Standard: 2.1.1.1 Contributes to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students by advocating for policies, procedures, programs, and funding strategies to support implementation of the digital learning plan
While reading Leadership for Deeper Learning by Jayson W. Richardson, Justin Bathon, and Scott McLeod, the class was introduced to the concepts of how to develop, communicate, and implement a vision within one's institution. Taking these concepts and learned practices we were tasked to generate a Vision Artifact using an educational technology tool. I chose a vision board approach from Canva to help share my vision of a Learner-Centric High school. In this High School, I see student-centric learning as generating diverse spaces and opportunities to promote multiple learning modalities and to establish competency-based learning styles of goals, skills, and assessments. Students would have agency in their learning and work with educators to plan their learning. I seek to give students the tools to navigate local and global communities as empowered citizens and let the curriculum and learning design from educators allow them to fulfill their fullest potential as learners.
Standard: 2.1.2.1 Collaborate with teachers and model the design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
As part of the preparation for our Emerging Tech and Innovative Practice Project, we worked independently to find an article regarding the area we were interested in researching. This was an opportunity to learn to use Google Scholar to find a research article on the innovative practice and Google Docs to share our own review of the article. By sharing the review in a well-established format, this allowed peers to read and respond to one another, furthering collaborative practice. As I was focused on Gamification, I explored Using Classcraft As A Positive Behavioral Intervention Strategy In The Classroom by Renae Otto. Exploring this research, I was able to see a deeper connection behind positive motivation strategies in the classroom that came from the Gamification pedagogy that the Learning Management System program Classcraft uses as its core design. It helped me to see how SEL and PBIS can benefit from the Gamification Pedagogy due to the intrinsic motivators and positive rewards often implemented in the design,
Standard: 2.1.3.1 Collaborate with teachers and model the 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, administrators, and staff
For my Ethics, Equity, and Responsibility Proposal I sought to create a Professional Conference submission that was focused on Digital Citizenship, particularly working collaboratively with educators to create classroom experiences with moderated spaces where students practice interacting with others online to foster critical thinking skills. This is done with the intent to prepare students to communicate effectively in these environments with diverse communities. I utilized a design that was hybrid for the professional development plan and also incorporated Active Learning pedagogy to allow for a more fully remembered experience that educators could return to for their implementation of this new skill.
It was important for me to practice this creation of a plan, as my focus is more on an instructional design or EdTech support area, thus a need to be able to choose and coach educators on these tools and skills.
Due to the focus on Digital Citizenship and how to provide access and skills to students pertaining to empowering them to become stronger Digital Citizens online, I also feel this shows the fulfillment of standard 2.1.5.1- Model and promote strategies for achieving equitable access and ethical use of digital tools and resources and technology-related best practices for all students and teachers.
Standard: 2.1.3.2 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
As part of our Technology Plan practice, I created two SMART Goals with action steps to help a school implement a change related to the collaborative Emerging Tech and Innovative Practice Project. I took this opportunity to look at a practice in Higher Ed and Middle School. It was important to look at the full potential infrastructure and resources a school may have, so I tried to establish goals that could be fulfilled using technology that was not costly such as Headspace which is both free for certain areas of the App and also free at the time of creating this plan for staff at Larner College of Medicine. This also built on the research and use of digital tools I worked with during the Emerging Tech and Innovative Practice Project.
With weeks 6-10 of the course focused on the proposals for and building of our collaborative innovative technologies projects, I felt a strong amount of time was used to think about what we each thought was innovative and interesting, seek out tools to align with projects, research, and then collaborate in finalizing the build. We also received time the last week to reflect on what we had created and how it might play into digital equity.
My focus on gamification pedagogy was paired with my peer's focus on mindfulness technology in the classroom. After collaborating to determine the design and direction of the project, a website was determined. Since I was less familiar with mindfulness, I wanted to explore it as a curricular pedagogy, and in my approach to the "Why mindfulness in the Classroom" section of the site, I wanted to ensure that educators saw the scientific research and also the feelings and interactions with the practice from students and educators so that they could feel grounded with the science, but also encounter real-life application, and feel the benefits it brings to many when blended into curriculum. I thought of this as a jumping-off point for a professional development plan and a way to showcase advocation for Mindfulness utilizing the programs currently out there that could be incorporated into school policy and curriculum as expressed in standard 2.1.1.1 Contributes to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students by advocating for policies, procedures, programs, and funding strategies to support implementation of the digital learning plan with the intent being, yes our guide provides options, however here are the strategies others have used and why.
Because I desired to integrate gamification I opted to focus my main endeavor on researching the EdTech tools. It also felt a good fit for my desire to explore instructional design and EdTech endorsement as these would be tools that could be used in design or a wider school-based initiative. I also felt this would allow me to see if there were ways to show equitable access through how I presented the tools I chose. I played with the apps, watched videos, looked into the research and ways educators and schools implemented these tools, found websites for programs that could exist as a resource, and then went about determining which ones to use. When I made my decisions I looked at price, potential classroom tech (platforms and delivery methods), language options, and student agency options. I left out a lesson that would only allow students to choose "male" or "female" avatars as felt the language was not beneficial to a diverse array of students, instead using bitmoji avatars for the example as they allow for a student's personal presentation.
Knowing that not all students would have access to apps at home I did try to use apps that would fit well into the class environment first and foremost and then could translate into a home environment if applicable. I also sought tools that would have a gamification focus for delivery so that students would retain interest and their progress could be individualized even if contributing to the whole class. It is one of my favorite features of gamification theory as it allows students to start from wherever they need to and progress forward at a pace that works best for them to achieve their goals/proficiencies. It is one of the reasons I choose to discuss and create a Choice Board as an example as well. I used Google Slides for the first time with assistance from Canva to create a board that showed the mindfulness activities a student could choose to obtain their "points" and contribute to their achievements all while practicing the mindfulness skills they wanted and perhaps needed to explore that day. Through this research and presentation of the Tech Tools, I tried to be guided by standard 2.1.5.1 Model and promote strategies for achieving equitable access and ethical use of digital tools and resources and technology-related best practices for all students and teachers.
Standard: 2.1.3.4 Troubleshoot basic technology problems common in digital learning environments
Throughout the course I was introduced to new technologies including Google Sites, Google Scholar, using WeVideo to create a Digital Equity Podcast, Trello for project management, Diigo for research and annotations, using MOTE to respond with a recording of my voice, and Google Slides for the creation of an artifact within the Mindfulness Website generated for the Emerging Tech and Innovative Practice Project. I was able to use these and resolve any issues encountered by researching guides or videos when I had questions.
