The final post is a reflection of your learning and growth this semester. Make sure to discuss how you feel better prepared to be a technology coach as well as how you’ve grown as an educator and leader in your field. (2-3 paragraphs) Course Description: This course is designed to provide candidates with technological pedagogical content knowledge (TPACK) and skills to design and develop multimedia and web-based projects to facilitate P-12 student learning. Topics include the design, development, and evaluation of multimedia and web-based learning environments; research related to multimedia and emerging technologies; classroom applications; design and development techniques; hardware and software requirements; digitizing and manipulating images, voice, and video materials; universal design; and copyright and ethics. Candidates will apply instructional design processes and principles to design and develop multimedia and web-based projects in the candidate’s certification field. In recent years, researchers have formed a strong consensus on the importance of engaged learning in schools and classrooms. This consensus, together with a recognition of the changing needs of digital age learners, has stimulated the need for more interactive multimedia instructional content. Today’s children are “growing up digital.” Their view of the world is very different from that of adults, thanks to unprecedented access to information, people, and ideas across highly interactive media. They learn differently and as a result, feel disconnected from schools that were designed for another time. This digital generation takes in and responds to rapidly transmitted sights and sounds whether on television, computers, or video games. Educators must learn to capitalize on these types of multimedia and emerging technologies and utilize them to engage students in meaningful and relevant learning experiences. PSC Standards: (can also be reviewed to help write the reflection) 2.1 Content Standards & Student Technology Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a) 2.2 Research-Based Learner-Centered Strategies Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b) 2.3 Authentic Learning Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences (PSC 2.3/ISTE 2c) 2.4 Higher Order Thinking Skills Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher-order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d) 2.5 Differentiation Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e) 2.6 Instructional Design Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE2f) 2.7 Assessment Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g) 3.1 Classroom Management & Collaborative Learning Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources (PSC 3.1/ISTE 3a) 3.2 Managing Digital Tools and Resources Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b) 3.3 Online & Blended Learning Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student earning and expand opportunities and choices of professional learning for teachers and administrators. (PSC 3.3/ISTE 3d) 3.4 Adaptive and Assistive Technology Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d) 3.5 Basic Troubleshooting Candidates troubleshoot basic software and hardware problems common in digital learning environments (PSC 3.5/ISTE 3e) 3.6 Selecting and Evaluating Digital Tools & Resources Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. (PSC 3.6/ISTE 3f) 3.7 Communication & Collaboration Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g) 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) 4.2 Safe, Healthy, Legal & Ethical Use Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies. (PSC 4.2/ISTE 5b) Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b) 6.2 Reflection Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c) 6.3 Field Experiences Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards (PSC 6.3) ISTE Standards for Technology Coaches Addressed: 2a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards 2b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students 2c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience 2d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, meta-cognition, and self-regulation) 2e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals 2f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences 2g. Coach teacher in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards 3a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments 3b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments 3c. 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 3d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning 3e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments 3f. 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 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community 5a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers 5b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies 6a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS•S and NETS•T 6b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice 6c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences
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