Engaging the Community: Using Technology in Primary Literacy Group

Introduction and Reflection

 

For this quarter’s final project for my Digital Education Leadership program at Seattle Pacific University, we were asked to engage the digital community by preparing a presentation for a digital education conference.  We have submitted our proposal for the NCCE conference in Seattle in February 2019. While we haven’t yet heard if our proposal has been accepted, the process of coming up with an idea and working through the process of putting together a presentation that we feel will meet the needs of K-2 educators has been very valuable. Perhaps the most powerful learning that I gained from this project was having the opportunity to work with one of my classmates.  In my own classroom I am always talking about collaboration and how multiple brains working together bring more to our creative work and that we can often learn more from our peers than from the “teacher”. I am so glad that my peer and I took advantage of this opportunity. While I have more years of experience in education, I am moving into a grade level this coming year that I don’t have a lot of experience with, while my partner has been teaching this grade for most of her teaching career.  She also did her teaching training at a time when technology was prevalent in the classroom and most likely addressed in university education programs, where I began teaching using a overhead projector! We both brought different experiences and skill sets to our work together and I feel this allowed for our presentation to be better suited for a range of learners. Collaborating on a project like this felt more “real life” and finding the time to collaborate both synchronously and asynchronously as well as meshing our academic work was an experience and skill that reminded me that these are the experiences and skills we should be “teaching” our students in the classroom if we are, indeed, preparing them for future lives in the “real world”.

 

Professional Development that Meets Teacher Needs

 

Our presentation is planned for 50 minutes.  We chose to do a session rather than a workshop because we felt that most of our audience would have some background in primary classrooms and with using technology.  Educators coming to our presentation will be actively engaged in the learning by completing a poll and also by visiting and exploring some of the digital resources we plan to share.  During our presentation we plan to meet content knowledge needs by providing teachers reasons for including technology in the primary classroom, strategies and tips for implementing technology, and resources of which digital tools we recommend.  Teacher needs are addressed because we hope to provide teachers with information and ideas that can take back to their classroom and implement immediately. Teachers find value in professional development that prepares them to make immediate changes in their teaching that don’t require a ton of planning and time.  Collaborative participation is promoted by giving time during our presentation for the attendees to talk about which (if any) of the resources we share that they have used in their classroom and also by giving us suggestions of digital tools they have used that aren’t included in our list.

 

Presentation Slides

Here is a link to our tentative Slides presentation:

https://docs.google.com/presentation/d/1mMqqrFsnZSt0WU5qacTs4AQ1cJKaHGcNIGq3vVw9nec/edit?usp=sharing

 

Accessibility

Accessibility for all learners is important so that all content can meet their needs. For our presentation we wanted to make sure we had multiple forms for our learners to obtain information. Our main source of sharing our presentation will be projecting to a screen. For projecting our slides, we have picked larger fonts and colors that offer contrast for better viewing. In addition, we will offer hard copies of all materials discussed during our session. Finally, we created an overview video including our slides that is presented with Closed Captions for learners who need that support.

 

Video

Here a link to an overview of our presentation:

https://youtu.be/mID8P9vlif8

 

Standards

For this quarter’s work on Digital Learning Environments we focused on ISTE Standard for Coaching #3. Each week we focused on a couple indicators of this standard and this culminating project reflected our understanding of all seven indicators.

 

ISTE Standards for Coaches

  1. Digital Age Learning Environments Technology coaches create and support effective digital age learning environments to maximize the learning of all students.

a) 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.

b) Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments.

c) 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.

d) Select, evaluate and facilitate the use of adaptive and assistive technologies to support student learning.

e) Troubleshoot basic software, hardware and connectivity problems common in digital learning environments.

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.

g) Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.

Our presentation meets all 7 indicators of ISTE Standard 3 for Coaches as described below:

 

a.) We will share information about multiple ways to structure students’ use of digital tools and well as many management tips, both for the classroom environment and the technology.

b) We will provide suggestions for variety of digital tools for the primary classroom.  We will briefly explore a few during the presentation as well as include links for attendees to try out some resources we have shared after the presentation is over.

c) We will provide a lot of links to resources in our presentation. 50 minutes isn’t a lot of time, but we have a lot of information to share and want attendees to continue the learning after the session.

d) We have created a closed caption screencast providing an overview of our Slides presentation as well as been intentional with our choice of  font and graphics.

e) We have included a slide on technology management and also a slide of how to have volunteers and support staff assist when students encounter technology difficulty.

f) We chose to do this project and create this presentation as a team. We also want our presentation to be a collaborative session. We will stop and ask the audience to share anything they might want to add or share their experiences with the topic we are discussing.

g) Our presentation materials (slides and screencast) will be shared on our blogs, available on the NCCE conference website (if we are selected to present), and we will encourage attendees to share any pieces of our presentation with their colleagues once they return home. We will also share our contact information with attendees for follow-up or clarifying questions.

 

Resources

 

ISTE.org. (2017) ISTE Standards for Coaches. (Retrieved on 2018, August 22) from: https://www.iste.org/standards/for-coaches

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