5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact: One-Hour Instructional Technology Workshop
Standard 5.2
The One-Hour Instructional Technology Workshop was created for the Professional Learning and Technology Innovations course. The purpose of the assignment was to follow the ADDIE instructional design model to design, develop, and deliver a one-hour technology workshop for our school. Following the ADDIE design process, professional learning objectives were aligned to state and national professional learning standards. Further, the Get to Know Google Apps with Google Drawings workshop was specifically designed to support Buford City Schools’ 2014 implementation of Google Apps for Education, thus accounting for local needs in addition to state and national professional learning standards.
The artifact demonstrates my ability to develop and implement technology-based professional learning. Through the ADDIE design process of analyzing, designing, developing, implementing and evaluating, I was able to learn a great deal about designing, developing, and implementing technology-focused professional learning experiences to adult learners emphasizing best practices in teaching, learning, and assessment. In an effort to raise teach comfort levels with Google Docs and GAFE, I chose to center my workshop on the easy to use Google Drawings. The idea being that if teacher’s felt comfortable with Google Docs, then they could begin extending its use to students in their own classrooms and feel confident about doing so. Overall, I feel the sessions were successful. In fact, I was asked to deliver the workshop to a sister school, Buford Academy which was a great opportunity for their teachers and also myself. For these reasons, I feel the artifact demonstrates my abilities to model principles of adult learning and promote best practices in teaching, learning, and assessment.
A large piece of the One-Hour Instructional Technology Workshop was to also design and develop a supporting website to accompany the workshop. Again, the ADDIE design process heavily factored into the design of the support website. Workshop attendees had a resource to refer back to after the sessions to reinforce learning. This piece of the artifact clearly represents my abilities to integrate technology to support face-to-face and online components.
In retrospect, I feel that a piece missing from the workshop was how to incorporate Google Drawings into instruction. I provided faculty and staff members with a really thorough overview of how to use Google Drawings. However, I didn’t necessarily highlight how it could be used to enhance instruction or provide any lesson ideas. If I were to redeliver the workshop, I would most definitely add a piece focusing on possible lesson ideas. That being said, participant feedback from the sessions indicated that the workshop was successful. The impact of this artifact could be assessed by emailing session participants an adopter survey to measure how many faculty members are regularly using Google Drawings.
The One-Hour Instructional Technology Workshop was created for the Professional Learning and Technology Innovations course. The purpose of the assignment was to follow the ADDIE instructional design model to design, develop, and deliver a one-hour technology workshop for our school. Following the ADDIE design process, professional learning objectives were aligned to state and national professional learning standards. Further, the Get to Know Google Apps with Google Drawings workshop was specifically designed to support Buford City Schools’ 2014 implementation of Google Apps for Education, thus accounting for local needs in addition to state and national professional learning standards.
The artifact demonstrates my ability to develop and implement technology-based professional learning. Through the ADDIE design process of analyzing, designing, developing, implementing and evaluating, I was able to learn a great deal about designing, developing, and implementing technology-focused professional learning experiences to adult learners emphasizing best practices in teaching, learning, and assessment. In an effort to raise teach comfort levels with Google Docs and GAFE, I chose to center my workshop on the easy to use Google Drawings. The idea being that if teacher’s felt comfortable with Google Docs, then they could begin extending its use to students in their own classrooms and feel confident about doing so. Overall, I feel the sessions were successful. In fact, I was asked to deliver the workshop to a sister school, Buford Academy which was a great opportunity for their teachers and also myself. For these reasons, I feel the artifact demonstrates my abilities to model principles of adult learning and promote best practices in teaching, learning, and assessment.
A large piece of the One-Hour Instructional Technology Workshop was to also design and develop a supporting website to accompany the workshop. Again, the ADDIE design process heavily factored into the design of the support website. Workshop attendees had a resource to refer back to after the sessions to reinforce learning. This piece of the artifact clearly represents my abilities to integrate technology to support face-to-face and online components.
In retrospect, I feel that a piece missing from the workshop was how to incorporate Google Drawings into instruction. I provided faculty and staff members with a really thorough overview of how to use Google Drawings. However, I didn’t necessarily highlight how it could be used to enhance instruction or provide any lesson ideas. If I were to redeliver the workshop, I would most definitely add a piece focusing on possible lesson ideas. That being said, participant feedback from the sessions indicated that the workshop was successful. The impact of this artifact could be assessed by emailing session participants an adopter survey to measure how many faculty members are regularly using Google Drawings.