ISTE Standard for Coaches 3: Digital Age Learning Environments –Technology coaches create and support effective digital age learning environments to maximize the learning of all students.
My coursework at Seattle Pacific University and the related projects I have implemented have supported collaboration among faculty and administrators for professional growth, between faculty and students for collaborative and connectivist learning, and among students.
In Faculty Roles, Web 2.0, and Student Efficacy, I focus on faculty behavior that will extend and enhance how students at two-year colleges engage with critical inquiry and analytical writing through blogging and other Web 2.0 tools.
In Redesigning the Blended Synchronous Peer Review Session, I present the research base for collaborative peer review in writing, a classroom research approach to developing effective peer review within the constraints and affordances of one web platform, and my use of Emily Wray’s RISE Model to clarify my criteria for teaching and assessing peer review collaboration.
In Balancing Process and Product, I evaluate content curation tools in the process of designing a learning experience to best support student design, research and collaboration skill development.
I demonstrate how the affordances of the Digital Humanities (DH)—such as the types of information available, the technologies for gathering and analyzing that information, and the ways of asking and investigating questions that DH borrows from the social sciences—also extend the way it is possible to think about the research process in a literature class.
In Collaborative Professional Development as a Key to Sustainable Technology Integration , I present a collaborative model for professional development based on the TPACK model Koehler & Mishra, 2009) that meets both institutional need and individual faculty and program needs for building professional capacity in pedagogical technology.
Koehler, M.J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge?Contemporary issues in technology and teacher education, 9(1), pp. 60-70. Retrieved from: http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/