The Standards

The following assignments, assessments, lesson plans, and activities align with International Society of Technology in Education (ISTE) Standards for Technology Coaches. For more information, along with a complete set of the ISTE Standards, please visit their website.

1. Visionary Leadership: Beginning a New Journey

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

The following virtual school proposal was created to demonstrate my understanding of the different risks, advantages, and steps required to make a shift toward virtual learning. To view my virtual school proposal, click on the image below.

d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms

As part of my education, I developed a mock grant proposal in which I sought funding to create a tech coach position within the Department of Education at Baldwin Wallace University. The position, which would be held by a graduate student, would service the faculty and provide tech mentoring for endeavors such as Blackboard. To view my grant proposal, click on the image below.

2. Teaching, Learning, and Assessments: Telemachus and the Mentor

a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.

Webquests are a great way for teachers to integrate technology into their curriculum. This webquest, which addresses 8th grade Social Studies standards, also covers Bloom's Taxonomy of Cognitive Levels.

b. Coach teachers in and model 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.

Project Based Learning can be very effective when trying to cover multiple standards at once, both through your state's content standards and the ISTE technology standards. This particular project asks students to research an ancient civilization and create an educational board game to share with their peers. Students are required to conduct their own research by using credible internet sources as well as library databases to find information for their game. The students are expected to create their game board digitally by using programs such as Photoshop or Microsoft Publisher. To view the assignment, click on the image below.

To view the accompanying rubric, click here.

3. Digital Age Learning Environments: Posiedon's Uncharted Waters

b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments

At one point in my academic career, I created a technology toolbox for educators. This toolbox, which I host on a website, provides guests with a variety of resources that range anywhere from rubric generators to productivity tools. To view the technology toolbox, click on the image below.

g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community

The following educational video was made in collaboration with other program candidates. The premise of the video is that we produce an educational series that promotes literacy and reading skills in primary school-age children.

4. Professional Development and Program Evaluation: Keeping on the Path to Ithaca

a. Conduct needs assessments to inform the content delivery of technology-related professional learning programs that result in a positive impact on student learning.

The following needs assessment was created during my final field experience. The infographic, which was created using Easely, depicts the needs assessed and the goals that we set based on a 5-week timeline. Click on the image to enlarge.

b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.

As part of my Field Experience II project, I served as a tech mentor to a senior faculty member. In addition to weekly meetings that covered a wide range of topics, I built a Blackboard course that he could visit regularly to refresh his memory and help him practice, as the course was filled with tutorials that best met his needs. To view the course, please click the link here and 'self-enroll' in the course.

5. Digital Citizenship: What Makes a Hero

b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies.

I created a BlendSpace to share resources that I believe are valuable in the promotion of 21st century digital citizenship. Each box represents one of the 9 elements of digital citizenship as outlined by Mark Ribble. To view the BlendSpace, click on the image below.

c. Model and promote diversity, cultural understanding, and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, and the larger community.

In an effort to model an effective online learning environment, I created an asynchronous lesson that addressed Ohio's Social Studies Standards. This particular lesson is part of a World History unit that focuses in-depth on the decline of feudalism in Europe and is meant to be accessed by anybody at any time. Each module has different technology tools to supplement the content, such as interactive learning activities, videos, images, and links to primary sources. Students can interact with one another by using the collaborative discussion boards available in the course. To view the asynchronous lesson, which is available through the LMS platform Haiku Learning, click on the image below.

6. Content Knowledge and Professional Growth: The Return Back Home

a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the standards.

One way in which a technology coach can stay current is to stay up-to-date on trends and issues in education. The following comic strip is a short depiction of the views of Ken Robinson, an educational theorist that advocates for a complete change in which the United States views education. To view the comic, click on the image below to enlarge.

c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences.

I created a separate website in which I provide resources and development opportunity from the perspective of a technology coach. My site addresses popular educational strategies such as that of Marzano and Bloom, and gives tech integration suggestions for each level. To view my technology coach website, click on the image below.