Leader
Educators seek opportunities for leadership to support student empowerment and success and to improve teaching and learning. The program shall prepare candidates who:
Shape, advance, and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders;
Advocate for equitable access to educational technology, digital content, and learning opportunities to meet the diverse needs of all students; and
Model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.
ARTIFACTS
GRANT PROPOSAL
As a leader, I joined in a collaborative effort to bolster our school's mission to educate each student and have them college- or career-ready for a 21st century global society. The Canvas Learning System was examined,. While staff at Porter Elementary indicated that they understood how to navigate the basics of Canvas, they needed additional training to learn to utilize more features to enhance lessons. This grant requests funding to support additional professional development for staff and more effective and frequent use of this digital tool.
As a leader, I created an instructional lesson to demonstrate the functionality of Google Jamboard. This digital tool may be used to enhance instruction and promote student engagement in collaborative discourse.
For those educators that are uncomfortable with technology, this instructive video provides a how -to guide for its use with step by step directions. It also highlights its many features.
Partnering Technology with Instruction-20230321_160201-Meeting Recording.mp4As a leader, I developed a professional learning workshop. I geared it towards aspiring educators currently studying at Middle Georgia State University. My workshop demonstrated methods by which instruction might be elevated for the learners.
After review of my evaluations, my learners found my workshop informative and very relatable. High ratings were given the quality and quantity of the resources I provided. While delivering instruction, I was reminded of the importance over preparation for any unforeseeable circumstance that might require redirections and adjustments.
About me: I learned that I am best when delivering instruction in person. In person, I am better able to continuously access my learners and determine where adjustments might be required to maintain student engagement and support active learning.
REFLECTION
As a technology leader, there is great responsibility. Being an instructional technologist requires a level of meticulous research not always evident to the layperson viewing the finished product. It was not difficult to marvel at the quantity of work that is required to produce a quality product. It was with great attention to data collection that I created my digital workshop. As a leader, I was responsible for delivering instruction via modeling, curation, and evaluation. I produced an opportunity for my participants to practice and apply what they learned. In my instruction, I focused on the importance of using to technology to elevate instruction and ensuring access for all students despite their location. I worked with Lumio by SMART and I continue to learn more about its functionality and versatility daily. Additionally, my leadership role required that demonstrate how to empower students with technology. Too often, we find students that are struggling academically, socially, and emotionally. Today's students have increasing amounts of pressures that extend beyond school walls. It is important to create a safe space for those students where they are free to express themselves and parcipate in their learning. Technology can and does assist in providing that voice. We often have those students who, with support, will be able to soar beyond grade level. Technology can and should be a part of their springboard to academic success. The ultimate goal is to help shape our students into well-rounded, critical thinking, law abiding, and innovative adults. Insert digital responsibility and citizenship here. As a collaborator and leader, I created a unit on digital citizenship. The most surprising facet of the creation process was the amount of access and time that students are online. As leaders, we must work to create opportunities for students to participate in safe online activity. To this end, I worked collaboratively with educators to examine current curriculum on digital citizenship.