We are living in the age where all things have become technical, tech savvy, technologically advanced, electronic devices, a microwavable response to almost everything. In our homes, jobs, extracurricular activities, schools and colleges. Technology has grown and become a staple in almost everything we do and have made our lives simpler, easier, most things at the push of a button.
Watch this video to see how technology has changed over the years:
As you can see, we have evolved in many ways that has caused us to lead simpler, faster and more efficient ways in response to technological changes. We are what authors have called "digital natives" and have become "immersed in these technologies" (Conefrey, 2016, p. 37). So much so that these technological changes have spilled over into the field of education and within our classrooms.
Administrators and educators have answered the call to integrating technology into course curriculum, classroom instruction and in teacher professional development. This has created the push to develop initiatives and strategic goals to include plans in implementing and teaching technology in schools. One area that requires emphasis is in faculty training and professional development that will create opportunities for them to meet students where they are and have an engaging learning experience through technology integration.
In thinking about technology integration between teachers/ faculty, you have to consider the coaching/mentoring relationship that has been established. In my previous blog, I discussed "Coaching as benefit to Professional Development" (Bynum, 2017), and gave some insight in coaching theories and models, putting them into practice and how it becomes a benefit to teacher growth and development and student success. This is done by setting growth goals and the coach works with the teacher to progress on a scale. The five levels of the scale are:
Not Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4)
In establishing these growth goals a coach must assist the teacher in moving from one level of the scale to the next. In order to progress through the scale, the coach must ensure the teacher can "understand the research and theory for his growth-goal element" (Marzano & Simms, 2013, p. 37) and apply a strategy that can be implemented in the classroom. Then the coaching relationship moves to the next level of the scale to helping the teacher identify parts of the strategy that may not work and correcting any mistakes. Once this has been determined then the teacher moves on to the next level and the coach assists the teacher in applying and integrating several strategies that meet students "unique needs" (Marzano & Simms, 2013, p. 155).
There are several ways to continue the coaching relationship with teachers/faculty. Conducting a self audit and establishing growth goals, helps the coach to assist the teacher in moving through a measurement scale that monitors their progress in implementing strategies in the classroom. The coach must mentor the teacher so that they are providing innovative strategies where students are growing and learning while at the same time building trust and strengthening the coaching relationship.
Conefrey, T. (2016,
July-August). Technology in the college classroom: Crisis and
opportunity. Educational Technology, 56(4), 37-40.
Marzano, R. J., & Simms, J. A. (2013). Coaching Classroom Instruction . Bloomington, IN: Marzano Research.
