Week 4 Blog

 How might you structure this component of your plan? Refer to the research provided (articles listed above) to support your work.

Structuring the Staff (Professional Development) component of my technology integration plan will be concentrated on several key areas that will support the STARSS-LS framework. Starting with an assessment of the current state of technology used in DoDEA will be crucial to pinpoint specific areas that require improvement or need attention. Tools like google form surveys or interviews will help provide valuable insights on gathering information on how the component of the plan might support my work. Any adjustments can be made from the information received from the participants in the survey. 


Offering a variety of technology integration topics that meet diverse educator needs and interests is a great way to identify specific needs in my assessment. This will likely ensure that professional development is as purposeful and impactful, as the STARSS-LS framework will be, in alignment focusing on effective technological integration for educators. Educators will see the impact it will have on student learning when using these tools in their own classrooms from professional development. 


Collaboration and clear communication on integrating technology in focused collaboration meetings is a vital component of the STARSS-LS framework. Williams, Atkinson, Cate and O’Hair (2008) asserted that “As teachers work together toward technology integration, they collectively gain knowledge, share best practices, and work collaboratively to build leadership capacity” (Williams et al., 2008). The work is never done, as there is always a continuous need for improvement supporting resources to help staff sustain their technology integration efforts. 


Through the STARSS-LS framework and the foundation of the Professional Development component, this plan will inevitably support teacher growth that will ensure an equitable pursuit of technology enhancement supporting student learning through technology integration with the help of properly trained instructional coaches.  


What connections will you make between teacher learning and connected student learning? What must teachers be able to do to support their students?  How does this work align with your vision and goals from week 3?

According to Crompton (2023), the article mentions that “Technology is also connected with affective conditions that can improve learning gains, including motivation, attention, and satisfaction toward learning.” (Crompton, 2023)  Crompton’s statement on technological proficiency depends on the educator’s literacy to integrate into their instructional practices. When educators are confident and skilled in using digital tools, they can create interactive and meaningful learning experiences that will support their students.


To best support military connected students in DoDEA organization, teachers must implement instructional strategies that can leverage technology to enhance student engagement. Without the involvement of integrating digital tools, student learning outcomes will not improve. Teachers can create a more interactive student learning environment by aligning technology usage. 


This plan aligns with my vision and goals from week 3, especially in terms of integrating technology that supports teachers to create, not only engaging, but student centered learning environments. This reinforces the importance of both teacher proficiency and instructional best practices and strategies that drive positive student outcomes. 


What structures are in place within your district, school, or organization already exist to support professional learning? 

Within my school, several structures are in place to support professional learning that are:

Focused Collaboration

  • Each week, educators dedicate their time on Tuesdays for focused collaboration. During these sessions, teachers meet in grade level or content area teams to work on SMART goals and share teaching strategies. 

District PD Days

  • Throughout the year, we have two district-mandated professional development days focused on various initiatives, including technology use in the classroom.

Feedback and Evaluation

  • Teachers are required to fill out evaluation forms about how effective and helpful the online workshop training was. This feedback helps continuous improvement. 

Schoology

  • CCRS (College Career Ready Standards) that features an asynchronous learning management system with tools for course creation, collaboration, and professional development. 

How will student/community learning and assessment be transformed by the TIP you are developing?  What changes should be tackled to address International technology-mediated assessment expectations like the PISA?

The technology integration plan (TIP) I’m developing will transform student and community learning by addressing inclusive 21st century skills. Learning will become more interactive with the technology supporting various digital platforms as students can personalize and pace their own learning depending on the content they are interested and engaged in. 

In order for students to be prepared to meet global expectations, I will incorporate international assessment standards like PISA to align with my Technology Integration Plan. Offering technology enhanced assessments is a game changer that reflects on students skills in a tech integrated world. 

The TPACK model (Technological Pedagogical Content Knowledge) is central to understanding effective technology integration in education. It’s especially relevant when preparing for technology mediated assessments like PISA, which demand more than just tech use, it requires strategic, informed use that supports real world learning. 

The TPACK model aligns perfectly with the ISTE Standards for Educators, and together, they provide a strong framework for helping teachers meet technology mediated international assessment expectations like those in PISA.

Overall, by leveraging technology enhanced assessments, these will require students and teachers to collaborate more in a digital environment. As part of my assessment strategies, it aligns with PISA’s framework that fosters critical 21st century skills involving communication, teamwork, and adaptability.


References


Crompton, H. (2023). Evidence of the ISTE standards for educators leading to learning 

gains. Journal of Digital Learning in Teacher Education, 39(4), 201-219.  

Evidence of the ISTE Standards for Educators Leading to Learning.pdf

International Society for Technology in Education. (2022). ISTE standards for educators. 

https://www.iste.org/standards/for-educators


Koheler, M. and Mishra, P. (2006)  What Is Technological Pedagogical Content Knowledge? 


Retrieved from What Is Technological Pedagogical Content Knowledge? – CITE Journal


OECD (n.d.) Programme for International Student Assessment (PISA) Organisation for 

Economic Co-operation and Development Retrieved from 

PISA: Programme for International Student Assessment | OECD


Williams, L. A., Atkinson, L. C., Cate, J. M., O'Hair, M. J. (2008). Mutual support between 

learning community development and technology integration: Impact on school practices 

and student achievement. Links to an external site. Theory Into Practice, 47, 294-30

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