1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
The Action and Evaluation Plan was developed with the goals that by the end of the school year 2021-2022, the teachers would be able to integrate technology into their existing lessons, design and develop new Instructional Technology lessons with the equipment available at school. Teachers would be able to implement research-based strategies for technology use in the classroom such as PBLs and Webquests, to include the use of Web 2.0 tools available online. Also that teachers would encourage underrepresented students for STEM programs and extracurricular activities, such as the Robotics Team in order to improve diversity in these programs.
My recommendations in this Action and Evaluation Plan started with conducting research in the form of surveys for the faculty in order to recommend the best research-based strategies for our needs. The research findings allowed me to compose the delivery of a series of Professional Learning and Developing (PLD) sessions in Instructional Technology with the existing technology at the school. The recommendations made to the staff and Technology Committee were the use of the internet tools that we had available, such as Nearpod, Flipgrid and Microsoft Office tools because all stakeholders of the Paulding County Schools system have access to these tools through our server.
With the aid of the Technology Committee, I then proceeded to implement a series of PLDs during our meetings with the staff on the use of these tools and how they can improve parental and student engagement. With the sessions on technology teachers became more familiar with ISTE standards and were provided with samples of ISTE standards-based lessons as models for them to study and base their own lessons. It was part of my implementation that the teachers become familiar with Digital Citizenship awareness and include them into their Technology-based lessons to ensure students acquire the skills necessary to become good Digital Citizens.
I learned from this artifact to pace each PLD lesson and not provide too much information a one time. That focusing on one piece of technology at the time works best for our faculty. I would improve this process by including a course on our Learning Management System (LMS) and incorporate videos of the lessons that I provided, so that the faculty has the opportunity to revise as needed.
The growth of these recommendations and implementations can be assessed by the number of teachers that have implemented these Web tools into their lessons, by the Technology Committee data that we have collected on each teacher who decided to participate.
My recommendations in this Action and Evaluation Plan started with conducting research in the form of surveys for the faculty in order to recommend the best research-based strategies for our needs. The research findings allowed me to compose the delivery of a series of Professional Learning and Developing (PLD) sessions in Instructional Technology with the existing technology at the school. The recommendations made to the staff and Technology Committee were the use of the internet tools that we had available, such as Nearpod, Flipgrid and Microsoft Office tools because all stakeholders of the Paulding County Schools system have access to these tools through our server.
With the aid of the Technology Committee, I then proceeded to implement a series of PLDs during our meetings with the staff on the use of these tools and how they can improve parental and student engagement. With the sessions on technology teachers became more familiar with ISTE standards and were provided with samples of ISTE standards-based lessons as models for them to study and base their own lessons. It was part of my implementation that the teachers become familiar with Digital Citizenship awareness and include them into their Technology-based lessons to ensure students acquire the skills necessary to become good Digital Citizens.
I learned from this artifact to pace each PLD lesson and not provide too much information a one time. That focusing on one piece of technology at the time works best for our faculty. I would improve this process by including a course on our Learning Management System (LMS) and incorporate videos of the lessons that I provided, so that the faculty has the opportunity to revise as needed.
The growth of these recommendations and implementations can be assessed by the number of teachers that have implemented these Web tools into their lessons, by the Technology Committee data that we have collected on each teacher who decided to participate.