Professional Development

Professional Development from GrantWaller2

Discussion Thread: Data Collection

 

As a preschool teacher, data analysis is primarily seen through the lens of classroom management and structure. Programs such as Microsoft Excel are helpful in organizing a variety of student data. It is also helpful in measuring growth in various academic, social, physical, and behavioral skills as they work towards specific benchmarks. Using this program allows me to record the progress of each child throughout the school year. I can look at trends among students and modify our classroom to work within the data we see.

For preschoolers, they are just developing the foundations of computational thinking skills. What a great opportunity to begin introducing their minds to the ideas of organization and categorization. “Charting, graphing, and visualization tools” (Roblyer, 2018, p. 131) are great opportunities for young students to engage with their world. For preschoolers, this could mean exploring various visual displays of information. One week, we could make a linear chart of those who like apples and those who prefer bananas. Another day, we could make a graph of everyone’s favorite colors. While data collection seems like a complex skill, the foundations of it can be built in these early years. This sets the students up for success as they seek to become creative communicators (ISTE, 2022).

Resources

Roblyer, M., & Hughes, J. (2018). Integrating educational technology into teaching (8th ed.).

            Pearson Education.

International Society for Technology in Education (ISTE). (2022). ISTE Standards: Students.

            ISTE. https://www.iste.org/standards/iste-standards-for-students

Personal Philosophy of Technology in Education

The traditional classroom structure and curriculum has been challenged and transformed by the incorporation of technology over the last fifty years. As a teacher, it is essential to understand these changes and develop a philosophy of education that incorporates and manages technology to develop students as growing learners in this modern age. It is the responsibility of the Christian teacher, both as a professional obligation and for the benefit of the student’s development, to create a comprehensive plan for technology in the classroom.

As more and more educators have seen the benefits and necessities of the inclusion of technology in the classroom, our education system is progressively being transformed. According to Roblyer and Hughes, “New technology resources also mean new and different ways of accessing and processing information needed for teaching and learning” (Roblyer, 2018, p. 15). It provides opportunities to improve efficiency, organization, and communication. Students are given broader access to personalized curriculum, while also preparing them to function and thrive in a technologically dominated world.

As a teacher, I have a professional obligation to understand and include technology into my classroom structure and curriculum. The International Society for Technology in Education has developed standards for teachers as they approach the incorporation of technology. These have been created to help teachers deepen their practice, while also leading them to rethink traditional approaches with the goal of developing self-driven learners (International, 2022). The ISTE has developed these standards as, “a framework to be used with other standards to amplify or transform learning” (Roblyer, 2018, p. 15). It is now an expectation that technology will be weaved in throughout curriculum standards, and it is the teacher’s responsibility to continue developing professionally in order to cultivate its incorporation. 

The ISTE Student Standards emphasize the areas of impact that technology can and should have on students. These areas include developing empowered learners, digital citizens, knowledge constructors, innovative designers, computational thinkers, creative communicators, and global collaborators (Roblyer, 2018, pp. 15-16). With an intentional strategy, teachers can help their students grow in each of these areas. While technology alone cannot transform a classroom or improve student performance, a teacher’s understanding and strategic use of it can.

As a Christian, it is even more important for the teacher to be at the forefront of leading their students to understand and interact with the world through technology. Providing a Biblical worldview as a foundation for how students view technology and their role in it can transform their current interactions and growth as well as their long-term footprint in the digital world.

According to ISTE Standards 2.3, “Educators inspire students to positively contribute to and responsibly participate in the digital world” (International, 2022). How much more so for the Christian educator! Teachers should be the example for and trainer in how a student should, “let your line shine before men, that they may see your good deeds and praise your Father in Heaven” (Thompson Chain Reference Bible, 1990, Matthew 5:16). How they interact with the world through the internet will be a direct reflection of who they are in Christ. Developing and understanding of this foundation should be transformative for how they interact with the online community as well as how the represent themselves in online forums. 

As opportunities for global connections are available at the click of a button, believing students now have the opportunity to share the Gospel with students around the world who may never have access otherwise. The verse, “Therefore go and make disciples of all nations,” (Thompson Chain Reference Bible, 1990, Matthew 28:19) takes on a new meaning in light of the open access technology gives students across the globe. What a unique opportunity to become cross-cultural witnesses!

As teacher, I want to continue growing in my understanding of our changing world and how to be effective in it. This often presents challenges, as children seem to know and grow in their understanding of technology quicker than their teachers. I want to develop a class that does not fully rely on my own personal understanding, but fosters an environment where students can explore, grow, and challenge one another within a moral and spiritual environment that I create as a teacher. This requires much time, patience, and personal growth on my part, but I believe it is my professional and spiritual obligation as a Christian educator. In times of frustration and discouragement I will be rooted in the words of Paul, “Whatever you do, work at it with all your heart, as working for the Lord, not for men” (Thompson Chain Reference Bible, 1990, Colossians 3:23).

References

International Society for Technology in Education. (2022). ISTE Standards: Educators. ISTE.

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

Roblyer, M., & Hughes, J. (2018). Integrating educational technology into teaching (8th ed.).

        Pearson Education.

Thompson Chain Reference Study Bible, New International Version. (1990). B.B. Kirkbride

        Bible Co.

Discussion Thread: Differentiation Through Technology

Balancing standards-based curriculum and individual student needs can be a real challenge. Creating a classroom routine and schedule that maximizes both individualized attention as well as overall standards is important. In Florida, students take the iReady diagnostic tests at the beginning of the year. The iReady is a form of learning analytics, which can, “detect trends and patterns from sets of performance data” (Roblyer, 2018, p. 29). The program then develops a personalized lesson plan track in reading and math for that individual child. Each day, the student works through their own personal curriculum on an online program, working on weaknesses while not wasting time on areas already mastered. Parents and teachers are able to monitor their progress as their students work through lessons relevant to their specific level. Student’s personal progress is monitored throughout the year, and the program adapts to the child’s growth. At the same time, the class as a whole is working through the Common Core Standards, which the iready program is created to correlate with. This provides the child the opportunity to continue to progress along with standards, with an undergirding of working on some of the foundations they may be struggling in. While iReady isn’t the perfect solution to balancing standards and individualized growth, it is one example of how technology is being used to blend the two in the classroom.

References

Curriculum Associates. (2022). Discover what iready diagnostic can do. Curriculum

        Associates.com https://www.curriculumassociates.com/programs/i-ready-

        assessment/diagnostic

Roblyer, M., & Hughes, J. (2018). Integrating educational technology into teaching (8th ed.).

        Pearson Education.