Artifact: Individual Teaching Technology Assessment
Reflection:
The Individual Teaching Technology Assessment was created in the fall of 2015 for ITEC 7460, Professional Learning and Innovation. For this assignment, I created a survey that was sent out to all of my colleagues, but I specifically followed-up with my co-teacher's results. During the fall semester, I coached her in preparation for our blended learning MOOC that was implemented in the spring of 2016. From the conversations we had and the needs of my colleagues, I developed a one-hour professional learning session from the survey's results.
In this assignment, I learned how to design and conduct a needs assessment to determine the strengths and weaknesses of my colleagues. I also evaluated their interests and what tools they would like to begin using in their classroom. I used the results conveyed in the needs assessment to deliver a professional development session entitled, "Engaging Student with Video." This session included three tools that are acceptable for students and teachers to use in the classroom. It informed teachers of the positives and negatives of using each one in their classroom. The teachers were overall very pleased with the session and how the resources could transcend each content area.
In the future, I would not change much about the needs assessment that I administered. In the original assessment, I believe I included too many questions. I obtained information that did not contribute much value to the goal I was trying to achieve. Therefore, I would narrow down the survey to only include what was necessary. I think this would result in more colleagues completing the survey.
This artifact provides a change in instructional practices, which affect both teachers and students. Teachers must first be open to changing their presentation tools and/or how students interact with technology in their classroom. When changes are made that allow students to have more interaction with the content, student engagement will increase. Instructional methods will shift from a direct instruction model to a student-centered learning environment.
Reflection:
The Individual Teaching Technology Assessment was created in the fall of 2015 for ITEC 7460, Professional Learning and Innovation. For this assignment, I created a survey that was sent out to all of my colleagues, but I specifically followed-up with my co-teacher's results. During the fall semester, I coached her in preparation for our blended learning MOOC that was implemented in the spring of 2016. From the conversations we had and the needs of my colleagues, I developed a one-hour professional learning session from the survey's results.
In this assignment, I learned how to design and conduct a needs assessment to determine the strengths and weaknesses of my colleagues. I also evaluated their interests and what tools they would like to begin using in their classroom. I used the results conveyed in the needs assessment to deliver a professional development session entitled, "Engaging Student with Video." This session included three tools that are acceptable for students and teachers to use in the classroom. It informed teachers of the positives and negatives of using each one in their classroom. The teachers were overall very pleased with the session and how the resources could transcend each content area.
In the future, I would not change much about the needs assessment that I administered. In the original assessment, I believe I included too many questions. I obtained information that did not contribute much value to the goal I was trying to achieve. Therefore, I would narrow down the survey to only include what was necessary. I think this would result in more colleagues completing the survey.
This artifact provides a change in instructional practices, which affect both teachers and students. Teachers must first be open to changing their presentation tools and/or how students interact with technology in their classroom. When changes are made that allow students to have more interaction with the content, student engagement will increase. Instructional methods will shift from a direct instruction model to a student-centered learning environment.