6.1 - Continuous Learning
Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b)
Artifact: ISTE 2014
GaETC 2014
Reflection:
Though I have attended multiple professional development sessions and analyzed a lot of current research in educational technology, the two that have had the most impact on my professional growth are the International Society for Technology in Education (ISTE) Conference in Atlanta in June of 2014 and the Georgia Educational Technology Conference in Atlanta in November of 2014. Both conferences were several days long and I attended multiple workshops each day. I primarily chose workshops dealing with technology coaching, building instructional technology programs, problem based learning, and digital tools. Though I received a scholarship from KSU to attend ISTE, I attended both conferences with a team from our district that included our other instructional technology specialist, media specialists, administrators, teachers, and curriculum supervisors. Every person on the team was expected to redeliver in small workshops in their schools.
Standard 6.1, Continuous Learning, requires that “candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice” (PSC 6.1/ISTE 6a, 6b). These experiences gave me the opportunity to grow professional and apply what I learned. Part of my responsibility in attending each conference was choosing workshops and sessions that best suited my needs professionally and workshops that built on the needs of the teachers I serve as an instructional technology specialist. Being able to choose the sessions that suited my needs and the needs of those with whom I work allowed me to continually grow in knowledge and skills of current and emerging technologies. Outside of the sessions directly related to instructional technology coaching and programs, I chose sessions about integrating technology into K-5 classrooms, sessions that discussed a variety of digital tools, and problem based learning. I chose these sessions not only to build my skills and knowledge but to assist others in the application of these skills. Attending these sessions was beneficial in applying this knowledge and skills in developing professional development for teachers with whom I work, aimed at improving personal productivity and professional practice for them and me.
Every opportunity for professional growth is a valuable learning experience but these in particular were significant ones for me. Being able to guide my own learning made a big difference for me – prior to this experience, a lot of professional learning I attended was assigned and very short, so there weren’t a lot of options to choose from. If I were to go back and do these conferences over, I would have a better plan of what I wanted to attend and get there early. Sometimes I would miss out on a session I wanted to attend because I chose it only a few minutes before it started and it would be full when I arrived.
The most immediate impact that could be measured is on faculty development. What I learned at the sessions and workshops was immediately put into practice when I developed professional learning sessions. Its impacts on student learning and school improvement can be assessed by observing teachers putting the learning into practice, interviewing teachers and students about how the new methods are impacting the classroom, and analyzing student achievement data.
Though I have attended multiple professional development sessions and analyzed a lot of current research in educational technology, the two that have had the most impact on my professional growth are the International Society for Technology in Education (ISTE) Conference in Atlanta in June of 2014 and the Georgia Educational Technology Conference in Atlanta in November of 2014. Both conferences were several days long and I attended multiple workshops each day. I primarily chose workshops dealing with technology coaching, building instructional technology programs, problem based learning, and digital tools. Though I received a scholarship from KSU to attend ISTE, I attended both conferences with a team from our district that included our other instructional technology specialist, media specialists, administrators, teachers, and curriculum supervisors. Every person on the team was expected to redeliver in small workshops in their schools.
Standard 6.1, Continuous Learning, requires that “candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice” (PSC 6.1/ISTE 6a, 6b). These experiences gave me the opportunity to grow professional and apply what I learned. Part of my responsibility in attending each conference was choosing workshops and sessions that best suited my needs professionally and workshops that built on the needs of the teachers I serve as an instructional technology specialist. Being able to choose the sessions that suited my needs and the needs of those with whom I work allowed me to continually grow in knowledge and skills of current and emerging technologies. Outside of the sessions directly related to instructional technology coaching and programs, I chose sessions about integrating technology into K-5 classrooms, sessions that discussed a variety of digital tools, and problem based learning. I chose these sessions not only to build my skills and knowledge but to assist others in the application of these skills. Attending these sessions was beneficial in applying this knowledge and skills in developing professional development for teachers with whom I work, aimed at improving personal productivity and professional practice for them and me.
Every opportunity for professional growth is a valuable learning experience but these in particular were significant ones for me. Being able to guide my own learning made a big difference for me – prior to this experience, a lot of professional learning I attended was assigned and very short, so there weren’t a lot of options to choose from. If I were to go back and do these conferences over, I would have a better plan of what I wanted to attend and get there early. Sometimes I would miss out on a session I wanted to attend because I chose it only a few minutes before it started and it would be full when I arrived.
The most immediate impact that could be measured is on faculty development. What I learned at the sessions and workshops was immediately put into practice when I developed professional learning sessions. Its impacts on student learning and school improvement can be assessed by observing teachers putting the learning into practice, interviewing teachers and students about how the new methods are impacting the classroom, and analyzing student achievement data.