Becoming a Learner and a Designer

COETAIL is firmly rooted in the ISTE Standards and at the beginning of my journey I want to focus on being a Learner and a Designer. I am sure that as I move through the journey other aspects of the ISTE Standards for Educators (ISTE SforE) will perk my interest.

In my initial post for COETAIL I outlined that questions about to best use technology in the classroom led me to consider this program. ISTE SforE 1a specifically jumps out at me as I want to understand the benefits of technology from a pedagogical perspective in order to leverage my continued growth to best serve my students. ISTE SforE 1b and 1c will be served by my activate participation in this course and continued connectivity that is sure to grow over after the program.

I want to be a designer to increase and recognize student agency in the classroom. I find too often students are conditioned to a classroom, waiting to hear exactly what they need to do and when presented with an obstacle asking the teacher right away instead of problem solving. If I can learn to better use technology and the associated pedagogical approaches that come with it, having personalized and authentic learning experiences will increase student agency.  Putting students in the driver’s seat and having them work through problems that arise are central to my vision of education.

My learning goals are to:

  • become empowered to leverage technology for a more authentic learning experience
  • use technology to allow my students opportunities for problem solving within the classroom context
  • become part of a social community to gain more insight and ideas from other educators
  • continue to learn how to learn and grow
  • utilize and internalize research based pedagogical approaches within educational technology

I am pursuing the GET and TCSJ PDU together through this program. Becoming a Google Education trainer will allow me to collaborate with those around me and ensure that my learning journey continues.

Being a Learner and a Designer means that in creating my units and activities, I need to reflect on how technology can best be utilized and how class activities will reflect what students are asked to do. As an EAL teacher, my main focus is ensuring the students have a clear understanding of the basics of the language. At times it can be a bit tedious for them when we are going through grammatical rules or breaking down text types; but there are always opportunities to leverage technology to help students grow and be problem solvers. Linking class activities to real life situations help my students make connections and understand the purpose of the small differences, such as the use of present simple versus past perfect.

Support can come from all sorts of places. Whether it is asking questions of my cohort, my facilitators, my school’s EdTech specialist, or my colleagues, all can serve as options for support.

  1. Abigail
    • David Berg
  2. Tara
    • David Berg

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