Standard 6.2 ReflectionCandidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)
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During ITEC 7460 I journaled about several instructional technology coaching and staff development experiences. The artifact referenced in this reflection is a coaching journal I completed after leading three very different training session. In the course of the journal I evaluate and reflect on my professional practice and disposition, including the planning, technology and methods leveraged for these sessions.
Standard 6.2 states that regular evaluation and reflection on practice and disposition is essential to improve and strengthen the ability to effectively model and facilitate technology-enhanced learning experiences. This journal demonstrates a level of reflection that helps me understand and examine actual outcomes in relation to impressions and intentions. The practice moves beyond simple documentation allowing personal context to inform strategies for improvement in my instructional technology coaching practice. The evaluative quality of this exercise really made an impression on me as one of the sessions examined was a new staff training module that has not seen much revision in three years.
The experiences chronicled in this journal served as a significant learning experience. The act of reflection afforded me a chance to revisit what went right and where challenges still exist as well as try to make sense out of the events themselves. By comparing my reflection with the survey data from the participants, a picture of the session began to take shape that didn’t necessarily resemble either telling. For example, only after going back over a session on D2L rubrics with a nervous teacher did I realize that my disappointment with the teacher’s prep work was likely more about my expectations and a lack of explanation. Having been in this position for so many years it is necessary to always remember that this is not the twentieth time these participants have been over this content. The simple act of putting thoughts down on paper can often trigger an insight that would have remained elusive if not captured on a page. In the future I hope to utilize this type of reflection to have participants process their learning and my instruction. I believe that this will help me continue to find better ways to bring the learning to them within their context rather than simply deliver it from mine.
Practice is imperative for developing the capacity for high-quality reflection and learning requires reflection. Promoting the use of this technique not only helps to insure that I connect the training to a broader context but also allows me to critique the subject at a subjective level. The reflective practice has already contributed to my professional development design. I believe that a healthy level of introspection is prologue to positive change. Further, since my job is chiefly concerned with planning for and managing change, this reflective practice is bound to impact staff, students and learning at my school.
Standard 6.2 states that regular evaluation and reflection on practice and disposition is essential to improve and strengthen the ability to effectively model and facilitate technology-enhanced learning experiences. This journal demonstrates a level of reflection that helps me understand and examine actual outcomes in relation to impressions and intentions. The practice moves beyond simple documentation allowing personal context to inform strategies for improvement in my instructional technology coaching practice. The evaluative quality of this exercise really made an impression on me as one of the sessions examined was a new staff training module that has not seen much revision in three years.
The experiences chronicled in this journal served as a significant learning experience. The act of reflection afforded me a chance to revisit what went right and where challenges still exist as well as try to make sense out of the events themselves. By comparing my reflection with the survey data from the participants, a picture of the session began to take shape that didn’t necessarily resemble either telling. For example, only after going back over a session on D2L rubrics with a nervous teacher did I realize that my disappointment with the teacher’s prep work was likely more about my expectations and a lack of explanation. Having been in this position for so many years it is necessary to always remember that this is not the twentieth time these participants have been over this content. The simple act of putting thoughts down on paper can often trigger an insight that would have remained elusive if not captured on a page. In the future I hope to utilize this type of reflection to have participants process their learning and my instruction. I believe that this will help me continue to find better ways to bring the learning to them within their context rather than simply deliver it from mine.
Practice is imperative for developing the capacity for high-quality reflection and learning requires reflection. Promoting the use of this technique not only helps to insure that I connect the training to a broader context but also allows me to critique the subject at a subjective level. The reflective practice has already contributed to my professional development design. I believe that a healthy level of introspection is prologue to positive change. Further, since my job is chiefly concerned with planning for and managing change, this reflective practice is bound to impact staff, students and learning at my school.