STANDARD 6
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Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous learning, reflect on professional practice, and engage in appropriate field experiences.
Element 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. Element 6.2 Reflection - Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. Element 6.3 Field Experiences - Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. |
EVIDENCE
#1 | FRIT Staff Interviews
#2 | Horizon Report Analysis & Professional Development
#3 | Virtual Professional Development Review : Hybrid Learning
#3 | Field Experience Observations Blog
REFLECTION
Continuous learning is a crucial part of any good leader. This is doubly true for anyone in the technology field because technology evolves so quickly that one must keep a hand on the pulse of new innovations in order to stay relevant. Within the constraints of our school or business infrastructure we must continue to push the boundaries of learning applications as well as teaching mentalities. We must embrace and scaffold changes as they come and be conscious of not rejecting new technology norms because they clash with classical teaching methods. For the standard I must demonstrate my continuous learning pursuit, self reflection, and relevant field experience.
Within my practicum field experience for Element 6.3 , I had the opportunity to interview technology coordinators at all three levels of K-12 education. These lengthy discussions with professionals who occupy the job that I am seeking were very enlightening. It allowed me to reflect on my own teaching and professional practices to gauge my effectiveness for this particular position representing 6.2. Frequent discussion of their job responsibilities allowed me to engage myself within their workflow and seamlessly apply knowledge learned from this program to enhance their environment and interact digitally with the students embodying 6.1. With Covid-19 rapidly changing the face of education, I gain valuable knowledge about how each technology center has adapted to best meet the needs of their stakeholders.
My second piece of evidence was one of my favorite projects of the entire program. When applying for this master’s program, I was really excited about learning new technologies and methods different from what I learned during undergrad. Being proficient in many technologies, I wanted to know more cutting edge developments that I could implement in an educational setting or an edTech company. Learning about the horizon report was a first step in that direction. I never heard of it before, and the document gleaned many opportunities that I had never considered or was unsure of how to implement in my own classroom. This interactive report analysis and professional development I created highlights a lot of these new technologies as well as cultural implications that must be considered if implemented on a wider scale. This not only demonstrates my continuous learning, Element 6.1, but also a deep and thorough self reflection on my own teaching practices. Through this, I attempt to adapt to bring this new knowledge and integrate it within my own pedagogy, Element 6.2.
The third piece of evidence is an interview of an online asynchronous professional development I attended representing 6.1. I provide a review of what I learned as well as a bulleted list of takeaways. Embodying Element 6.2 , I reflected on this knowledge I also provide extended resources to attach these concepts I want to a wider use case.
Lastly I would like to provide my field experience blog as evidence to the last standard element 6.1-6.3. It outlines my activities operating in the middle, high, elementary schools alongside technology coordinators, technology liaisons, and STEM teachers. In these environments I was able to synthesize all of my knowledge and skills acquired throughout this program and apply it to a unique set of experiences across all grade levels. I also had the opportunity to attend district level meetings, and I gained invaluable knowledge from a personal conversation with the technology director.
Within my practicum field experience for Element 6.3 , I had the opportunity to interview technology coordinators at all three levels of K-12 education. These lengthy discussions with professionals who occupy the job that I am seeking were very enlightening. It allowed me to reflect on my own teaching and professional practices to gauge my effectiveness for this particular position representing 6.2. Frequent discussion of their job responsibilities allowed me to engage myself within their workflow and seamlessly apply knowledge learned from this program to enhance their environment and interact digitally with the students embodying 6.1. With Covid-19 rapidly changing the face of education, I gain valuable knowledge about how each technology center has adapted to best meet the needs of their stakeholders.
My second piece of evidence was one of my favorite projects of the entire program. When applying for this master’s program, I was really excited about learning new technologies and methods different from what I learned during undergrad. Being proficient in many technologies, I wanted to know more cutting edge developments that I could implement in an educational setting or an edTech company. Learning about the horizon report was a first step in that direction. I never heard of it before, and the document gleaned many opportunities that I had never considered or was unsure of how to implement in my own classroom. This interactive report analysis and professional development I created highlights a lot of these new technologies as well as cultural implications that must be considered if implemented on a wider scale. This not only demonstrates my continuous learning, Element 6.1, but also a deep and thorough self reflection on my own teaching practices. Through this, I attempt to adapt to bring this new knowledge and integrate it within my own pedagogy, Element 6.2.
The third piece of evidence is an interview of an online asynchronous professional development I attended representing 6.1. I provide a review of what I learned as well as a bulleted list of takeaways. Embodying Element 6.2 , I reflected on this knowledge I also provide extended resources to attach these concepts I want to a wider use case.
Lastly I would like to provide my field experience blog as evidence to the last standard element 6.1-6.3. It outlines my activities operating in the middle, high, elementary schools alongside technology coordinators, technology liaisons, and STEM teachers. In these environments I was able to synthesize all of my knowledge and skills acquired throughout this program and apply it to a unique set of experiences across all grade levels. I also had the opportunity to attend district level meetings, and I gained invaluable knowledge from a personal conversation with the technology director.