www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Ed Tech Coaching
EEND and MSED-680
- Template 2015
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/22/2115
- Modified 10/27/2022
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
How do educators stay current with evolving research and trends in instructional technology? Candidates will investigate how technology leaders share ideas and leverage resources to further a district's technology policies and mission. Candidates will learn how to build professional learning communities in order to collaborate on issues related to the future of technology education.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop skills to evaluate and recommend effective ways to utilize technology in the classroom to help raise student achievement and engagement in instruction. They will look at ways to research and analyze what technologies exists that can make a positive impact on instruction.
Serving the Community
Candidates will have opportunities to explore ways to communicate effectively between colleges, school personnel, and the world at large to share educational ideas. They will also look at methods for staying up to date on current educational technology trends around the world.
Finding Our Professional Selves
Candidates will continue to develop a comprehensive, professional e-portfolio to house artifacts as a means to showcase professional growth and expertise. Additionally, candidates will analyze and reflect on artifacts that they discover or create themselves within the course.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Evaluate technology uses in instruction and learning using ISTE and state-relevant standards. ISTE 1a, 1c, 2a; NBPTS 1, 2
- Promote equitable, ethical, and legal use of technology resources. ISTE 2b; NBPTS 1, 3, 4
- Understand the impact of technology on student learning, school culture, and communities. ISTE 1c; NBPTS 1, 4
- Effectively evaluate the use of technology in the classroom. ISTE 2c; NBPTS 1, 2, 4
- Use research to help make educated purchasing decisions in regards to technology. ISTE 2a-c; NBPTS 1, 2, 3, 4
- Stay abreast of current trends in educational technology. ISTE 1c; NBPTS 1, 2, 3, 4
- Extend communication outside the classroom to the home and the community. ISTE 4d; NBPTS 1, 2, 3, 5
- Use technology in communicating, collaborating, conducting research, solving problems, and creating products. ISTE 4a, 4c; NBPTS 2, 4, 5
- Plan and collaborate on projects that require critical analysis and evaluation; present and share products developed with other candidates. ISTE 5b, 5c; NBPTS 4, 5
Assignment One – Discussions and Reflections
Candidates will respond to weekly discussions and reflection prompts.
- Course outcomes: 1, 2, 3, 4, 6, 8
- Standards: ISTE 1a, 1c, 2a-c, 4a, 4c; NBPTS 1, 2, 3, 4
Assignment Two – The Hiring Process
Candidates will act as interviewer and interviewee to design a hiring process for 21st century teaching and learning.
- Course outcomes: 7, 8, 9
- Standards: ISTE 4a, 4c, 4d, 5b-c; NBPTS 1, 2, 3, 4, 5
Assignment Three – Creating a Walk-Through Tool
Candidates will create a Walk-Through Tool to observe the use of technology in the classroom.
- Course outcomes: 1, 3, 4
- Standards: ISTE 1a, 1c, 2a, 2c; NBPTS 1, 2, 4
Assignment Four – Designing Professional Development
Candidates will research and design a professional learning opportunity for educator.
- Course outcomes: 5
- Standards: ISTE 2a-c; NBPTS 1, 2, 3, 4
Assignment Five – Walk-Through Tool Use
Candidates will use the Walk-Through Tool they created in Week 3 in classroom settings.
- Course outcomes: 1, 3, 4
- Standards: ISTE 1a, 1c, 2a, 2c; NBPTS 1, 2, 4
Assignment Six – Designing an Impactful Faculty Meeting
Candidates will design a faculty meeting based upon assigned criteria.
- Course outcomes: 1, 5, 6
- Standards: ISTE 1a, 1c, 2a-c; NBPTS 1, 2, 3, 4
Assignment Seven – Redesigned Learning Spaces for 21 Century
Candidates will create a plan to redesign a learning space in their school based on a given budget.
- Course outcomes: 1, 2, 3, 6, 7, 8, 9
- Standards: ISTE 1a, 1c, 2a-b, 4a, 4c-d, 5b-c; NBPTS 1, 2, 3, 4, 5
Assignment Eight – Professional Learning Blog
Candidates will create a professional blog to house artifacts and reflections that they have created within the course.
- Course outcomes: 1, 7, 8, 9
- Standards: ISTE 1a, 1c, 2a, 4a, 4c-d, 5b-c; NBPTS 1, 2, 3, 4, 5
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Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
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The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
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Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.