Reflection Essay 

Looking back at my own learning and professional growth since embarking on this degree program, I can honestly say that I have experienced an incredible amount of positive change. When I first began the MEd program at UMUC, I was a second year teacher with the Baltimore City Public School System. I was a career changer in my final stages of the Baltimore City Teaching Residency (BCTR), an alternative certification program. As a member of BCTR, the focus of my training was primarily on behavior and classroom management strategies. I had little experience in pedagogy, technology integration or in data-driven assessment (and had never even heard of ISTE). However, my own interests in technology and my passion for education led me to the pursuit of the UMUC MEd program due to its unique focus. 

 

The journey through this degree program has been both challenging and highly rewarding. In one of my first courses, I was introduced to the mission and vision of the UMUC Professional Education Unit, entitled the Conceptual Framework "Teaching and leading beyond boundaries" (UMUC, 2013). The mission of the unit is "to establish a global learning community of educators, where the boundaries outlined above are crossed and all candidates/students engage in highly effective educational experiences". This is achieved by a constant emphasis on achievement and improvement through the development of strategic goals, objectives, outcomes and assessments that are aligned to content standards. 

 

Each course throughout the program has referenced the conceptual framework and provided opporunities for students to achieve the ideals of the framework through hands-on learning experiences and assignments. In addition to mastery of the framework ideals, the program requirements lead students through attaining the six ISTE standards of coaches and the complimentary framework dimensions of classroom practice, school-based leadership, support of equity, promotion of higher-order thinking skills and creativity. 

 

My growth and accomplishments as a technology integration specialist and a teacher and leader beyond boundaries is evidenced by my achievements throughout the MEd coursework. I have chosen to display a portion of these achievements below, segmented in to categories that correspond to ISTE standards for coaches. 

 

ISTE Standard One: Visionary Leadership 

"Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment." (ISTE, 2015) 

 

As part of my course requirements for EDTC630, I was required to interview a district leader for technology. I had the unique experience of interviewing two of the district technology coordinators for Harford County Public Schools. Through my interview with these two individuals, I was able to discuss the process of developing and advocating for a shared vision for technology integration. I used the knowledge from this interview in conjunction with class readings to create a District Technology Training Plan in EDTC 640. Through the development of the training plan, I learned how to act as a visionary leader by conducting a needs analysis, developing training in response to those needs and evaluating the final results. 

 

The District Technology Training Plan is embedded as a component of the professional developement module that I created for this course. These documents are part of a wiki. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(To view this live wiki, please visit https://wikispaces.com/join/3XC99TJ and enter the Join Code: 3XC99TJ)

 

An additional component of this assignment was the creation of a school board presentation that proposes the implementation of needed district-wide training. The creation of such a presentation (directed at that audience type) was a new experience and one that I found very helpful. Since that course, I have had the occasion to address board members and other leaders as an advocate for technology in the schools. 

 

Board Presentation 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ISTE Standard Two: Teaching, Learning, and Assessments 

"Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students." (ISTE, 2015) 

 

One of the most challenging courses that I took during this program was EDTC 615 which was about Data Driven Decision Making. In this course, I learned how to use technology to analyze student data in order to drive instruction toward specific goals. The final project for this course was a group assignment in which we identified a specific academic concern (poor homework completion) and used student demographic and assessment data to develop a differentiated response to the need. This course helped me to better evaluate the needs of my own students and to confidently act as a leader in my own school in regards to data assessment and interventions. I have used the skills learned in this course on a regular basis and have seen positive results in student achievement as a result. 

 

Phase 3 - Data Driven Decision Making Project 

 

 

 

 

 

 

 

 

 

ISTE Standard Three: Digital Age Learning Environments 

"Technology coaches create and support effective digital age learning environments to maximize the learning of all students." (ISTE, 2015) 

 

Throughout the program, I have been exposed to countless digital tools to enhance and maximize the learning of all students. One of the most interesting and engaging assignments that I completed was the creation of a digital learning environment to use in my classroom. As part of a requirement for EDTC 600, I created a class website that contains web-based instruction in the form of a research webquest. The webquest is scaffolded to meet the needs of all learners and follows UDL principles by creating a student-centered approach to learning. 

 

Classroom website and webquest: http://jackiewell7.wix.com/mrswells#!what-were-learning-/cc9s

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ISTE Standard Four: Professional Development and Program Evaluation 

"Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning." (ISTE, 2015) 

 

Before creating the professional development as part of my District Technology Training Plan, I conducted a needs assessment of the teachers in my district and determined that there was an interest in learning more about Web 2.0 tools and their incorporation into the classroom. To collect data for the assessment, I created a Google Form and emailed it to teachers in my school as well as familiar colleagues in a variety of other schools in my district. 

 

In addition to the professional development created on Web 2.0 tools, I also created a Voice Thread that discusses the TPACK model as part of an early course in this program. Although the creation of this VoiceThread was a required component of the course, I have shared it with colleagues during professional development and teacher team meetings when we have discussed the importance of effective technology integration.

 

 

VoiceThread on TPACK

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ISTE Standard Five: Digital Citizenship 

"Technology coaches model and promote digital citizenship." (ISTE, 2015) 

 

The fifth ISTE standard truly speaks to me in terms of teaching and leading beyond boundaries. It addresses the need for a technology coach to promote equitable access to digital tools and to model diversity and global connectivity through digital communication and collaboration. Throughout this, a technology leader must also model digital global citizenship with ethical practices. 

 

In my favorite course of this program (Integrating Technology - Global Perspectives, EDTC 645), we created global collaborative units. I created a unit on traditional folktales that incorporates web-based video as a means for students in classrooms across the globe to share experiences and traditions. This exploration of the "flat classroom" has led to my own integration of global projects in the technology classroom with partnerships formed through ePals (www.epals.com). 

 

Global Classroom Module 

 

 

 

 

 

 

 

 

Another way that this program has enhanced my growth toward this particular standard is though experience with Acceptable Use Policies (AUP). I was able to discuss the creation of the AUP components of the Harford County Public School System AUP during my interview. After thorough examination of the AUP for Baltimore City Public Schools, I was able to create a Voice Thread to be used with teachers during professional development in order to promote awareness of this critical document. 

 

AUP Voice Thread Presentation 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ISTE Standard Six: Content Knowledge and Professional Growth 

"Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise." (ISTE, 2015) 

 

One of the characteristics of an effective educator is the constant quest for personal growth. Teaching theories and tools are constantly changing (especially in the world of a technology teacher) and educators must be continuously expanding their knowledge and expertise in these subjects. Throughout this graduate program, I have witnessed a transformation in myself as an educator and seen a tremendous growth in both pedagogy and technology knowledge. As a result, I was recently hired as the technology specialist for a private school that prides itself on technology integration. In addition to the new position, I have been asked to be a part of the Technology Curriculum writing team for the Archdiocese of Baltimore. Along with a group of 13 other technology teachers, I have been meeting to develop curriculum for the district that is aligned with ISTE, state and national standards. I have also been working on securing grants for my current school so that we may enhance our technology program with the inclusion of robotics and Maker Spaces. My immediate goal is to graduate, but then I want to focus on becoming a certified Google Educator and a Digital Citizenship leader with Commonsense Media.

 

My goals are unending because I am an educator on a constant journey for growth in professional knowledge, skills and content. However, this degree program has given me the ability to be a leader for other teachers along this journey as well. 

 

International Society of Technology in Education [(ISTE)/National Council of the Accreditation of Teacher Education (NCATE)]. (2015). ISTE Standards for Coaches. Retrieved from http://www.iste.org/standards/ISTE-standards/standards-for-coaches

 

UMUC. (2015). Master of Education in Instructional Technology. Retrieved from http://www.umuc.edu/academic-programs/masters-degrees/education.cfm

 

UMUC (2013). Professional Education Unit: Conceptual Framework - Teaching and Leading Beyond Boundaries. Retrieved from http://www.umuc.edu/faculty/edudept/upload/full-conceptual-framework.pdf.