Teaching and Learning Beyond Boundaries: Final Reflection
Introduction
According to the Conceptual Framework within the Professional Education Unit of University of Maryland University College (UMUC), a primary focus of the Master of Education in Instructional Technology (MEd) program is to prepare teachers to overcome boundaries that stand in the way of high levels of student achievement (UMUC, 2013). As a result of teaching beyond these boundaries, educators will provide valuable, challenging learning experiences that meet the needs of their students, as well as prepare these students for the changing world in which they live (UMUC, 2013). We live in a technological society, and the skills that our students need to contribute to and succeed within this society are constantly changing. I can say with full certainty that the MEd program at UMUC has prepared me to teach beyond the boundaries that hinder student success.
Additionally, this program aims to provide graduate students with the skills needed to become successful technology coaches. Technology coaches facilitate the planning, development, and implementation of technology into schools. Furthermore, they provide support to teachers and school staff members regarding the use of educational technology to promote teaching and learning. The International Society for Technology in Education (ISTE) has developed a set of six standards that successful technology coaches must embody. I do believe that, as a result of my experiences within the MEd program, I have acquired the knowledge and skills needed to serve as an effective technology coach.
Additionally, this program aims to provide graduate students with the skills needed to become successful technology coaches. Technology coaches facilitate the planning, development, and implementation of technology into schools. Furthermore, they provide support to teachers and school staff members regarding the use of educational technology to promote teaching and learning. The International Society for Technology in Education (ISTE) has developed a set of six standards that successful technology coaches must embody. I do believe that, as a result of my experiences within the MEd program, I have acquired the knowledge and skills needed to serve as an effective technology coach.
Teaching and Learning Beyond Boundaries
A Reflection Of My Experiences Aligned To The Conceptual Framework
A Reflection Of My Experiences Aligned To The Conceptual Framework
Within the Conceptual Framework for the MEd program, there are six objectives that students are expected to achieve upon completion of the program. As I reflect upon my experiences as a graduate student, I realize that the courses I have taken, as well as the coursework I have completed, have helped me achieve these six objectives.
Objective #1 - Teaching For Learning
“The candidate acts upon academic content, professional and pedagogical knowledge, and understanding of students to maximize student achievement” (UMUC, 2013)
In order to be an effective educator, teachers must possess full content knowledge, pedagogical knowledge, and the ability to meet individual student needs. This is the true essence of teaching and learning beyond boundaries; that is, when teachers are knowledgeable in their subject area as well as in pedagogical content, they are better able to provide effective instruction in which all students learn.
Before starting this graduate program, I do believe that I was able to design and implement quality instruction that met the needs of my students. Being a former special education teacher, differentiation was always considered whenever I planned a lesson. Many of the courses within the MEd program require graduate students to design and implement lessons or activities with the classroom setting. While planning and designing these lessons or activities, graduate students are required to consider the content, various pedagogical approaches and theories, and differentiation in order to meet students’ needs. Thus, while I had prior experience with designing and adapting instruction, this graduate program provided me with multiple opportunities to continue doing so.
In EDTC670, graduate students engaged in an independent capstone project that served as a culmination of their experiences within the MEd program. My project focused on the use of virtual manipulatives to deepen students’ mathematical understanding. While planning this instruction, I needed to deepen my own content knowledge; that is, I needed to understand the reasoning behind a certain type of word problem, and then I needed to use my pedagogical knowledge to determine the best way to use technology to teach this concept. Additionally, I needed to use my pedagogical knowledge to design an instructional unit that used technology to deepen students’ learning. I also needed to consider students’ individual needs and assure that my instruction was meeting these needs. This capstone project is found within this ePortfolio.
Again, I do believe that I was proficient with regards to this first objective prior to beginning my graduate program. However, the MEd program allowed me multiple opportunities, such as designing and implementing my capstone project, to plan and provide quality instruction to students.
Objective #2 - Analysis, Reflection, and Continuous Improvement
“The candidate engages in an ongoing process of reflection, re-planning, testing, and refining for continuous improvement” (UMUC, 2013)
An effective teacher realizes that he or she is not perfect - the field of education is constantly changing, new research is being conducted, and new strategies relating to teaching and learning are being encouraged within classrooms around the country. Thus, educators must consistently be reflecting upon their teaching, deepening their knowledge and skills, and furthering their professional development. Additionally, teachers must be assessing students and analyzing this assessment data in order to determine the best plan for student growth. Those teachers who do not “change with the times” help build the boundaries that limit student success – a teacher who is consistently engaging in professional growth and development helps break these boundaries down.
Prior to beginning this graduate program two years ago, I did not have an issue with reflecting upon my own teaching. Being a perfectionist, I was always looking for ways to improve. I recognized that I was a new teacher, and I did not know everything. One area that I knew I could improve in was assessment analysis. I was comfortable with administering assessments, however, I struggled with using the assessment data to plan further instruction.
In EDTC615, graduate students designed a data-driven decision making plan. Students collaborated in small groups to analyze student assessment data, identify learning needs, and then create a plan that best met these learning needs. Within our plan, my group members and I identified various trends within the data we were given. These trends included low homework completion rates among a portion of students, poor academic performance among a portion of students, and low school attendance among a portion of students. We then identified various student learning needs that needed to be considered when developing our plan, including familial involvement, the socio-economic status of a majority of students, and available technology. After an analysis of the data, as well as the consideration of student needs, we then created various detailed initiatives and objectives that aligned to the learning issues. Additionally, we planned assessment methods to measure students’ performance in relation to these objectives.
Overall, this project gave me the opportunity to engage in a comprehensive data analysis experience, and required me to use the data to improve student learning. It helped me feel more comfortable with using data to drive instruction that best meets my students’ needs. A copy of this data-driven decision making plan can be found below.
Objective #1 - Teaching For Learning
“The candidate acts upon academic content, professional and pedagogical knowledge, and understanding of students to maximize student achievement” (UMUC, 2013)
In order to be an effective educator, teachers must possess full content knowledge, pedagogical knowledge, and the ability to meet individual student needs. This is the true essence of teaching and learning beyond boundaries; that is, when teachers are knowledgeable in their subject area as well as in pedagogical content, they are better able to provide effective instruction in which all students learn.
Before starting this graduate program, I do believe that I was able to design and implement quality instruction that met the needs of my students. Being a former special education teacher, differentiation was always considered whenever I planned a lesson. Many of the courses within the MEd program require graduate students to design and implement lessons or activities with the classroom setting. While planning and designing these lessons or activities, graduate students are required to consider the content, various pedagogical approaches and theories, and differentiation in order to meet students’ needs. Thus, while I had prior experience with designing and adapting instruction, this graduate program provided me with multiple opportunities to continue doing so.
In EDTC670, graduate students engaged in an independent capstone project that served as a culmination of their experiences within the MEd program. My project focused on the use of virtual manipulatives to deepen students’ mathematical understanding. While planning this instruction, I needed to deepen my own content knowledge; that is, I needed to understand the reasoning behind a certain type of word problem, and then I needed to use my pedagogical knowledge to determine the best way to use technology to teach this concept. Additionally, I needed to use my pedagogical knowledge to design an instructional unit that used technology to deepen students’ learning. I also needed to consider students’ individual needs and assure that my instruction was meeting these needs. This capstone project is found within this ePortfolio.
Again, I do believe that I was proficient with regards to this first objective prior to beginning my graduate program. However, the MEd program allowed me multiple opportunities, such as designing and implementing my capstone project, to plan and provide quality instruction to students.
Objective #2 - Analysis, Reflection, and Continuous Improvement
“The candidate engages in an ongoing process of reflection, re-planning, testing, and refining for continuous improvement” (UMUC, 2013)
An effective teacher realizes that he or she is not perfect - the field of education is constantly changing, new research is being conducted, and new strategies relating to teaching and learning are being encouraged within classrooms around the country. Thus, educators must consistently be reflecting upon their teaching, deepening their knowledge and skills, and furthering their professional development. Additionally, teachers must be assessing students and analyzing this assessment data in order to determine the best plan for student growth. Those teachers who do not “change with the times” help build the boundaries that limit student success – a teacher who is consistently engaging in professional growth and development helps break these boundaries down.
Prior to beginning this graduate program two years ago, I did not have an issue with reflecting upon my own teaching. Being a perfectionist, I was always looking for ways to improve. I recognized that I was a new teacher, and I did not know everything. One area that I knew I could improve in was assessment analysis. I was comfortable with administering assessments, however, I struggled with using the assessment data to plan further instruction.
In EDTC615, graduate students designed a data-driven decision making plan. Students collaborated in small groups to analyze student assessment data, identify learning needs, and then create a plan that best met these learning needs. Within our plan, my group members and I identified various trends within the data we were given. These trends included low homework completion rates among a portion of students, poor academic performance among a portion of students, and low school attendance among a portion of students. We then identified various student learning needs that needed to be considered when developing our plan, including familial involvement, the socio-economic status of a majority of students, and available technology. After an analysis of the data, as well as the consideration of student needs, we then created various detailed initiatives and objectives that aligned to the learning issues. Additionally, we planned assessment methods to measure students’ performance in relation to these objectives.
Overall, this project gave me the opportunity to engage in a comprehensive data analysis experience, and required me to use the data to improve student learning. It helped me feel more comfortable with using data to drive instruction that best meets my students’ needs. A copy of this data-driven decision making plan can be found below.
Objective #3 - Technology Integration and Digital Citizenship
“The candidate demonstrates selection and integration of technology to deepen and personalize student learning and to prepare students to participate actively and ethically in a digitally connected world” (UMUC, 2013)
The entire MEd program focuses on the use of technology to improve teaching and learning. We live in a technological society that is dominated by computers, media, and other forms of digital technology. Our students are “digital learners” – they are constantly interacting and engaging with technology more than ever before. Within our schools, technology integration is a critical component of high-quality classroom instruction. As teachers, we must teach in a way that utilizes the technology that is so central in our students’ lives. Those teachers who effectively integrate technology into their classrooms are overcoming the digital divide, and they are breaking down the boundaries that hinder student success.
Before beginning this graduate program, I used some of the technology that was available within my school. I would create educational flipcharts and project them on the Promethean Board, or I would have students use the computers to engage in digital research. At the time, that seemed like enough. However, as I reach the end of my graduate program, I realize that there are endless opportunities for technology integration within schools, and when used effectively, technology can greatly enhance student learning.
In EDTC610, graduate students designed a web-based activity for students. Rather than simply using technology “just because”, this activity aimed to use technology in a purposeful manner – that is, to deepen student learning and understanding. For this assignment, I chose to create a WebQuest that focused on the American Revolution. I was a fifth grade special education teacher at the time, and a huge component of our social studies curriculum was the American Revolution. Rather than teaching students about the causes of this war via traditional paper-and-pencil means, I believed that a WebQuest would engage students while still providing them with an opportunity to learn the academic content. This WebQuest can be found by clicking on the image below.
“The candidate demonstrates selection and integration of technology to deepen and personalize student learning and to prepare students to participate actively and ethically in a digitally connected world” (UMUC, 2013)
The entire MEd program focuses on the use of technology to improve teaching and learning. We live in a technological society that is dominated by computers, media, and other forms of digital technology. Our students are “digital learners” – they are constantly interacting and engaging with technology more than ever before. Within our schools, technology integration is a critical component of high-quality classroom instruction. As teachers, we must teach in a way that utilizes the technology that is so central in our students’ lives. Those teachers who effectively integrate technology into their classrooms are overcoming the digital divide, and they are breaking down the boundaries that hinder student success.
Before beginning this graduate program, I used some of the technology that was available within my school. I would create educational flipcharts and project them on the Promethean Board, or I would have students use the computers to engage in digital research. At the time, that seemed like enough. However, as I reach the end of my graduate program, I realize that there are endless opportunities for technology integration within schools, and when used effectively, technology can greatly enhance student learning.
In EDTC610, graduate students designed a web-based activity for students. Rather than simply using technology “just because”, this activity aimed to use technology in a purposeful manner – that is, to deepen student learning and understanding. For this assignment, I chose to create a WebQuest that focused on the American Revolution. I was a fifth grade special education teacher at the time, and a huge component of our social studies curriculum was the American Revolution. Rather than teaching students about the causes of this war via traditional paper-and-pencil means, I believed that a WebQuest would engage students while still providing them with an opportunity to learn the academic content. This WebQuest can be found by clicking on the image below.
While designing this project, I needed to consider the advantages that the use of the WebQuest had over simply teaching this content without the use of technology. I predicted that the students would enjoy using the technology and that they would be engaged by the variety of multimedia that was incorporated into the WebQuest.
I was fortunate enough to be able to test these predications. While this course only required graduate students to design a web-based activity, I had the opportunity to implement my activity. Because this WebQuest aligned with the curriculum I was teaching, I had my students take the WebQuest in our school’s computer lab. My predictions were correct – I saw a high level of student motivation and engagement, and students appeared to enjoy partaking in the WebQuest. Additionally, the WebQuest encouraged students to think critically about why the American Revolution occurred, and students were able to explain how they would feel if they were colonists at this time.
Overall, this project gave me the opportunity to plan for, and implement, effective technology integration within my classroom. However, in addition to this project, the MEd program has opened my eyes to numerous technologies that are available to promote teaching and learning. I feel as though I have made the biggest improvement with regards to this objective in comparison to the other objectives stated within the Conceptual Framework. My knowledge of various technologies has allowed me to become an educator that can overcome the digital divide, which is a major boundary inhibiting student success in today’s classrooms.
Objective #4 - Creativity, Innovativeness, and Adaptability
“The candidate integrates creativity, innovativeness, and adaptability into the curriculum, promoting opportunities for discovery, deep learning, and originality” (UMUC, 2013)
In the past, many teachers utilized a “direct instruction” approach. That is, the teacher simply passed on information to his or her students. While there are scenarios where this is an effective method of teaching, it is also important that students have the opportunity to construct their own knowledge and understandings. This belief is known as the “constructivist” theory, and the ability for students to think critically and draw their own conclusions is crucial in today’s society. Teachers who solely use a direct instruction approach to teaching risk limiting students’ creativity and can hinder the development of students’ higher-order thinking skills. However, those teachers who utilize constructivist methods can overcome this boundary and promote students’ academic development.
Before enrolling in this graduate program, I was familiar with the difference between direct instruction and constructivism. I had implemented direct instruction, as well as instruction that followed constructivist beliefs, in my classroom. However, the MEd program provided me with additional opportunities to design lessons that allowed students to be creative, innovative, and construct their own knowledge.
In EDTC650, graduate students created an instructional unit that was designed to be implemented in a virtual setting. The virtual unit that I created focused on classifying polygons and quadrilaterals. Throughout the unit, students learned the definition of a polygon and sorted shapes by those that were polygons and those that were not. Students then learned the difference between convex and concave polygons, and had multiple opportunities to sort polygons into these two categories. Furthermore, within this unit, students learned about quadrilaterals; more specifically, they classified different types of quadrilaterals as well as explored the relationship between the different types.
As a summative assessment, students were asked to develop their own classification system of quadrilaterals that illustrates the hierarchal relationships between the different types. This assessment adopted a constructivist approach to learning. Rather than simply telling (or showing) students the traditional way of classifying quadrilaterals, they were asked to develop their own classification system that still illustrated the various hierarchal relationships. Students then presented their classification systems to their classmates and teacher, allowing them an opportunity to present and share their mathematical thinking and reasoning. This assessment allowed for students to think creatively, critically, and innovatively.
This virtual unit plan can be found below.
I was fortunate enough to be able to test these predications. While this course only required graduate students to design a web-based activity, I had the opportunity to implement my activity. Because this WebQuest aligned with the curriculum I was teaching, I had my students take the WebQuest in our school’s computer lab. My predictions were correct – I saw a high level of student motivation and engagement, and students appeared to enjoy partaking in the WebQuest. Additionally, the WebQuest encouraged students to think critically about why the American Revolution occurred, and students were able to explain how they would feel if they were colonists at this time.
Overall, this project gave me the opportunity to plan for, and implement, effective technology integration within my classroom. However, in addition to this project, the MEd program has opened my eyes to numerous technologies that are available to promote teaching and learning. I feel as though I have made the biggest improvement with regards to this objective in comparison to the other objectives stated within the Conceptual Framework. My knowledge of various technologies has allowed me to become an educator that can overcome the digital divide, which is a major boundary inhibiting student success in today’s classrooms.
Objective #4 - Creativity, Innovativeness, and Adaptability
“The candidate integrates creativity, innovativeness, and adaptability into the curriculum, promoting opportunities for discovery, deep learning, and originality” (UMUC, 2013)
In the past, many teachers utilized a “direct instruction” approach. That is, the teacher simply passed on information to his or her students. While there are scenarios where this is an effective method of teaching, it is also important that students have the opportunity to construct their own knowledge and understandings. This belief is known as the “constructivist” theory, and the ability for students to think critically and draw their own conclusions is crucial in today’s society. Teachers who solely use a direct instruction approach to teaching risk limiting students’ creativity and can hinder the development of students’ higher-order thinking skills. However, those teachers who utilize constructivist methods can overcome this boundary and promote students’ academic development.
Before enrolling in this graduate program, I was familiar with the difference between direct instruction and constructivism. I had implemented direct instruction, as well as instruction that followed constructivist beliefs, in my classroom. However, the MEd program provided me with additional opportunities to design lessons that allowed students to be creative, innovative, and construct their own knowledge.
In EDTC650, graduate students created an instructional unit that was designed to be implemented in a virtual setting. The virtual unit that I created focused on classifying polygons and quadrilaterals. Throughout the unit, students learned the definition of a polygon and sorted shapes by those that were polygons and those that were not. Students then learned the difference between convex and concave polygons, and had multiple opportunities to sort polygons into these two categories. Furthermore, within this unit, students learned about quadrilaterals; more specifically, they classified different types of quadrilaterals as well as explored the relationship between the different types.
As a summative assessment, students were asked to develop their own classification system of quadrilaterals that illustrates the hierarchal relationships between the different types. This assessment adopted a constructivist approach to learning. Rather than simply telling (or showing) students the traditional way of classifying quadrilaterals, they were asked to develop their own classification system that still illustrated the various hierarchal relationships. Students then presented their classification systems to their classmates and teacher, allowing them an opportunity to present and share their mathematical thinking and reasoning. This assessment allowed for students to think creatively, critically, and innovatively.
This virtual unit plan can be found below.
As previously stated, I did feel comfortable with using constructivist methods within my classroom prior to enrolling in this graduate program. However, the MEd program allowed me to have further opportunities to utilize this instructional approach, and ultimately, helped me develop professionally.
Objective #5 - Local, National, and Global Community
“The candidate integrates into instruction the political, economic, cultural, and ecological concepts of global citizenship” (UMUC, 2013)
According to the Partnership for 21st Century Skills (2007), our students must be able to “respect cultural differences and work effectively with people from a range of social and cultural backgrounds”. Additionally, according to the ISTE Standards for Students (2007), our students must be able to “develop cultural understanding and global awareness by engaging with learners of other cultures”. We live in a world comprised of people from different countries, cultures, and ways of life. We must prepare our students for this world, and to do so, we must help them develop the skills needed to effectively communicate and collaborate with those around them. As educators, the boundary of egocentrism is one we must overcome.
Prior to enrolling in this graduate program, I had a surface global awareness and perspective. Where I grew up, everyone was “the same”. We were all the same race, belonged to families of the same socioeconomic status, and had the same educational goals. It wasn’t until high school where I truly began to realize that there was so much more to the world than what was just happening in my life. People around the world were facing issues that I could never dream of facing, including hunger, poverty, and war.
Additionally, prior to this graduate program, I very rarely incorporated instruction relating to global awareness and citizenship. It’s embarrassing to say, but it’s true. Thus, this was an objective that I knew I could improve upon.
EDTC645 focused solely on global awareness, global technology, and global education. In this course, I created an instructional unit that incorporated global awareness into the classroom. This unit, designed for first graders, included three main components: learning about one’s own culture, learning about the culture of a student from another country, and comparing the two cultures. Within this unit, students used the ePals global network to communicate with first grade students from another country. Students asked each other questions about their culture, and then composed an informational writing piece in which they compared their culture to the culture of their “ePal”. These writing pieces were then compiled to create a digital book that was shared with the participating classrooms. This project aimed to help students in both classrooms develop a sense of global awareness and cultural awareness.
This instructional unit can be found below.
Objective #5 - Local, National, and Global Community
“The candidate integrates into instruction the political, economic, cultural, and ecological concepts of global citizenship” (UMUC, 2013)
According to the Partnership for 21st Century Skills (2007), our students must be able to “respect cultural differences and work effectively with people from a range of social and cultural backgrounds”. Additionally, according to the ISTE Standards for Students (2007), our students must be able to “develop cultural understanding and global awareness by engaging with learners of other cultures”. We live in a world comprised of people from different countries, cultures, and ways of life. We must prepare our students for this world, and to do so, we must help them develop the skills needed to effectively communicate and collaborate with those around them. As educators, the boundary of egocentrism is one we must overcome.
Prior to enrolling in this graduate program, I had a surface global awareness and perspective. Where I grew up, everyone was “the same”. We were all the same race, belonged to families of the same socioeconomic status, and had the same educational goals. It wasn’t until high school where I truly began to realize that there was so much more to the world than what was just happening in my life. People around the world were facing issues that I could never dream of facing, including hunger, poverty, and war.
Additionally, prior to this graduate program, I very rarely incorporated instruction relating to global awareness and citizenship. It’s embarrassing to say, but it’s true. Thus, this was an objective that I knew I could improve upon.
EDTC645 focused solely on global awareness, global technology, and global education. In this course, I created an instructional unit that incorporated global awareness into the classroom. This unit, designed for first graders, included three main components: learning about one’s own culture, learning about the culture of a student from another country, and comparing the two cultures. Within this unit, students used the ePals global network to communicate with first grade students from another country. Students asked each other questions about their culture, and then composed an informational writing piece in which they compared their culture to the culture of their “ePal”. These writing pieces were then compiled to create a digital book that was shared with the participating classrooms. This project aimed to help students in both classrooms develop a sense of global awareness and cultural awareness.
This instructional unit can be found below.
This project required me to think about ways to incorporate global awareness into my classroom, which (as previously stated) I rarely did prior to taking EDTC645. As a result of this assignment, I became a more “global teacher”. I have continuously tried to think of ways to incorporate global and cultural awareness into my classroom, and I take advantages of opportunities in which students can celebrate their culture and traditions. A limited sense of cultural awareness is a boundary that can hinder students’ academic success, as well as their success outside of the K-12 classroom. Thus, this is a boundary that must be overcome.
Objective #6 - Instructional Leadership
“The candidate initiates change and mobilizes the learning community toward the goal of curriculum and organizational improvement, influencing the practice, character, and culture for learning” (UMUC, 2013)
Effective teachers are not only open to change, but they facilitate change within their school community. They are often the “students” in professional development settings, yet they also serve the role as “teacher” as they work to support their colleagues. These teachers do not settle with a “status quo” boundary; rather, they engage in continuous professional growth.
Before enrolling in this graduate program, I did not see myself as someone who could design a professional learning seminar or workshop. I was finishing up my first year of teaching, and knew that there was so much I still needed to learn. How could I possibly teach someone something when I’m still a new teacher? Needless to say, the idea of my serving as an instructional leader was foreign to me.
However, in EDTC640, I designed a District Technology Training Program for teachers in my school system. This program identified the school system’s problems and needs relating to technology integration, and provided a detailed outline of workshops aimed to educate teachers on the use of multimedia software within the classroom. This training program can be found below.
Objective #6 - Instructional Leadership
“The candidate initiates change and mobilizes the learning community toward the goal of curriculum and organizational improvement, influencing the practice, character, and culture for learning” (UMUC, 2013)
Effective teachers are not only open to change, but they facilitate change within their school community. They are often the “students” in professional development settings, yet they also serve the role as “teacher” as they work to support their colleagues. These teachers do not settle with a “status quo” boundary; rather, they engage in continuous professional growth.
Before enrolling in this graduate program, I did not see myself as someone who could design a professional learning seminar or workshop. I was finishing up my first year of teaching, and knew that there was so much I still needed to learn. How could I possibly teach someone something when I’m still a new teacher? Needless to say, the idea of my serving as an instructional leader was foreign to me.
However, in EDTC640, I designed a District Technology Training Program for teachers in my school system. This program identified the school system’s problems and needs relating to technology integration, and provided a detailed outline of workshops aimed to educate teachers on the use of multimedia software within the classroom. This training program can be found below.
While working on this project, I realized that in fact, I did have knowledge that I could offer to my peers. As I am writing this reflection of my experiences in this MEd program, I realize that I have learned a great deal about educational technology, and that I can teach others about how to effectively integrate technology into their classrooms. This idea is eye-opening for me, for if you asked me two years ago, I would have said the complete opposite.
My Journey Towards Becoming A Technology Coach
A Reflection Of My Experiences Aligned To The ISTE Technology Coach Standards
A Reflection Of My Experiences Aligned To The ISTE Technology Coach Standards
As previously discussed, the ISTE outlined a set of six standards that effective technology coaches must embody. In addition to preparing graduate students to use technology in the classroom, the MEd program also aims to prepare students to become technology coaches within an educational setting. As I reflect upon my experiences within this program, I realize that this program has prepared me to be a technology coach – and technology leader – within my school and school system.
Standard 1 - Visionary Leadership
According to the ISTE, effective technology coaches are leaders and advocates for technology integration within their schools. They help with planning and developing, implementing, and reflecting upon opportunities for educational technology use. They aid in the selection and introduction of new technologies within the school, and help train teachers to use these technologies purposefully.
As previously discussed, before enrolling in this MEd program, I did not think of myself as a “visionary leader”. I thought of myself as a new teacher – as someone who had more to learn from others than to offer. However, my attitude has changed as I near the end of this program.
In addition to the District Technology Training Program discussed above, I also created a five-day workshop designed to educate teachers in grades 3-5 about how to incorporate blogs into their classroom. As part of EDTC640, this workshop aimed to inform teachers about the ways that blogs could be used to develop students’ reading and writing skills, global awareness, and teacher-family partnerships.
When designing this workshop, I had to take on the role of a leader with a vision for effective technology integration. By providing teachers with quality professional development, it is hoped that they, too, would become avid users of educational technology. This workshop not only aimed to educate teachers, but it also aimed to spread knowledge of blogging and its value within the classroom. To view this workshop, click on the image below.
Standard 1 - Visionary Leadership
According to the ISTE, effective technology coaches are leaders and advocates for technology integration within their schools. They help with planning and developing, implementing, and reflecting upon opportunities for educational technology use. They aid in the selection and introduction of new technologies within the school, and help train teachers to use these technologies purposefully.
As previously discussed, before enrolling in this MEd program, I did not think of myself as a “visionary leader”. I thought of myself as a new teacher – as someone who had more to learn from others than to offer. However, my attitude has changed as I near the end of this program.
In addition to the District Technology Training Program discussed above, I also created a five-day workshop designed to educate teachers in grades 3-5 about how to incorporate blogs into their classroom. As part of EDTC640, this workshop aimed to inform teachers about the ways that blogs could be used to develop students’ reading and writing skills, global awareness, and teacher-family partnerships.
When designing this workshop, I had to take on the role of a leader with a vision for effective technology integration. By providing teachers with quality professional development, it is hoped that they, too, would become avid users of educational technology. This workshop not only aimed to educate teachers, but it also aimed to spread knowledge of blogging and its value within the classroom. To view this workshop, click on the image below.
In addition, according to ISTE, technology coaches advocate for funding to support effective technology integration within schools. This funding supports the shared vision for meaningful educational technology education. In EDTC630, I created a grant proposal that aimed to provide funding for Dell tablets as well as a teacher subscription to the NoodleTools software. This grant proposal discussed how these technologies would be used to develop students’ information literacy and research-based skills. It provided a detailed summary of the need for this technology, the goals that the technology would help students achieve, and the instructional activities that the technology would be used for. This proposal, which can be found below, was another step towards my becoming a visionary leader for effective technology integration.
Again, as previously stated, I never considered myself to be a visionary leader for technology integration. While I always valued the importance of educational technology, I never thought that I could contribute to the spread of this vision. However, the MEd program proved to me that I could, in fact, serve as a leader that can advocate for the use of educational technology within schools.
Standard 2 - Teaching, Learning, and Assessments
The ISTE Standards for Technology Coaches states that technology coaches assist teachers in using technology for providing valuable instruction, differentiating this instruction, and assessing student learning.
As previously discussed, prior to my enrolling in the MEd program, I had a basic understanding of effectively incorporating technology into my instruction. I knew that the technology had to align with the instructional objectives; however, I was not at all familiar with the different technologies that were available. Additionally, I never used technology to differentiate. I would consider individual students’ needs and plan ways to support their use of the technology, rather than consider how I could use technology to meet students’ needs. I was also familiar with administering assessments, but I never used technology to administer these assessments.
According to the ISTE Standards, technology coaches assist teachers in providing technology-based, student-centered learning experiences that align with content standards. Additionally, these learning experiences should require students to think critically. In EDTC610, I created a WebQuest designed for 7th grade students. This WebQuest focused on the Vietnam War, and was part of a larger web-based instructional unit. In this WebQuest, students analyzed various songs that were written during the Vietnam War period. They then identified specific words and phrases in each song that reflected the artist’s opinion of the war. At the end of the WebQuest, students had three different assessment options to choose from, which allowed students to choose the assessment that best met their learning style.
This WebQuest can be viewed by clicking on the screenshot below.
Standard 2 - Teaching, Learning, and Assessments
The ISTE Standards for Technology Coaches states that technology coaches assist teachers in using technology for providing valuable instruction, differentiating this instruction, and assessing student learning.
As previously discussed, prior to my enrolling in the MEd program, I had a basic understanding of effectively incorporating technology into my instruction. I knew that the technology had to align with the instructional objectives; however, I was not at all familiar with the different technologies that were available. Additionally, I never used technology to differentiate. I would consider individual students’ needs and plan ways to support their use of the technology, rather than consider how I could use technology to meet students’ needs. I was also familiar with administering assessments, but I never used technology to administer these assessments.
According to the ISTE Standards, technology coaches assist teachers in providing technology-based, student-centered learning experiences that align with content standards. Additionally, these learning experiences should require students to think critically. In EDTC610, I created a WebQuest designed for 7th grade students. This WebQuest focused on the Vietnam War, and was part of a larger web-based instructional unit. In this WebQuest, students analyzed various songs that were written during the Vietnam War period. They then identified specific words and phrases in each song that reflected the artist’s opinion of the war. At the end of the WebQuest, students had three different assessment options to choose from, which allowed students to choose the assessment that best met their learning style.
This WebQuest can be viewed by clicking on the screenshot below.
When designing this WebQuest, I had to consider how to effectively use the Internet to cover the social studies standards that I aimed to teach. Furthermore, I designed this WebQuest so that students were responsible for constructing their own understandings about the public opinion of the war. Information was not simply recited to them; students had to think critically to identify the mixed opinions people had about the United States’ involvement. This assignment helped deepen my knowledge and understanding of using technology to provide effective instruction that is not only student-centered, but requires students to take responsibility for their own learning.
Technology coaches should also help teachers use technology to differentiate instruction and to meet each student’s individual needs. In EDTC625, graduate students completed an Assistive Technology Case Study. For this case study, I first read the profile of a “pretend” student who had difficulties within the classroom. I then used my knowledge of assistive technology to provide recommendations regarding specific hardware and software that could be used to meet this student’s needs and help the student better succeed within the classroom. This case study can be found below.
Technology coaches should also help teachers use technology to differentiate instruction and to meet each student’s individual needs. In EDTC625, graduate students completed an Assistive Technology Case Study. For this case study, I first read the profile of a “pretend” student who had difficulties within the classroom. I then used my knowledge of assistive technology to provide recommendations regarding specific hardware and software that could be used to meet this student’s needs and help the student better succeed within the classroom. This case study can be found below.
Lastly, technology coaches should also guide teachers through using technology to assess student understanding. For my EDTC670 capstone project, technology was used to measure students’ ability to solve change unknown missing addend word problems. Rather than solving these problems using physical manipulatives or drawings, students used virtual manipulatives. Thus, technology was used to assess their performance with regards to the learning objective.
Overall, these assignments helped deepen my understanding of, and ability to, use technology to maximize teaching and learning, as well as administer assessments to track student progress.
Standard 3 - Digital-Age Learning Environments
Technology coaches should be able to “create and support effective digital-age learning environments to maximize the learning of all students” (ISTE, 2012). This involves managing a technology-rich classroom as well as technology within a school. Additionally, technology coaches should be knowledgeable in online and blended learning environments, assistive technology, troubleshooting basic technological issues, and the evaluation of different technologies. Technology coaches should also be proficient in using technology to communicate with others on a local and global scale.
Prior to enrolling in the MEd program, I had no experience with managing the technology within a classroom or within a school. In fact, I never pictured myself to be someone who would ever have this responsibility. However, the Classroom Technology Plan, which was completed in EDTC630, proved to me that I possessed the knowledge needed to manage technology within an educational setting.
For this assignment, graduate students identified the technology that was currently available within their classrooms, as well as technology-related needs that were present. Graduate students then designed a plan that proposed a need for additional technology, which would be used to further students’ learning. For my classroom technology plan, I chose to propose the need for additional computers, iPads, and assistive technology software. These technologies would be used to help students deepen their information literacy skills. I provided a justification for this additional technology, instructional goals and objectives that the students would use the technology to meet, an evaluation plan, staff development plan, and timeline for completion. This project showed me that I was, in fact, capable of determining what technologies were needed within my classroom and then creating a plan that proposed the acquisition for these technologies.
This classroom technology plan can be found below.
Overall, these assignments helped deepen my understanding of, and ability to, use technology to maximize teaching and learning, as well as administer assessments to track student progress.
Standard 3 - Digital-Age Learning Environments
Technology coaches should be able to “create and support effective digital-age learning environments to maximize the learning of all students” (ISTE, 2012). This involves managing a technology-rich classroom as well as technology within a school. Additionally, technology coaches should be knowledgeable in online and blended learning environments, assistive technology, troubleshooting basic technological issues, and the evaluation of different technologies. Technology coaches should also be proficient in using technology to communicate with others on a local and global scale.
Prior to enrolling in the MEd program, I had no experience with managing the technology within a classroom or within a school. In fact, I never pictured myself to be someone who would ever have this responsibility. However, the Classroom Technology Plan, which was completed in EDTC630, proved to me that I possessed the knowledge needed to manage technology within an educational setting.
For this assignment, graduate students identified the technology that was currently available within their classrooms, as well as technology-related needs that were present. Graduate students then designed a plan that proposed a need for additional technology, which would be used to further students’ learning. For my classroom technology plan, I chose to propose the need for additional computers, iPads, and assistive technology software. These technologies would be used to help students deepen their information literacy skills. I provided a justification for this additional technology, instructional goals and objectives that the students would use the technology to meet, an evaluation plan, staff development plan, and timeline for completion. This project showed me that I was, in fact, capable of determining what technologies were needed within my classroom and then creating a plan that proposed the acquisition for these technologies.
This classroom technology plan can be found below.
Furthermore, as previously stated, technology coaches should serve as resources regarding the use of online and blended learning environments. Virtual classrooms are becoming increasingly popular, and thus, technology coaches must be knowledgeable about the field of distance education. Before enrolling in UMUC, I had never taken an online class before. I knew that virtual schools existed, but I was never a student in one.
EDTC650 opened my eyes to distance learning. As part of this course, I created my own system for describing virtual schools. This assignment helped me learn more about distance education and about all of the components of a virtual school. This assignment can be found below.
EDTC650 opened my eyes to distance learning. As part of this course, I created my own system for describing virtual schools. This assignment helped me learn more about distance education and about all of the components of a virtual school. This assignment can be found below.
Technology coaches should also be familiar with assistive technology. As previously discussed, I completed an assistive technology case study while enrolled in EDTC625. This assignment not only required me to think about how technology could be used for differentiation, but it also exposed me to the various types of assistive technology that are available.
Furthermore, technology coaches should be able to troubleshoot basic technology issues. This is not a skill that I feel as though I am proficient with just yet, and this will be discussed in the final section of this reflection essay.
In addition, technology coaches should be able to evaluate different hardware and software. They should be able to identify the advantages and disadvantages of different technology with regards to teaching and learning. Before enrolling in this MEd program, I would evaluate technology on a basic level. I would consider the ease of use of a technology, how much preparation was required, and how much I actually knew about that technology. However, that was the extent of my evaluation.
In EDTC600, graduate students completed a software review. For this assignment, I reviewed a software called “Math Drills”, which is a mathematics drill-and-practice software aimed to develop math fluency. I evaluated, in great detail, the value that this software had with regards to teaching and learning. I also discussed the different functions and capabilities of this software. Furthermore, I evaluated the interest level of this software, its ease of use, and its absence of bias. I then compared this software to a different math fact software. This assignment concluded with a holistic evaluation of “Math Drills”, which synthesized all aspects of my evaluation. This assignment, which can be found below, required me to think in-depth about a specific piece of technology. I realized that, prior to using a piece of hardware or software in my classroom, I needed to evaluate it with regards to all different criteria. This evaluation will ensure that the technology is an effective tool to use to promote teaching and learning.
Furthermore, technology coaches should be able to troubleshoot basic technology issues. This is not a skill that I feel as though I am proficient with just yet, and this will be discussed in the final section of this reflection essay.
In addition, technology coaches should be able to evaluate different hardware and software. They should be able to identify the advantages and disadvantages of different technology with regards to teaching and learning. Before enrolling in this MEd program, I would evaluate technology on a basic level. I would consider the ease of use of a technology, how much preparation was required, and how much I actually knew about that technology. However, that was the extent of my evaluation.
In EDTC600, graduate students completed a software review. For this assignment, I reviewed a software called “Math Drills”, which is a mathematics drill-and-practice software aimed to develop math fluency. I evaluated, in great detail, the value that this software had with regards to teaching and learning. I also discussed the different functions and capabilities of this software. Furthermore, I evaluated the interest level of this software, its ease of use, and its absence of bias. I then compared this software to a different math fact software. This assignment concluded with a holistic evaluation of “Math Drills”, which synthesized all aspects of my evaluation. This assignment, which can be found below, required me to think in-depth about a specific piece of technology. I realized that, prior to using a piece of hardware or software in my classroom, I needed to evaluate it with regards to all different criteria. This evaluation will ensure that the technology is an effective tool to use to promote teaching and learning.
The last component of this standard relates to using technology to communicate with those around us, both near and far. Prior to enrolling in this program, I was very familiar with using technology to communicate. I grew up with instant messenger and social media, and using technology as a communication tool was not foreign to me. However, I never really thought about using technology to communicate globally within an educational setting. As previously discussed, the global classroom module that I created for EDTC645 opened my eyes to using technology to allow students to communicate with other students from around the world.
Standard 4 - Professional Development & Program Evaluation
Effective technology coaches must be able to identify technology-related needs within their school, conduct professional development to support teachers’ use of educational technology, and evaluate the effectiveness of these professional development opportunities.
As previously mentioned, before I enrolled in the MEd program, I never considered myself to be someone who could identify technology-needs within a classroom or school. I used the technology I was provided, and didn’t think about possibly ordering or buying anything extra. Additionally, I never thought that I could possibly identify teachers’ needs with regards to the use of educational technology.
However, the EDTC630 Classroom Technology Plan, as well as the District Technology Training Program created for EDTC640, showed me that I could, in fact, do all of these things. As stated above, the classroom technology plan gave me the opportunity to identify both technology and learning needs, and then design a plan that met these needs. The District Technology Training Program gave me a real-life opportunity to survey teachers in my school system and find out what their needs were with regards to educational technology. Thus, both of these assignments helped me become more proficient in this standard. Both of these assignments can be found below.
Standard 4 - Professional Development & Program Evaluation
Effective technology coaches must be able to identify technology-related needs within their school, conduct professional development to support teachers’ use of educational technology, and evaluate the effectiveness of these professional development opportunities.
As previously mentioned, before I enrolled in the MEd program, I never considered myself to be someone who could identify technology-needs within a classroom or school. I used the technology I was provided, and didn’t think about possibly ordering or buying anything extra. Additionally, I never thought that I could possibly identify teachers’ needs with regards to the use of educational technology.
However, the EDTC630 Classroom Technology Plan, as well as the District Technology Training Program created for EDTC640, showed me that I could, in fact, do all of these things. As stated above, the classroom technology plan gave me the opportunity to identify both technology and learning needs, and then design a plan that met these needs. The District Technology Training Program gave me a real-life opportunity to survey teachers in my school system and find out what their needs were with regards to educational technology. Thus, both of these assignments helped me become more proficient in this standard. Both of these assignments can be found below.
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Technology coaches should then be able to use these needs to design professional development opportunities. Coaches should also create measures to evaluate the success of these professional development seminars. Again, I never thought that I would be able to do this upon entering the MEd program. However, the District Technology Training Program (seen above) allowed me to do both of these things as well. Once I had determined the needs of the teachers within my school system, I then created a proposed set of workshops that addressed these needs. Following this, I chose one of the proposed workshops and actually designed this workshop – I created the activities and materials and planned the instruction that would be taking place. I also created an assessment measure to determine if this professional development workshop was successful. The District Technology Training Program was a lengthy, comprehensive assignment; however, it truly helped me develop with regards to this fourth ISTE standard.
Standard 5 - Digital Citizenship
Effective technology coaches “model and promote digital citizenship” (ISTE, 2012). In our technological society, coaches must remain up to date with any rules and regulations regarding the fair, and ethical, use of technology. Additionally, as previously discussed, coaches must be able to use technology to promote cultural awareness and understanding.
The idea of using technology to promote cultural awareness and understanding has been previously discussed throughout this essay. However, digital citizenship has not been covered. Before enrolling in the MEd program, I did not give too much thought to digital citizenship. It was never something I had an issue with – I didn’t cyberbully, I didn’t plagiarize, and I didn’t use technology for inappropriate reasons. However, this graduate program taught me that there was more to digital citizenship than I was aware of.
In EDTC630, graduate students completed an Acceptable Use Policy (AUP) assignment. For my assignment, I created a multimedia presentation that explained what AUPs were, discussed why they were important, and identified how they help ensure safe and ethical use of computer technologies. This presentation can be viewed below.
Standard 5 - Digital Citizenship
Effective technology coaches “model and promote digital citizenship” (ISTE, 2012). In our technological society, coaches must remain up to date with any rules and regulations regarding the fair, and ethical, use of technology. Additionally, as previously discussed, coaches must be able to use technology to promote cultural awareness and understanding.
The idea of using technology to promote cultural awareness and understanding has been previously discussed throughout this essay. However, digital citizenship has not been covered. Before enrolling in the MEd program, I did not give too much thought to digital citizenship. It was never something I had an issue with – I didn’t cyberbully, I didn’t plagiarize, and I didn’t use technology for inappropriate reasons. However, this graduate program taught me that there was more to digital citizenship than I was aware of.
In EDTC630, graduate students completed an Acceptable Use Policy (AUP) assignment. For my assignment, I created a multimedia presentation that explained what AUPs were, discussed why they were important, and identified how they help ensure safe and ethical use of computer technologies. This presentation can be viewed below.
More presentations from Ms Nachman
Prior to completing this assignment, I had no idea what an AUP was. I also didn’t realize how many policies existed regarding the safe and ethical use of technology. This assignment helped me become more informed about the rules of digital citizenship.
Standard 6 - Content Knowledge and Professional Growth
While technology coaches should possess content, pedagogical, and technical knowledge, they should also be looking for opportunities that allow for professional growth and improvement. Additionally, they should continuously reflect upon their performance.
As discussed above, before entering this MEd program, I was aware that I was not perfect. I was a first-year teacher who had so much to learn. However, I still did believe that I possessed sufficient content and pedagogical knowledge to teach effectively. As for technical knowledge, I knew that was an area that I could improve in. Thus, I chose to enroll in the MEd program because I wanted to improve not only my knowledge of technology, but my understanding of how to integrate technology into the classroom effectively.
There are no work samples that align to this standard; however, I believe my experiences as a graduate student do, overall, relate to content knowledge and professional growth. Throughout the past two years, I have acquired a great deal of content, pedagogical, and technical knowledge from both my experiences as a teacher and my experiences as a student. However, as I reach the end of my journey in this program, I realize that this is by no means the end of my learning. I will continue to take advantage of professional development opportunities, reflect upon my teaching, and overall, improve my teaching practices.
An Overall Look At The ISTE Standards
I do believe that I am well on my way towards becoming an effective technology coach. While reflecting upon my experiences within the MEd program, I realized that I do possess the knowledge and skills needed to meet each of these standards. However, I do believe that I am stronger in some standards than others.
I feel that I am strongest with Standard 1 and Standard 2. Many, if not all, of the courses within the MEd program focused on using technology for teaching, learning, and assessments. This graduate program, overall, helped me develop into a technology leader. I now truly believe in the importance – and necessity – of effectively integrating technology into classroom instruction. I am also more familiar with best practices regarding the use of technology for teaching and learning.
I believe that I could still use the greatest amount of support with Standard 3. While I feel as though I currently meet many of the indicators within this standard, the one indicator that I do not meet relates to troubleshooting basic technology issues. While I have solved minor technology problems over the past few years, I do not feel as though I am proficient in this area.
I have also applied what I have learned in this program to my own teaching. As discussed throughout this reflection, many of these assignments required me to think about my own classroom or my own school. I used some of my course assignments, such as the American Revolution WebQuest and the capstone project, with my students. I also used the classroom website I designed for EDTC600 as my actual classroom website.
In addition, I have used the knowledge I have gained to improve my own teaching. I am now a more avid user of technology within my classroom, and I am always looking for opportunities to integrate technology in an effective manner. I have shared my knowledge with my peers, and have provided support and assistance with regards to the use of educational technology.
As I look back on the past two years, I realize that this graduate program has not only prepared me to be a technology coach, but to be a technology leader and advocate within my school and my community.
Standard 6 - Content Knowledge and Professional Growth
While technology coaches should possess content, pedagogical, and technical knowledge, they should also be looking for opportunities that allow for professional growth and improvement. Additionally, they should continuously reflect upon their performance.
As discussed above, before entering this MEd program, I was aware that I was not perfect. I was a first-year teacher who had so much to learn. However, I still did believe that I possessed sufficient content and pedagogical knowledge to teach effectively. As for technical knowledge, I knew that was an area that I could improve in. Thus, I chose to enroll in the MEd program because I wanted to improve not only my knowledge of technology, but my understanding of how to integrate technology into the classroom effectively.
There are no work samples that align to this standard; however, I believe my experiences as a graduate student do, overall, relate to content knowledge and professional growth. Throughout the past two years, I have acquired a great deal of content, pedagogical, and technical knowledge from both my experiences as a teacher and my experiences as a student. However, as I reach the end of my journey in this program, I realize that this is by no means the end of my learning. I will continue to take advantage of professional development opportunities, reflect upon my teaching, and overall, improve my teaching practices.
An Overall Look At The ISTE Standards
I do believe that I am well on my way towards becoming an effective technology coach. While reflecting upon my experiences within the MEd program, I realized that I do possess the knowledge and skills needed to meet each of these standards. However, I do believe that I am stronger in some standards than others.
I feel that I am strongest with Standard 1 and Standard 2. Many, if not all, of the courses within the MEd program focused on using technology for teaching, learning, and assessments. This graduate program, overall, helped me develop into a technology leader. I now truly believe in the importance – and necessity – of effectively integrating technology into classroom instruction. I am also more familiar with best practices regarding the use of technology for teaching and learning.
I believe that I could still use the greatest amount of support with Standard 3. While I feel as though I currently meet many of the indicators within this standard, the one indicator that I do not meet relates to troubleshooting basic technology issues. While I have solved minor technology problems over the past few years, I do not feel as though I am proficient in this area.
I have also applied what I have learned in this program to my own teaching. As discussed throughout this reflection, many of these assignments required me to think about my own classroom or my own school. I used some of my course assignments, such as the American Revolution WebQuest and the capstone project, with my students. I also used the classroom website I designed for EDTC600 as my actual classroom website.
In addition, I have used the knowledge I have gained to improve my own teaching. I am now a more avid user of technology within my classroom, and I am always looking for opportunities to integrate technology in an effective manner. I have shared my knowledge with my peers, and have provided support and assistance with regards to the use of educational technology.
As I look back on the past two years, I realize that this graduate program has not only prepared me to be a technology coach, but to be a technology leader and advocate within my school and my community.
Conclusion
In conclusion, the MEd program has truly allowed me to become a teacher who teaches beyond the boundaries that limit students’ success. Additionally, this program has also allowed me to develop into a technology coach and leader within my school. As I reflect upon my experiences within this program, I realize that I have acquired the knowledge and skills needed to effectively integrate technology with the purpose of promoting teaching and learning. However, this is not the end of my professional journey. I plan on taking what I have learned, applying it within my classroom and school, and spreading the vision of effective educational technology integration.
References
International Society for Technology in Education. (2007). ISTE Standards for Students. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
International Society for Technology in Education. (2012). Technology Coach Program Standards & Rubrics 2012. Retrieved from http://www.iste.org/docs/pdfs/ncate-tech-coaches-standards.pdf?sfvrsn=4
Partnership for 21st Century Skills. (2007). Building 21st century skills. Retrieved from http://route21.p21.org/index.php?option=com_content&view=article&id=5&Itemid=2
University of Maryland University College. (2013). Conceptual Framework. Retrieved from http://www.umuc.edu/faculty/edudept/upload/full-conceptual-framework.pdf
International Society for Technology in Education. (2012). Technology Coach Program Standards & Rubrics 2012. Retrieved from http://www.iste.org/docs/pdfs/ncate-tech-coaches-standards.pdf?sfvrsn=4
Partnership for 21st Century Skills. (2007). Building 21st century skills. Retrieved from http://route21.p21.org/index.php?option=com_content&view=article&id=5&Itemid=2
University of Maryland University College. (2013). Conceptual Framework. Retrieved from http://www.umuc.edu/faculty/edudept/upload/full-conceptual-framework.pdf