5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact: Capstone Project/ Website
Reflection:
Throughout my experience at Kennesaw State University, I have solidified my skills as a technology facilitator and leader. For my capstone project, I developed and implemented a series of technology-based professional learning sessions for interested staff members at my school. This experience promoted me to rise as a leader within my work environment. I analyzed the professional learning needs of the teachers at my school through a digital survey. Then, I created a series of professional learning sessions based on those needs, focusing on the emerging digital tool, the iPad. The work that went into creating this artifact was extensive, as I created a website for teachers to utilize to supplement their professional learning, conducted six comprehensive training sessions, and provided mentoring and personalized attention to teachers.
This artifact demonstrates mastery of Standard 5.2 because I was able to develop and implement technology- based professional learning to the teachers at my school. I analyzed the needs of staff members to develop a unique series of personalized professional development sessions to increase teacher competency and student learning. The implementation of these sessions allowed teachers to enhance their instruction and increase student engagement. The sessions were aligned to state and national professional learning standards, and I ensured to integrate technology to support both face-to-face and online collaboration using tools like Edmodo and the website I created. I also modeled principles of adult learning and promoted best practices in teaching, learning, and assessment. Teachers were able to create individuated lessons and units to promote higher level, student-centered learning. They were instructed on best practices to improve their teaching as well as student learning.
This experience brought together technology facilitation and leadership. This opportunity solidified my viewpoint on the importance of using professional development to facilitate new technology use in the classroom. Teachers are less likely to implement technology rich learning experiences if they are not comfortable using it themselves. I was able to exhibit leadership by facilitating these series of learning sessions with my colleagues. This taught me how to conduct myself in a series of large-group professional development sessions and teach adult learners.
If another person desired to attempt to address a similar need and problem with collaboration within their school, I would offer advice and recommendations. First, it would be recommend that the person spend a great deal of time becoming an expert in the area of study. Not only should the person be an expert on the devices, but should have a strong knowledge of the material they wish to present. This includes application ideas and uses for technology integration in the classroom. The individual should also present material in a longer time frame than what I chose, which was every other week. I initially felt that the increased frequency in a short time span would help teachers implement technology and have continuity between sessions. It proved to be the opposite, and teachers simply felt overwhelmed with the timeline of sessions.
This Capstone experience impacted faculty improvement and teacher learning. Each training session benefited teacher learning, as results from the assessment indicated overall growth. My Capstone Report details this extensively. Results indicated that there was an impact on student engagement, which would likely be translated to student achievement. This affect could be assessed through analysis of the results from statewide testing. Throughout this experience, I promoted grade level collaboration to ensure teachers could offer each other basic support. This allowed time for me to extend learning and accommodate individual needs relating to the technology, and time for teachers to improve on their skills by teaching others.
Throughout my experience at Kennesaw State University, I have solidified my skills as a technology facilitator and leader. For my capstone project, I developed and implemented a series of technology-based professional learning sessions for interested staff members at my school. This experience promoted me to rise as a leader within my work environment. I analyzed the professional learning needs of the teachers at my school through a digital survey. Then, I created a series of professional learning sessions based on those needs, focusing on the emerging digital tool, the iPad. The work that went into creating this artifact was extensive, as I created a website for teachers to utilize to supplement their professional learning, conducted six comprehensive training sessions, and provided mentoring and personalized attention to teachers.
This artifact demonstrates mastery of Standard 5.2 because I was able to develop and implement technology- based professional learning to the teachers at my school. I analyzed the needs of staff members to develop a unique series of personalized professional development sessions to increase teacher competency and student learning. The implementation of these sessions allowed teachers to enhance their instruction and increase student engagement. The sessions were aligned to state and national professional learning standards, and I ensured to integrate technology to support both face-to-face and online collaboration using tools like Edmodo and the website I created. I also modeled principles of adult learning and promoted best practices in teaching, learning, and assessment. Teachers were able to create individuated lessons and units to promote higher level, student-centered learning. They were instructed on best practices to improve their teaching as well as student learning.
This experience brought together technology facilitation and leadership. This opportunity solidified my viewpoint on the importance of using professional development to facilitate new technology use in the classroom. Teachers are less likely to implement technology rich learning experiences if they are not comfortable using it themselves. I was able to exhibit leadership by facilitating these series of learning sessions with my colleagues. This taught me how to conduct myself in a series of large-group professional development sessions and teach adult learners.
If another person desired to attempt to address a similar need and problem with collaboration within their school, I would offer advice and recommendations. First, it would be recommend that the person spend a great deal of time becoming an expert in the area of study. Not only should the person be an expert on the devices, but should have a strong knowledge of the material they wish to present. This includes application ideas and uses for technology integration in the classroom. The individual should also present material in a longer time frame than what I chose, which was every other week. I initially felt that the increased frequency in a short time span would help teachers implement technology and have continuity between sessions. It proved to be the opposite, and teachers simply felt overwhelmed with the timeline of sessions.
This Capstone experience impacted faculty improvement and teacher learning. Each training session benefited teacher learning, as results from the assessment indicated overall growth. My Capstone Report details this extensively. Results indicated that there was an impact on student engagement, which would likely be translated to student achievement. This affect could be assessed through analysis of the results from statewide testing. Throughout this experience, I promoted grade level collaboration to ensure teachers could offer each other basic support. This allowed time for me to extend learning and accommodate individual needs relating to the technology, and time for teachers to improve on their skills by teaching others.