I hear from educators all the time that they cannot find the time to practice using all the new technology tools available, let alone collaborate around ways to utilize these tools in the learning environments they support.
As educators, we are masters at making the most out of ‘our 24’, but for time and sometimes sanity we revert back to using the same lesson we know works year after year. Yes, we want to use the new technology, yes, we know it will help our learners prepare for the 21st-century workplace, no, we aren’t out of touch with the realities of the digital revolution. Educators I know you are all planning, grading, coaching, teaching, communicating, for your students each and every day. I designed my 90-minute workshop for The ISTE 2020 EdTech conference with you in mind.
New systems, tools, and strategies of education have always excited me. I remember when a math teacher once shared with me how she removed all her desks and chairs. Students had to move around the room and work out math problems on dry erase boards. At first, the students gave her a piece (or two) of their minds when the test scores came back no one questioned her system. Her students were doing all the work in the math class, they were moving bodies and brains and guess what, the math stuck. I love when a teacher comes back to me after trying a new strategy or tool with a sparkle in their eye. I have been known to literally jump with joy when a flipped classroom brought about deep student engagement others through would never happen. The digital tools in my workshop are meant to engage and support learners authentically. The digital tools in Engaging Your Learners Through Digital Tools (YouTube video submission link) is designed to support teachers as they facilitate learners to collaborate, communicate, and create within learning communities.
This submission is designed around the ISTE Coaching Standard 3a-3g Digital Age Learning Environments. These standards are specifically connected to the learning in the workshop by:
- 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.
- 3d: Select, evaluate and facilitate the use of adaptive and assistive technologies to support student learning.
- 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.
- During the workshop, all participants will be exploring and practicing with different digital tools. They will collaborate in Face-to-Face and digital format to expand the learning while taking into account the learners they have in each unique setting. Digital communication and collaboration outside of the 90-minute workshop will be encouraged.
- 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.
- 3e: Troubleshoot basic software, hardware and connectivity problems common in digital learning environments.
- As the facilitator, I will be focusing on the coaching of teachers to use digital tools as a way to maximize the learning objectives for all learners. By anticipating the common problems of a digital environment and communicating how these problems can be solved with ease, I will empower teachers to take risks and use these powerful tools.
Participants will move to between three stations in 15 minutes increments to foster engagement while taking on a collaborative learner role.
Soine and Lumpe (2014) provided a researched anchor in Characteristics of Effective Professional Development that grounded the creation of this workshop.
This workshop supports active and engaged learning that can support the assessment of student learning. The tools support students who learn content in different ways; student choice opens up when these tools are used. By providing time to get your hands dirty during the workshop educators are able to start connecting the tool to lessons quickly. To meet the teachers’ needs and circumstances, time is spent on the exploration and application of the tool, not listening to how someone else used it. Collective participation is at the heart of this learning opportunity. Participants will collaborate with each other in stations as well as intentionally during reflection. The duration of the 90-minute workshop can be replicated with different tools and learning objectives during short and longer professional development opportunities. This workshop system is easy to replicate at other locations and with different digital tools to maximize the learning of educators at the workshop and beyond.
In short, your time is valuable. Trust me when I say that we appreciate a polite group who pretends to be listening at yet another conference. Thesparticipantsts are comfortable clapping politely and leave with a kind smile but I would rather you make a connection to the learners you support today and give you some time to practice using the tools we all know are important. I promise to jump for joy when you share how the shift towards using digital tools engaged your students and flipped your classroom.
Soine, K.M. & Lumpe, A. (2014). Measuring characteristics of teacher professional development. Teacher Development: An international journal of teachers’ professional development. DOI: 10.1080/13664530.2014.911775
Tools Used in the 2020 ISTE Submission as of September 2019*