This is a short audio blog about using the TPACK Framework as
a starting point for analyzing a teacher's knowledge or observing their current
practice. This framework can provide areas of focus for teacher professional development and use of technology in the classroom.
Please click on the link below to access my Voicethread Audio Blog Post.
According to Whitehead, Jensen, and Boschee
(2013) “[i]ntegration of up-to date transformative technology will be critical
for future school success.” Today, technology is an essential part of the
educational and classroom structure. An efficient and effective use of
technology, not only helps students technically but motivates and encourages
them to learn. Successful integration of technology begins with the planning
of meaningful, authentic, and relevant learning experiences for students.This includes activities in which students
interact with one another through collaborative experiences.These collaborative activities should include
complex tasks which require students to problem solve and think critically.
Simply using technology in the classroom with not increase student engagement
or increase student achievement; however, integrating technology into a
student-centric learning environment with effective and reflective practitioners
will benefit all learners. In their study, Whiteside and Dikkers (2016), state
that students need “more than core academic subject knowledge to succeed.”They also conclude that students need “learning
opportunities to…increase self-regulation, boost inquiry, and help [other]
students” (Whiteside & Dikkers, 2016).
The core idea behind
the integration of technology in the classroom is to encourage student
learning. However, it is important that teachers incorporate technology
experiences, not because they cover a specific subject, but because they
present students with specific problems and issues in which technologies can help
them to investigate in depth. The learner learns by interacting with the
available resources while drawing upon their own experiences and background
knowledge. Properly integrated classrooms provide all students with diverse
learning experiences in which to develop deeper learning skills (p. 9).What
would be considered as properly integrated use of technology? In my experience,
technology that increases students’ understanding, enhances learning, and is
easy to use. The ability to interact and collaborate with others is important
as teachers and students “are no longer bound by the wall of the classroom
(p. 2). Furthermore, all learners would
be excited and motivated to learn the content using the technology. The following is a short video about changes that are occurring in the learning landscape.
New roles for
teachers have become evident as school districts provide students with devices
and implement technological initiatives.Technology based pedagogy allows teachers to use technology in alignment
with standards and create a curriculum in which students have more focus and
interest in learning than in the traditional classroom. The use of technologies
may also offer teachers many ways to develop lessons which contain more
authentic and collaborative tasks for students. Ultimately, the goal is that
these lessons and tasks will employ higher order cognitive skills. Learning is
not a one-size-fits-all endeavor that occurs in isolation. Learning is a
social and collaborative activity in which student share, wonder, reach out,
and create. Through the use of technology and its tools, students are taught to
be digital citizens who are culturally aware and tech savvy. During well
designed lessons and activities, students can be given many choices of technology
tools. The goal is that students will “employ technology thoughtfully” by communicating
during lessons using visuals, audio, media, or text (p. 5). Technology creates a paradigm shift where the role of the
teacher becomes a guide or mentor who interacts with or among the students. In
turn, students drive instruction.Although,
technology can enhance and excel learning for students, the pedagogy always
comes first. It is the knowledgeable and reflective practitioner who plans
authentic and meaningful learning experiences integrated with technology for
students.
Whiteside, A., & Dikkers. (2016). “More
confident going into college”: Lessons learnedfrom
multiple stakeholders in new blended learning initiative. Online Learning, 20(4), 136-156. doi: 10.24059
Whitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A
guide for school administrators, technology coordinators, and curriculum
leaders. Thousand Oaks, CA: Corwin.
The instructional coach’s goal is to impact instructional
effectiveness and help raise students’ achievement.Therefore, instructional coaches are a vital
component in the school and school system as they can collaborate with and assist
teachers in both the delivery of instruction and implementation of
researched-based practices.All teachers
have a vested interest in improving their craft as their goal is to improve students’
learning and achievement.In order to
allow teachers to have some control over and choices about their professional
learning, instructional coaches provide on-going and continuous learning
opportunities. These professional learning activities are aligned with
performance outcomes. This type of professional development is focused on the
purpose of both, teacher and student success.Through on-going and continuous professional development, opportunities
are provided in which teachers can gain a deeper understanding of and address
problems associated with their practice.To improve their craft, teachers need resources, support, and
feedback.Working with an instructional
coach who can help teachers incorporate researched based practices in the
classroom setting helps to promoting student achievement and improve teacher
performance.What does an instructional coach do? Below is a short video about what they do from the the perspective of actual instructional coaches.
By having instructional coaches assigned to each school
within my school’s district, teachers are provided with opportunities for peer
coaching and collaboration as well as co-planning, modeling, observation, feedback,
and reflection all of which leads to effective teaching strategies. In our
school and district, Instructional coaches work alongside the teacher as they
co-plan lessons and differentiate teaching strategies that support all learning
styles and modalities.Our instructional
coach promotes a collaborative environment where teachers feel valued and
appreciated. Furthermore, our coach supports and encourages teachers.She is also viewed as a peer.In addition, she is someone who collaborates
and reflects with us in regards to our teaching and learning practices in a
non-threatening and supportive manner.Through
a partnership, our coach makes it seem easy and possible for us to successfully
implement new instructional methods into our practice.The nature of the instructional coaching
process allows for continuous communication between our coach and teachers.
Thus, everyone is learning from one another. Because our instructional coach
has a deep understanding of content as well as pedagogy, she is able to use
conferences, workshops, and meetings along with data to initiate conversations
and reflection (Marzano & Simms, 2016, p. 213). All of the efforts of the
teachers and instructional coach are accomplished through the mindset of improving
our teaching practices and increasing student achievement.
Marzano, R., & Simms, J. (2013). Coaching in the classroom: The classroom strategies series. Indiana: Marzano Research.
Thomas, E, Bell, D., Spelmen, M., & Briody, J. (2015). The growth of instructional coaching partner conversations in prek-3 grade teacher professional development experience. Journal of Adult Education, 44(2), 1-6.
Instructional Coaching Image retrieved from http://stetsonassociates.com/wp-content/uploads/2013/04/instructional-coaching.png
The goal and purpose for the school is for students to learn, develop deeper thinking, and master learning outcomes.This can only be accomplished through good
pedagogy.Therefore, teachers and
instructional coaches should strive to create a learning community in which all
members are engaged in the learning process.With the advancements in technology there has been a shift in the
classroom as teachers and student roles have changed. For many years, the
lecture has been the instructional strategy used most by teachers. Today, teachers
are no longer effective when using the traditional teacher-centered approach.Instead, effective teachers use a
student-centered approach that incorporates cooperative learning and
collaboration activities along with technology and its tools.Learning does not take place in isolation.
Thus, teachers should encourage student interactions, cooperative learning, and
collaboration as this leads to higher achievement.One of the challenges of today’s classroom
teachers is to create learning experiences which include meaningful use of
technology.Students use technology on a
daily basis and possess basic communication, social media, and information
skills.However, these skills alone do
not ensure or promote higher order thinking and deeper learning skills which will be
of upmost importance for them in the 21st century workplace and global economy.
Computers and technological tools have many effective ways
for enhancing and supporting student learning.Yet, some still view technology as an addition to the curriculum and they resort to the lower levels of technology use in the classroom. Which in turn results in ineffective
learning experiences and technology use. One cause for this is that some teachers may feel inadequate about or uncomfortable with technology and its
uses, Often times, they plan learning activities such as educational games, drill
and practice, or online assessments as a way to bring the technology into
class. Again this is another ineffective, low level way to present and incorporate technology in the
classroom setting.
As with other areas of concerns in the classroom, teachers can turn to their instructional coaches for support. The knowledge and skills of an instructional coach may help teachers in the implementation of technology and improve content
instruction by using best practices. To achieve deeper learning outcomes
with technology, teachers and instructional coaches must create a learning
community.In this learning community through
collaboration, co-planning, modeling, co-teaching, feedback, and reflection, the
teacher and the instructional coach build a relationship of trust. This trusting
relationship is based on the commitment of learning to do something better for the students while working together to in planning effective learning experiences. The following short video gives a short overview the coaching cycle and what an instructional coach can do to support professional development and teacher learning.
The first step in creating learning projects that embrace technology
is to determine a teacher’s need for her classroom. This will require a
needs assessment which should be completed by the teacher.The needs assessment helps the teacher
to think critically about the use of technology, resources available, and support
that she will need to effectively facilitate the use of technology in her
classroom. Once a needs assessment is
completed, the teacher and instructional coach will need to debrief and
discuss the types of resources available as well as how the resources can enhance instruction
and the ways in which the teacher can use the resources to facilitate
instruction.After the debrief session,
the instructional coach will model the effective use of technology and provide
opportunities for the teacher to explore the effective use of technology in the
classroom environment (Trach, 2014, p. 13).Then the teacher and instructional coach will look at the modeling
experience and design a technology activity for the teacher to model and coach
to observe.The teacher and the
instructional coach will then reflect on the teacher's lesson to evaluate its effectiveness,
how well the technology supported the goals, and what adjustments need to be
made for future technology rich activities.Through the coaching continuum of collaborative planning, modeling of lessons,
teacher-directed post-conference, observing the lesson, collaborative data, and
continued support, teachers can meet the goals they have set for themselves and
their students (Marzano & Simms, p. 207).
The teacher is often called the single most
important factor in student achievement.Therefore, opportunities for teachers to grow and learn through
effective professional development should be on-going, meaningful, focused on
scientifically researched-based approaches.Thus, the instructional coach provides the teacher with embedded, on going professional development.Effective instructional practices and successful pedagogy always remains the
same.However, in today’s technology
rich culture, it is more important than ever that student is engaged in learning
experiences that are supported through technology and its tools.
Marzano, R., & Simms, J. (2013). Coaching in the classroom: The classroom strategies series. Indiana: Marzano Research.
Trach, S. (2014). Inspired instructional coaching. Principal, 13-16. Retrieved from www.naesp.org
Image Retrieved from
https://s-media-cache-ak0.pinimg.com/236x/d8/fc/38/d8fc38f616a1f0ce316885aa81077b41.jpg
YouTube Video Retrieved from https://youtu.be/k-1LDr3imWg
The idea behind educational coaching is providing high quality
professional development which addresses areas of weakness or problems that
teachers face every day in the classroom. Professional development offered by
educational coaches encompasses on site, long term, and collaborative teaching
and learning experiences focused on improving teacher and student performance. The
instructional coaching method is unlike traditional professional development
sessions and workshops where skills and strategies are taught in isolation.Through coaching, teachers are provided with classroom
experiences and skills. Moreover, teachers experience growth during the
coaching process by developing skills through goal setting, observations,
modeling, and reflection. Thus, the purpose of instructional coaching is to help
identify problems that a teacher may be faced with and guide them in discovering
potential solutions. As an educational coach focuses on and strives to change
teaching behaviors, she begins by asking probing questions. These questions help
the teacher reflect on and analyze any concerns or issues she may have inside
her classroom. An instructional coach will review any important data with the
teacher and ask her what she notices and areas of concern. Together, they can
then select growth goals (Marzano & Simms, 2013, p.28) or areas in which
the teacher feels she wants or needs to improve.Teachers are given choices throughout the
coaching process. By leading a teacher toward her goal, she takes ownership of
her own learning and is more likely to change behaviors or put strategies into
practice.
The coaching model helps in supporting the life longing
learning, innovative practices, and collaborative processes which allows a
teacher to create more authentic learning experiences for her students. Many coaches strive to provide counsel and
hand on assistance along with content and pedagogical knowledge. The educational
coach conveys these skills and strategies through modeling. Then in a constructivist
approach, the teacher is allowed to incorporate any strategies, skills, and
knowledge into her own classroom environment. The coaching experience is one
where there is a partnership approach to collaboration and where teachers are
gently guided to make decisions.Educational
coaching has been promising in the areas of developing teacher skills and
strategies and raising student achievement.Most educational coaches are experienced, highly accomplished, and
well-respected educators who possess a trust with other teachers. Because of the candid and collaborative nature
of educational coaching, a successful coach would possess character traits
which keep them from providing teachers with solutions to problems. A trusting relationship
between a coach and a teacher is important as teachers grow professionally
through the actual practice and ongoing development (Marzano & Simms, 2013,
p.10). This trusting relationship is key as teachers who do not trust their
coaches will not be open to learning experiences, regardless of the coach’s
expertise and knowledge. The predictive outcome of a successful collaborative
relationship between a coach and a teacher would be improved student achievement.Through the collaborative coaching experience,
the teacher can become empowered with new knowledge, skills, and strategies.
Marzano, R., & Simms, J. (2013). Coaching in the classroom: The classroom strategies series. Indiana:
Marzano Research
