Commitment+to+Student+Learning

=**//Commitment to Student Learning// Key Component #2:** The Master of Education candidate is committed to all students and their learning.=

=Component Reflection=

The question of student learning and our commitment to this ideal is both complex and profound. By its very nature, the question asks teachers and administrators to analyze our approach to instruction as well as the deeper paradigms on which we base this instruction. For myself, I must consider three separate tiers of learners: the students with whom I work, the teachers I mentor, and students with whom my mentees work. The complex web of interrelationship between these three groups has been made even more convoluted with recent political action and legislation.

As school systems across the United States struggle to meet all the demands associated with increased student expectations, higher levels of teacher and administrative accountability (all of which are associated with the No Child Left Behind legislation), more and more professional development opportunities are offered to the teaching community. Buffeted by a tumultuous political atmosphere and dwindling resources, teacher professional development is constantly pulled in different directions (and in some cases completely opposite directions) and unfortunately adopts a hectic, scattered approach to the educational needs of teachers.

Indeed, most professional development takes on a “spray and pray” style of delivery—inundate teachers with copious amounts of information and hope some of it sticks. Another analogy (one of my own creation) is that the common practice in teacher professional development is something like a M.A.S.H. triage unit: the vast majority of professional development opportunities resemble an emergency hospital, where patients are rushed from place to place (two CC’s of theory and an amputation of teacher directed instruction and call Hawkeye in the morning). Needless to say, this kind of professional development is ineffective at best. With this milieu in mind, my professional identity consists of providing quality professional development to the teachers with whom I work in the School District of the City of York. As the Technology Integration Specialist for the district, I hope to inspire teachers to effectively employ technology for the benefit of our students.

The first aspect of my professional identity involves providing one-on-one, small group, and large group instruction on the effective use and integration of technology in education. Working with building technology leaders, I have conducted dozens of workshops on employing specific aspects of technology. For example, over the summer, several of the building technology coordinators and I designed, delivered, and evaluated a week-long technology academy. Using a “sandbox” approach, we introduced ten different Web 2.0 applications (including Google Docs, YouTube, and OpenOffice) and encouraged the 30 participants to create lessons using these tools. In addition to these large group sessions, I have designed and delivered small group instruction to teams of teachers in the buildings. At the beginning of the 2009-2010 school year, I conducted a series of ad hoc workshops on utilizing the district’s new school management software, eSchool. My professional identity includes not only includes presenting these technologies, it also includes acting as a coach and cheerleader in encouraging the integration of these tools.

To view the course schedule for the YCSD Summer Technology Academy, click on the link below:

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I have had the fortune of working on a number of activities the semester that support this kind of engagement. Supported by the kind ministrations of my colleagues and professors at Clarion University, I created a series of lessons that integrate technology into a content area.

The first focuses on technology at the college level; the second focuses on integrating technology into a social studies ESL class.





Interestingly, after I implemented TIP 1 in my University of Maryland Baltimore County composition course, my college students produced some of the best writing I had seen this cohort produce. I strongly believe the technology I employed in the lesson, along with a more effective approach to the discussion arrangement, greatly enhanced my students understanding of the Classification and Division essay structure To view a sample of one student's essay, click on the link below:



Another aspect of my professional identity involves acting as a technology advocate. Part of this role involves the promotion of technology as a tool for breaking down the barriers between the “real world” and the “academic world.” Through technology we have been able to provide concrete examples (such as using digital media from the internet) to support and extend the learning of our English language learners (ELLs), special education students, and advanced students. This media provide an essential bridge between confusion and understanding, isolation and integration. Yet, beyond the educational needs, our students often come from families who have very few financial resources (all of our schools are Title 1). These students come to our school with very few of the educational experiences many people take for granted. Most of the students have never seen the Statue of Liberty, the Liberty Bell, or even the city of Philadelphia. Many will probably never have the opportunity to go to an orchestra concert or see an opera. Here too technology becomes a very powerful tool. Using the Internet, we can create virtual field trips to Washington, D.C. and Texas, New York and Los Angeles, places our students will probably not be able to afford to visit. For these reasons, along with the significant impact technology has on the quality of academic instruction, my professional identity includes advocating for technology funding and the integration of technology in the curriculum.

In reference to this notion of advocacy, in February 2010, I was asked to assist the York City School District's grant writer on completing the Enhancing Education Through Technology (EETT) grant. Together, the grant writer and I prepared a comprehensive analysis of educational technology in York City Public Schools and proposed a program whereby teachers would be given laptop computers to support instruction. I am delighted to report that our proposal was accepted, and the grant awarded our district 510,000 dollars to pursue this goal. To view information about the EETT grant, click on the link below:



My professional identity as a Technology Integration Specialist is both multi-faceted and complex. I provide technology training and support to district staff, acting as a trainer and cheerleader as necessary; I also coach and encourage technology integration by collaborating with teachers as they design and deliver their instruction. Moreover, the emphasis on technology as a tool, not the end in itself, touches on another aspect of my role as a Technology Integration Specialist: I encourage the teaching community to practice a Backwards Design educational philosophy. These factors collectively form the final theme of my professional identity—advocacy. I believe that technology is such a powerful tool, with such an expansive influence and power, that educators must press the political and cultural establishment to obtain these tools for the benefit of our students.