3. Digital Age Learning Environments

Return to Standards Home Page

3.Technology coaches create and support effective digital age learning environments to maximize the learning of all students.
3a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments3b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments3c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators3d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
3e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments3f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community

Creating “effective digital age learning environments” is an area that can be a leverage point for changing people’s mindsets about technology. This standard focuses mostly on tools and resources but there is something to be said for the physical environment we train in as well. It would be amazing if we could create a training room that modeled collaborative group spaces with monitors for sharing, flexible seating and furniture arrangement and no “front” of the room. In Kayla Delzer’s (2016) article on Flexible Seating and Student-Centered Classroom Redesign she makes the point that:

“The students we share our classrooms with don’t know life without constant connectivity, wi-fi, and a global audience. Outside the windows of our classroom is a dynamic, fast-paced, and ever-changing world full of choices. How can we expect our students to solve problems and make choices independently if we constantly solve their problems and make their choices for them?”

I think we need foster that same mindset about professional learning. Creating even one training space that modeled the best things about what we imagine the classroom of the future could look like would force us to think differently about truly teaching differently. Having no “front” of the room by itself I believe could fundamentally change our relationship with our students, naturally create space for student-centered learning and move teachers away from being the sage on the stage in a more physical way. It would be interesting to see what happens.

Along with the physical spaces we teach in, we now need to be thinking about the digital environments we create for our students and staff. Developing procedures forĀ  how we manage the tools, accounts and systems that we provide for learning and how we evaluate and teach the use of the tools is a key role that coaches can play.

The links at the top of this page will take you to evidence of my learning related to the individual indicators in this standard.

_______

References

Delzer, K. (2016). Flexible Seating and Student-Centered Classroom Redesign | Edutopia. Retrieved from https://www.edutopia.org/blog/flexible-seating-student-centered-classroom-kayla-delzer

–> To Indicator 3a