The purpose of ETC 547 was to lay the foundations for being a Digital-Age Learning Environment instructor who implements a technology-based learning environment.
ISTE Technology Coach Standard 3:
"Create and support effective digital-age learning environment to maximize the learning of all students.
3.1. 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
3.2. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
3.3. 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
3.4. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
3.5. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
3.6. 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
3.7. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community
Technology-Based Digital-Age Learnings Environment
I believe that in the field of education technology, technology-based digital learning is an imperative component to help students learn and develop new skills and knowledge. The education technology classroom is treated like any other core content classroom, where the rented space needs to be safe and manageable for proper incorporation of pedagogical strategies and technological resources to create authentic and meaningful teaching moments for students. With technology authentication brings a collection of diverse technology resources to assist students in associating with other intellectual modalities. By understanding how diverse the students population is, I can utilize multiple technology resources to make the lesson more inclusive for all students, especially students who are English Language Learners and students who have special needs. This process can help break down any impeding barriers and prevent barriers from forming to assist students in connecting technology-based resources with the desired content. Ultimately this aligns with constructivist learning practices as students explore and engage in technology to construct new knowledge in individual and social environments to make new connections and challenge the students current schemas.Â