3f Competency & Evidence

One indicator of a Digital Age Learning Environment is:

f.  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.

A large project that I worked on that shows my proficiency in planning technology-enhanced experiences was the development of digital ELA assessments for grades 3rd-5th.  The goal was to provide students a digital experience in each unit that matched the real-world experience they would have taking the state assessments.  To start this process, I collaborated with the ELA TOSA to determine needs and then researched options.  Reflecting on what tools were available in our district already, I provided her work-flow examples and then we brainstormed our perceived pros and cons of each option, including tools that would be used along the way.

Together, we presented these options to the district-wide elementary ELA team of teachers.  One option was using Google forms, which for technical GSuite reasons was more difficult to scale at a district-wide use level.  The other was through a Google document.  The teachers made their decision and added additional needs and desires.  I went back and created another option which enhanced the Google document option by incorporating Doctopus and Goobric.  These add-ons were completely new to the teachers and ELA coach.  I had to model the incorporation a number of times, including for the Superintendent.  This enhanced version is the current model we are still using three years later.

For students, this joint learning design promoted research-based practices by including a strong opportunity for timely and specific feedback that is seen in context with the assessment prompts (not simple right or wrong feedback), the opportunity to use a variety of learning objects, such as videos and images, and to progress at their own pace.  For teachers, it honored adult learning theory by being problem oriented, inviting of teacher voice, and relevant to their currently classroom practice and beliefs.

This project and ELA and Technology TOSA collaboration has been shared regionally.  We presented at the Washington Educational Research Association (WERA) conference in December 2015 and the Northwest Council for Computer Education (NCCE) conference in spring 2016.


Excerpt of presentation slides from our WERA and NCCE presentations on the process.

 


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