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Week 3: Course Design and Coaching for SMART Goal Attainment

  Part 1: Designing an Asynchronous Professional Learning Course My SMART goal focuses on helping teachers become more intentional about how they use technology to support student learning. By the end of two semesters, I will collaborate with at least five teachers to redesign an existing lesson or activity using the TPACK framework. The goal is to move beyond using technology just because it is available and help teachers make purposeful decisions about when and how technology can strengthen content and instruction. As I consider building an asynchronous professional learning course to support this goal, one of the first considerations is that teachers need a process for making instructional decisions. TPACK provides that process by bringing together technological, pedagogical, and content knowledge. Hidayati et al. (2021) describe TPACK as a framework that helps teachers think about the knowledge needed to make instructional decisions when integrating digital technology as a lear...
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Week 2: Coaching Peers to Develop SMART Goals

Coaching Peers to Develop SMART Goals Technology integration can easily become focused on the technology itself rather than on what we want students and teachers to accomplish through its use. This week, I had the opportunity to coach two peers, Cheyenne and Carmie, as they worked through their technology needs and developed SMART goals. After supporting them with their goals, we switched roles, and they coached me as I developed my own SMART goal. This process gave me the opportunity to experience both sides of peer coaching and helped me see how valuable collaboration can be when developing realistic goals for technology integration. Coaching Cheyenne Cheyenne's Week 1 post focused on the Technological Pedagogical Content Knowledge (TPACK) Framework and how it could support technology integration in her higher education setting. She works at the Center for Excellence in Teaching and Learning at San Jacinto Community College, where she supports faculty professional development. On...
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Week 1: Technology Integration Framework & Organizational Alignment

  Background - Technology Integration at Skyview Middle School In 2022, Skyview Middle School implemented a 1:1 Chromebook program, giving students access to a device during the school day. However, students were not permitted to take the Chromebooks home, and access to a device did not necessarily mean students had balanced opportunities to engage in valuable digital learning. A previous examination of digital equity at Skyview identified differences in instructional practices, professional learning, and family support as important factors influencing students' experiences with technology. This is important because the digital divide is more complex than simply asking who has a computer or an internet connection. The U.S. Department of Education (2024) describes digital equity in terms of access, design, and use. This framework itself makes me think differently about technology integration at Skyview. Providing students with a Chromebook only addresses part of the access issue; it...
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