Standard 3.3 Online & Blended LearningCandidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators.
(PSC 3.3/ISTE 3c) |
As an artifact for Standard 3.3, I am linking my WebQuest on troubleshooting developed as part of a course on computer troubleshooting for the teachers and staff at McConnell Middle School. This WebQuest was developed in the spring of 2016 for ITEC 7445. The thrust behind the creation of this WebQuest was to move several of the most common troubleshooting scenarios online where a teacher can engage with the problem in context but at their own pace. The trouble with delivering this information in the typical face-to-face encounter is that the teacher is typically stressed and, obviously, not in a frame of my mind that is conducive to learning.
Standard 3.3 outlines the use of online and blended learning, digital content, and learning network to support and extend learning. By using online and blended learning we are able to provide opportunity and choice to our teachers and administrators for professional learning. This WebQuest represents the development and facilitation of online learning for my staff. This blended learning tool mixes a variety of technologies and resources to facilitate the delivery of digital content and to form the hub of a learning network. I also use this WebQuest within my Google Classroom for new staff members as part of an introduction to troubleshooting unit which also involves some face-to-face instruction.
Developing this tool proved useful in my search for additional ways to disseminate technical best practices. Creating this WebQuest and figuring out how it would fit into the overall troubleshooting class helped me solidify a number of ideas about how much teachers are capable of taking ownership of their training. This project also helped me to be a more effective facilitator of online and blended learning experiences. The majority of my staff members seem to like being able being able to take control of their Professional Development (PD). As I create more online content like this it also frees up time that I can spend working with those on my staff who need more traditional PD and/or coaching. I have noticed a reduction in trouble tickets and support calls this year; however, it is too early to know if this is just a coincidence or if we are seeing an actual reduction in these sorts of problems requiring my department to provide technical support.
My staff continues to grow and while the majority of new hires tend to have greater technical facility, there are still plenty that are unable to solve the simplest problems on their own. I have high hopes for online experiences like this one to teach and facilitate those simple skills that just need a little practice or a chance to develop. As an educator, I also feel that modeling the use of common web tools like WebQuests to accomplish something so practical is very worthwhile. Going forward I hope to expand this theme of WebQuest/Simulation to cover a wide variety of tasks and skills that 21st educators need. This WebQuest along with other tools has helped to change both the delivery method and the nature of professional development at our school. I have slowly moved more and more instruction to a just in time (JIT) delivery model where instruction is delivered on demand when a staff member needs it rather than when it is convenient for the trainer. We will watch the support ticket queue this year for a reduction in the number of these issues requiring my department’s intervention. This will tell us how successful we have been in reducing downtime and increasing instructional time.
Standard 3.3 outlines the use of online and blended learning, digital content, and learning network to support and extend learning. By using online and blended learning we are able to provide opportunity and choice to our teachers and administrators for professional learning. This WebQuest represents the development and facilitation of online learning for my staff. This blended learning tool mixes a variety of technologies and resources to facilitate the delivery of digital content and to form the hub of a learning network. I also use this WebQuest within my Google Classroom for new staff members as part of an introduction to troubleshooting unit which also involves some face-to-face instruction.
Developing this tool proved useful in my search for additional ways to disseminate technical best practices. Creating this WebQuest and figuring out how it would fit into the overall troubleshooting class helped me solidify a number of ideas about how much teachers are capable of taking ownership of their training. This project also helped me to be a more effective facilitator of online and blended learning experiences. The majority of my staff members seem to like being able being able to take control of their Professional Development (PD). As I create more online content like this it also frees up time that I can spend working with those on my staff who need more traditional PD and/or coaching. I have noticed a reduction in trouble tickets and support calls this year; however, it is too early to know if this is just a coincidence or if we are seeing an actual reduction in these sorts of problems requiring my department to provide technical support.
My staff continues to grow and while the majority of new hires tend to have greater technical facility, there are still plenty that are unable to solve the simplest problems on their own. I have high hopes for online experiences like this one to teach and facilitate those simple skills that just need a little practice or a chance to develop. As an educator, I also feel that modeling the use of common web tools like WebQuests to accomplish something so practical is very worthwhile. Going forward I hope to expand this theme of WebQuest/Simulation to cover a wide variety of tasks and skills that 21st educators need. This WebQuest along with other tools has helped to change both the delivery method and the nature of professional development at our school. I have slowly moved more and more instruction to a just in time (JIT) delivery model where instruction is delivered on demand when a staff member needs it rather than when it is convenient for the trainer. We will watch the support ticket queue this year for a reduction in the number of these issues requiring my department’s intervention. This will tell us how successful we have been in reducing downtime and increasing instructional time.