Mission and Vision for Instructional Technology Coaching
Mission: To accelerate deeper learning for students. Vision: To create rich learning environments through the seamless and intentional integration of educational technology.
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3 min read
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Table of Contents
Mission: To accelerate deeper learning for students.
Vision: To create rich learning environments through the seamless and intentional integration of educational technology.
Reasoning
The notion that teachers need to “make learning fun” or “meet students where they are” in the realm of educational technology, as discussed in the Edutopia video An introduction to Technology Integration (2016) is an older style of thought, whereas Roblyer and Hughes (2019) demonstrate that professional organizations’ definitions have evolved where educational technology is now used to enhance and support deeper meaning (p. 4).
Within the video itself, the teachers were reflecting on the work that students were doing and noticing that students were noticing non-content related skill growth (Edutopia, 2016). This is where educational technology can really shine despite the tool used. Later in the video, the emphasis is placed on transforming learning and using the educational technology to move learners to new skills regardless of the technology tool (Edutopia, 2016). Robyler and Hughes (2019) illustrates how teachers need to adapt and think deeply about the educational technology choices they’re making (pp. 5-6) in their instructional practices and how to integrate them using best practices (pp. 14, 16-18).
Rooted in Theory, Solid Practices
My approach to integrating instructional technologies into my classroom and in my coaching conversations is rooted in constructivist theories as cited by Robyler and Hughes, which advantages complex learning and problem solving (p. 52-56). Teachers and instructors rely on reflective practices to ensure their instruction meets the needs of the targeted students. This in turn means their needs are cognitively complex when it relates to intentional educational technology integration. Integrating educational technology tools is a needs-based practice. As they show in their strategies figures, Robyler and Hughes (pp. 51, 53, 55) advantage multiple learning theories based on the needs or problem solving needed at the time.
Hughes’ Replacement, Amplification, and Transformation (RAT) assessment model to help instructors integrate technology more meaningfully (as cited in Roblyer & Hughes, 2019, pp. 65-67). The RAT model is simpler and more efficient than the model I’ve seen at educational conferences and discussed in professional development, the SAMR model (developed by Ruben Puentedura in 2010) which in an article by Youki Terada (Edutopia, 2020), the SAMR model doesn’t address what things look like at different levels. The benefit of RAT is that it is a tool that helps naturally has teachers reflectively ask how their instruction can be modified and enhanced by the educational technology, whereas the SAMR model needs to be supplemented with questioning devises and guiding discussions.
The goal of this blog is to reinforce the principal of connections and Wenger’s communities of practice, (as cited in Roblyer & Hughes, 2019 p. 84). Modeling this and encouraging other teachers to join in on this professional online identity helps lift all within the profession and bridges those feelings of isolation that some classroom teachers feel throughout the year. This brings intentionality into the conversations, using the RAT model to guide coaching relationship’s growth and curiosity.
References
Edutopia. (2016, November 8). An introduction to technology integration [Video]. YouTube. https://www.youtube.com/watch?v=d59eG1_Tt-Q
Roblyer, M.D., & Hughes, J.E. (2019). Integrating educational technology into teaching (8th ed.). Pearson.
Terada, Youki. (2020, May 4). A powerful model for understanding good tech integration. Edutopia. https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration/