"Create and support effective digital-age learning environments 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
Importance of Designing a Technology-Based Digital-Age Learning Environment:
My philosophy on supporting learning within digital-age contexts centers on creating a safe and inclusive space for Adult Education ESOL students to learn and thrive. This involves incorporating Critical Race Theory (Ladson-Billings, 1998) and Culturally Relevant Pedagogy (Ladson-Billings, 1995) in the instructional design process. It is essential to consider the learner's background, culture, and experiences when designing a curriculum. In addition, it is important to consider the significance of considering learners' perspectives in the design process. Applying these concepts to Adult Education ESOL learners involves creating a learning environment taht acknowledges and embraces their unique cultural and linguistic identities, values, and experiences. This approach will foster a sense of belonging and promote active engagement in the learning process, leading to better outcomes and increased digital literacy.
Articles on Instructional Design and Cultural Relevance in the Classroom
Just What is Critical Race Theory and
What's It Doing in a Nice Field Like Education?
Gloria Ladson-Billings (1998)
This article explores the concept of Critical Race Theory (CRT) and its application to the field of education. Ladson-Billings (1998) argues that CRT provides a framework for understanding how race and racism operate in society and in educational institutions. The article discusses how CRT can be used to critique educational policies and practices that perpetuate racial inequities.
Toward a Theory of Culturally Relevant Pedagogy
Gloria Ladson-Billings (1995)
This article introduces the concept of Culturally Relevant Pedagogy (CRP) as a way to promote academic success and cultural competence among Students of Color. The article argues that CRP involves the integration of students' cultural experiences, knowledge, and backgrounds into the teaching and learning process.
The Importance of Design Thinking for Technological Literacy: A Phenomenological Perspective
Alastair Wells (2012)
This article explores the concept of design thinking and its relationship to digital literacy. Wells (2012) argues that design thinking, which involves a human-centered approach to problem-solving, is crucial for developing digital literacy in individuals. The article draws on research to examine the role of design thinking in shaping individuals' perceptions and understanding of technology.
Training Older Workers: Lessons Learned, Unlearned, and Relearned From the Field of Instructional Design
Shahron Williams Van Rooij (2012)
The article discusses the challenges of designing effective training programs for older workers and provides recommendations for instructional designers. Rooij (2012) argues that traditional instructional design approaches may not be suitable for older workers, who may have different learning styles and preferences. The article highlights the importance of considering learners' backgrounds, experiences, and cultures in the design process, and provides examples of how this can be achieved through the use of case studies.
References
Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education?. International journal of qualitative studies in education, 11(1), 7-24.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Rooij, S. W. van. (2012, March 28). Training older workers: Lessons learned, unlearned, and relearned from the field of instructional design. Wiley Online Library. https://onlinelibrary.wiley.com/doi/abs/10.1002/hrm.21466
Wells, A. (2013). The importance of design thinking for technological literacy: A phenomenological perspective. International Journal of Technology and Design Education, 23, 623-636. https://doi.org/10.1007/s10798-012-9207-7