face in your professional learning environments, and begin to identify what those are and why they may exist. Resources can be a journal article, a white paper, a position paper, a blog -- whatever the medium, it will be up to you to analyze its message and its justification. How does this resource apply to ISTE Coaching Standard 3? Your resource should include the following:
A web link to the resource so that classmates can view the article, web page, etc. that you are sharing. Abstracts are not considered articles; if you have trouble finding a specific article through the SPU Library or Google Scholar, contact us and we will help you (because of the quick turnaround of this course, Interlibrary Loan is not an ideal solution, so we will work to advise)
Write a brief summary of the resource letting readers know why you chose it, who would use the resource, and how it relates to your thinking on the topic. Also, explore criticism of the resource; criticism is a vital element of working in technology/teaching & learning, and there are multiple perspectives upon which to read positions, pragmatics or research.
Posts should be completed by the end of the week (Sunday).
Your post should be posted to the course website through the SPU Academic Commons (beta). Also post to the Google Groups forum.
During the Integration phase you will interact with other students' resource posts for the week. This interaction will happen in many forms across many digital learning environments (the Google course, Google Hangouts/Groups, Twitter, the Academic Commons, etc.) and will result in dynamic feedback, sharing new resources and suggesting possible solutions to questions. The goal is to further your thoughts to be able to externalize your ideas of what an ideal learning environment in your specific context would consist of. We will focus heavily on this during our face-to-face time on July 8.
During the Integration phase you will provide feedback to peers on the resources they shared in the Exploration phase. After doing this you will self-assess your resource sharing and feedback using the Resource Sharing Self-Assessment Google Form.
In the Resolution phase you will externalize a response to your Triggering Event thoughts. This externalization will take the form of a blog post on your bPortfolio (there is not a word minimum or maximum, but we would expect roughly 1250 words or five double-spaced pages). In this post, you want to identify some of the ideal aspects of the various learning environments you inhabit throughout your life and why they work in the contexts where you engage. Again, you are not looking for common themes across -- personally Rolin finds Twitter very helpful in his personal learning network for professional development but it is not well supported in his day-to-day operations as an administrator. Being able to tie some of the literature from the course readings, your found artifacts and the artifacts of others is a positive!
Once you have completed your blog post you will share it on Twitter to get feedback from your peers and your professional learning network; it will also be aggregated to the course web domain. Use the hashtag #edtechsandbox so that others can find your tweet and ultimately your post. You should also post the URL on Google Groups so we all have quick access. Providing feedback to the blog posts of your cohort is a vital part of the process. This feedback should be about ideas and thoughts rather than practical elements or pragmatics; continue the conversation. It is not the purpose of feedback to provide blithe praise or scathing critique, but rather to extend thoughts by providing your perspective on their interests.
Success in a Truncated Course
As this course will fill 10 weeks’ worth of participation into four weeks, it is important to stay up-to-date and highly involved throughout the process. Read early, engage with your peers, help one another, and participate often. The more we can use the digital tools of asynchronous communication throughout the month, the more we will be able to accomplish and the more effective such accomplishment will be!