Standard 3: Digital Learning Environments

Technology coaches create and support effective digital age learning environments to maximize the learning of all students. 

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Elements:

a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments

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

c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators

d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning

e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments

f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure

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

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Reflection:

In this standard the technology coach/teacher balances seven elements to assist in creating, supporting, and inspiring digital education within the classroom. Teachers integrating technology programs and new devices may struggle to renew and adapt their classroom management and practices and may need a tech coach to model and collaborate to establish new procedures to manage the classroom, students, programs, and devices to create a new positive working classroom environment that embraces the technology. Coaches continue to stay current on effective and available adaptive and assistive technology that allow all learners a chance to succeed. Coaches additionally help teachers and administrators select and evaluate tools and resources while also at times piloting new programs and devices balancing the ease of use for staff and students with the educational benefits. Coaches are also available to fix basic tech problems that arise within classrooms. 

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Artifact 1:

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One of the most important ways that I have improved my digital learning environments is writing grants for the past three years for Google Chromebooks for my classroom. My classroom now has 22 Chromebooks which has allowed our class to have a 1:1 ratio of devices per student. Elementary school classrooms in my district rely on sharing laptop carts, yet our classroom is the first of its kind allowing our laptops to be as accessible in our classroom as grabbing a sharpened pencil. This access has transformed how I teach and how the students learn. A visit to our classroom would show students sitting throughout the room on bean bag chairs, tables, desks, and personal rugs with typically with a laptop by their side to assist in their learning in a wide variety of ways. The 1:1 ratio also allows more student driven creation on the laptops as opposed to simply using the device to play or watch in a secondary role. For example rather than just watching a Brain Pop video students will take it one step further and use the video to collect research then create their own video to present to the class and share it within Padlet to allow classmates access to watch, learn, and comment to each other. This not only creates a positive learning environment, but instills the belief that the students have control of their learning. The 1:1 laptop environment increases differentiation, individual interest, and aides in promoting the lifelong learner. 

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Artifact 2:

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Over the past 5 years I have been the Class Dojo mentor at our school. Class Dojo continues to evolve and improve each year. Originally Class Dojo was essentially a behavior monitoring classroom program which allowed both positive and negative behavior to be recognized during the school day, but also sent home as parents had access to app as well. Today Class Dojo still includes the behavior system, but has branched out and become much more of an all inclusive classroom tool including features like class story (a way to share videos, flyers, and photos to parents), an interactive and entertaining cartoon webs series focusing on progressive topics in education like mindfulness and growth mindset, a portfolio (similar to Google Classroom), and a new addition of a toolkit that features an online timer, music player, group maker, weather, etc. I utilize Class Dojo hourly for many reasons, but the most positive feedback I have heard from parents is how it allows them a window into their child's school day. They feel well informed and a part of our community. Just this year our school has pushed for all teachers to begin using the "school story" feature which allows all teachers, parents, and staff to view photos, flyers, and videos relevant to the school as a whole further promoting a sense of community. In addition to using the site as the Class Dojo mentor I actively assist staff in its use and communicate directly to the site when I am not able to answer or solve a problem at hand. 

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