Clayton Christensen Institute. This case study looks at the impact of West Virginia’s e-Learning for Educators program implementation and sustainability model.
Four leaders of successful community of practice (COP) education initiatives participated in a panel at FETC and shared their knowledge about and experience with best practices for online communities of education practitioners. This article is an excerpt of the discussion.
Chapter 1 provides an overview of the rationale for technology coaching, principles for coaching and ideas for planning and evaluating a coaching model.
This is a tool that aligns the progress that individuals (e.g. teacher, campus) make toward meeting state and district technology goals with the four key areas of the state’s Long-Range Plan for Technology, 2006 – 2020.
This resource frames five outcomes of professional development that are typically of interest: participants’ (i.e. teachers’) reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes.
SAMR offers a method of seeing how technology might impact teaching and learning through four key levels: Substitution, Augmentation, Modification and Redefinition.
The efforts of InTASC have helped to describe the new vision of teaching needed for today’s learners and what strategies teachers can employ to improve their practice both individually and collectively. inTASC specifically addresses the need for teachers to be able to personalize instruction through digital learning and how teachers should develop expertise in applying technology to support learning (p23), integrate technology into their planning (p35) and participate in professional learning opportunities that support digital learning (p35).
Teaching: Prepare and Connect Chapter (39-50). This section of the NETP provides an overview of the need to provide on-going professional learning opportunities to both instructional and non-instructional staff members.
