1. Technological Pedagogical Content Knowledge Framework
1.1. Teaching with Technology Challenges
1.1.1. Newer Technology
1.1.2. Technology is neither neutral nor unbiased
1.1.3. Social and Contextual Factors
1.1.4. Inadequate Training
1.2. Approach to Technology Integration
1.2.1. Teaching with technology is a complex and difficult task that requires teachers to find new ways to understand and implement it.
1.2.2. Three Components of Teaching with Technology
1.2.2.1. Content
1.2.2.2. Pedagogy
1.2.2.3. Technology
1.3. TPACK Framework
1.3.1. Content Knowledge (CK)
1.3.1.1. Knowledge of Subject Matter
1.3.2. Pedagogical Knowledge (PK)
1.3.2.1. Knowledge of Methods of Teaching and Learning
1.3.3. Pedagogical Content Knowledge (PCK)
1.3.3.1. Transformation of Subject Matter for Teaching
1.3.4. Technology Knowledge (TK)
1.3.4.1. Using Knowledge of Technology to Develop Ways of Accomplishing a Task
1.3.5. Technological Content Knowledge (TCK)
1.3.5.1. Understanding the Impact of Technology on the Teaching and Learning of the Subject Matter
1.3.6. Technological Pedagogical Knowledge (TPK)
1.3.6.1. Understanding How Teaching and Learning Can Change When Technology is Used in a Specific Way
1.4. Reference:
1.4.1. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm
2. Technology, Coaching, and Community
2.1. Transforming Professional Development(PD) for a New Digital Generation
2.1.1. Critical in reform and teacher success.
2.1.2. $3.6 billion dollar industry
2.1.3. Effective professional learning is:
2.1.3.1. Intensive
2.1.3.2. Ongoing
2.1.3.3. Classroom Focused
2.1.3.4. Occurs During Teacher's Workday
2.1.4. Methodology to Achieve 21st-Century Professional Learning Experiences
2.1.4.1. Effective Coaching Model
2.1.4.2. Online Communities for Collaboration
2.1.4.3. Fully-Embedded Use of Technology
2.2. Importance of Technology, Coaching, and Online Communities
2.2.1. Teachers are more likely to incorporate technology into their classroom instruction when they are being coached.
2.2.2. What is Coaching?
2.2.2.1. A customized approach of mentoring a teacher to help them maximize their professional potential.
2.2.3. 3 Essential Components of Coaching
2.2.3.1. Context
2.2.3.2. Relevance
2.2.3.3. Ongoing
2.2.4. Coaching Models
2.2.4.1. Model One: Cognitive Coaching
2.2.4.1.1. Strategies and thinking used to shape and reshape thinking
2.2.4.1.2. eMINTS Program Case Study
2.2.4.2. Model Two: Instructional Coaching
2.2.4.2.1. Big Four Framework
2.2.4.2.2. Kansas Coaching Project
2.2.4.2.3. Pennsylvania and Wyoming Case Studies
2.2.4.3. Model Three: Peer Coaching
2.2.4.3.1. Training teachers to help their colleagues integrate technology into the classroom
2.2.4.3.2. Peer-Ed Model
2.2.4.3.3. Northern Arizona Technology Integration Coaching Consortuim Case Study
2.3. ISTE's Ten Tips for Leveraging Technology, Coaching, and Community
2.3.1. 1. Learning with Technology is More Important Than Learning About Technology
2.3.2. 2. Relevance Wins
2.3.3. 3. Keep Millennials in Mind
2.3.4. 4. Relationships Matter
2.3.5. 5. Be Inclusive
2.3.6. 6. Trust the Process
2.3.7. 7. Share Your Progress
2.3.8. 8. Make the Most of Your Time
2.3.9. 9. Take Technology Mainstream
2.3.10. 10. Leverage the World
2.4. Benefits of Providing a Professional Development Model that Includes Coaching, a Professional Learning Community, and Technology Integration
2.4.1. Solves Teacher/Coach Isolation
2.4.2. Builds on In-Context, Embedded Learning
2.4.3. Lowers Risks
2.4.4. Provides Greater Modularity and Customization
2.4.5. Appeals to Younger Teacher Learning Habits
2.5. Reference:
2.5.1. Beglau, M., Hare, J.C., Foltos, L., Gann, K., James, J., Jobe, H., Knight, J., Smith, B. (2011). Technology, coaching, and community. ISTE White Paper. [Special Conference Release]. http://www.instructionalcoach.org/images/downloads/ISTE_Whitepaper_June_Final_Edits.pdf
3. Partnership Learning
3.1. Six Principles of Partnership Learning
3.1.1. Equality
3.1.1.1. Partners are equals
3.1.2. Choice
3.1.2.1. Provide partners with the opportunity to make choices
3.1.3. Voice
3.1.3.1. Value opinions of both partners
3.1.4. Reflection
3.1.4.1. Provide opportunities for reflective thinking so strategies can be implemented in the future.
3.1.5. Dialogue
3.1.5.1. Partners engage in conversation
3.1.6. Praxis
3.1.6.1. Provide opportunities for participants to apply new ideas to their classroom
3.2. Partnership Learning Structures
3.2.1. Thinking Devices
3.2.1.1. A clip, video, or song that elicits conversation and discussion to teach a concept
3.2.2. Questions Recipes
3.2.2.1. Open-ended questions to provoke thinking
3.2.2.2. Nonjudgmental and do not have a right or wrong answer
3.2.2.3. Examples:
3.2.2.3.1. Tell us more about that...
3.2.2.3.2. How do you see this working...?
3.2.2.3.3. What are some other ways of looking at this...?
3.2.2.3.4. What questions do you have about...?
3.2.2.3.5. What leads you to believe...?
3.2.2.3.6. How do you feel about...?
3.2.3. Reflection Learning
3.2.3.1. Learning activity that requires participants to apply the learning to their own lives.
3.2.3.2. How can I use this new idea?
3.2.4. Experiential Learning
3.2.4.1. Learners experience what they are learning about
3.2.5. Cooperative Learning
3.2.5.1. Turn and Talk
3.2.5.2. Think, Pair, Share
3.2.5.3. Jigsaw Activites
3.2.6. Stories Learning
3.2.6.1. Using a story to teach and deliver content
3.3. Reference:
3.3.1. Knight, J. (2002). Partnership Learning [Fieldbook]. The Teacher-Guided Professional Development Series. The University of Kansas Center for Research on Learning. http://instructionalcoach.org/images/partnership/PartnershipLearningFieldbook.pdf
4. NETS-C eBook
4.1. Essential Conditions
4.1.1. Shared Vision
4.1.2. Empowered Leaders
4.1.3. Implementation Planning
4.1.4. Consistent and Adequate Funding
4.1.5. Equitable Access
4.1.6. Skilled Personnel
4.1.7. Ongoing Professional Learning
4.1.8. Technical Learning
4.1.9. Curriculum Framework
4.1.10. Student-Centered Learning
4.1.11. Assessment and Evaluation
4.1.12. Engaged Communities
4.1.13. Support Policies
4.1.14. Supportive External Content
4.2. Steps to Maximize the Impact of the NETS-C
4.2.1. Secure support of essential stakeholders.
4.2.2. Adapt or compare NETS-S to fit the needs of your technology standards.
4.2.3. Adapt or compare NETS-T to fit the needs of your teacher technology standards.
4.2.4. Review the NETS-C to see if all of your student and teacher standards are represented.
4.2.5. Help others understand the importance of technology coaches.
4.2.6. Create your own scenarios of high quality technology coaching practices.
4.2.7. Need adequate resources to obtain accurate and translations of standards, put them into context for your district, and address the technology coaching needs to relate to all stakeholders.
4.3. Scenario for Visionary Leadership
4.3.1. "Force Multipliers" to help spread the vision and support change.
4.3.1.1. Innovation Ambassador
4.3.1.2. Instructional Growth Teacher
4.3.1.3. Teacher Selected Student Leaders
4.3.2. Standard 1: Visionary Leadersihp
4.3.2.1. Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment. Technology Coaches:
4.3.2.1.1. a. contribute 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
4.3.2.1.2. b. contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and/or school levels
4.3.2.1.3. c. advocate for policies, procedures, programs, and funding strategies to support the implementation of the shared vision represented in the school and district technology plans and guidelines
4.3.2.1.4. d. implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms