Furthermore, I grasp from the literature that instructional software, e-references, and e-books can have a great impact on student achievement, learning and higher order thinking. By having several approaches for students to receive content material, tutorials, and drill skill practices, learners will achieve and master curriculum goals. This was comforting to know since I teach at-risk students with a variety of academic and behavioral deficiencies. Lastly, I can distinguish the differences in the needs of ELL, special education students, and various content areas, especially science. Educators need to be prepared to integrate various forms of technological practices, to ensure learners will be successful. Many ELL and special education students are served in regular classrooms. More importantly, these students must be taught to speak, read and become fluent in English as well as learn the content curriculum required by the district, regardless of their impairment or disability. It’s up to the teachers to ensure that each child reaches their learning goals.
There were many engaged learning projects that we thoroughly reviewed over the course of the semester. I also had the opportunity to create an Engaged Learning Project of my own, that I will implement in my classroom soon. When coaching a teacher to create or improve an Engaged Learning Project it proved to be favorable to be knowledgeable of the TPACK and ensure comprehension of the LoTi levels and performance indicators. I learned that most ELP should be at LoTi levels 4 or higher. Strong indicators of engaged learning such as student centered, higher order thinking, collaboration with peers, culturally responsive and student roles as explorer should be present. In addition, defining the teacher’s role and assessments can make a huge difference in student’s relevance and understanding of the learning experience. Furthermore, the use of some Web 2.0 tools, apps and other technology tools makes the experience highly meaningful. This made not only the LoTi levels higher for my engaged learning experience project, but culturally responsive and performance based as well. It is my promise, that I will coach teachers successfully in incorporating more engaged learning experiences infused with Web 2.0 tools in their classrooms, to increase student achievement and help students achieve specific learning goals. Consequently, the more teachers self reflect, the more it will inform their pedagogical decision inside the classroom.
As of now I don’t have any questions, because I feel that I learn best in practice. Once I start implementing instructional technology coaching I feel that I can better identify barriers. I feel very good about becoming a technology coach, and have gained a greater since of confidence that I can better serve other teachers in my school and district. I believe that 21st Century K-12 Learners can utilize technology to support student acquisition of content standards and the NETS-S, because it will give them the ability to express creative thinking, develop innovative products, and apply knowledge of digital tools to communicate in various media platforms. In addition, these students will gain 21st century skills such as collaboration, decision-making, problem solving, and critical thinking. Furthermore, I trust that we can create digital citizens where they have a personal responsibility in their own life-long learning. To conclude, I hope they will be able to understand how technology works and how they can use it efficiently and productively to learn.
As a technology coach, I intend to empower not only students, but teachers as well. It is my optimism, that I will acquire a wealth of knowledge from the NETS-C Standards. I will be able to demonstrate knowledge, skills, and dispositions of effectively integrating technology into my teaching practices. I will also work with other teachers to help them utilize technology to improve how they teach, assess, and impact students learning. I can provide support to teachers so that more digital learning environments will be present in our schools. By evaluating and continuously reflecting on the knowledge, skills, and dispositions, I will seamlessly incorporate technology into my professional practice and improve my ability to effectively model and facilitate technology-learning experiences in my school.