4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE 5a)
Artifact:
workshop_and_evaluation.docx | |
File Size: | 7759 kb |
File Type: | docx |
Reflection:
The Technology Workshop is the artifact for 4.1. The purpose of the workshop was to conduct a one-hour professional development workshop to model the use of a technology tool that teachers could integrate into their educational practices. One of my colleagues mentioned a need for helping more students experience field trips at our virtual school. I researched the various technological resources, I created and conducted the technology workshop on livestreaming in Adobe Connect.
Standard 4.1, Digital Equity establishes the expectations for modelling and promoting strategies for achieving equitable access to digital tools and resources and for achieving equitable access to technology-related best practices for all students and teachers. The Livestreaming in Adobe Connect Technology Workshop GACA demonstrates my ability to model and promote technology-related best practices for all students and teachers and model and promote strategies for equitable access to digital tools and resources. During the workshop I modeled and promoted technology-related best practices for all students by presenting to teachers how to use their cell phones, our Adobe Connect classroom to include all of our students on field trip experiences. Georgia Connections Academy is a virtual school and our students live all over the state of Georgia. They all have access to internet and technological resources to complete work in our virtual system. As educators, we host field trips in varying regions of the state to provide opportunity for inclusion for as many students as possible. Even with our efforts, there are a number of students who are not able for a variety of reasons to attend field trips from lack of transportation, financial resources, physical/emotional disability or simply due to distance from their home to the field trip location. During the technology workshop, my colleagues were able to learn how to create a virtual equitable and accessible field trip experience for all their students by livestreaming the field trip into their Adobe Connect class to which all of their student have access. I recorded the technology workshop in Adobe Connect and shared the recording link and PowerPoint slides with all of my colleagues.
Completing the Technology Workshop artifact resulted in multiple learning experiences. Some of the learning experiences occurred during the development of the workshop and other occurred after the workshop. During the research and development of the Technology Workshop, I learned how to livestream in Adobe Connect. I also learned how beneficial it was to meet the need of one of my colleagues. Helping with that one request, increased the technological skills for all of my colleagues and increased the equity and access for all of our students. My next learning experience arrived after the Technology Workshop, based on feedback from one of the teacher trainers. She suggested that I reduce the auditory and visual distractions from the recording. This feedback helped me improve the Technology Workshop experience.
The work that went into creating the artifact impacted faculty development. During the workshop and as a result of viewing the workshop recording, faculty learned a new technological skill that they were able to integrate into learning experiences with students. Impact can be assessed by measuring the previous in person field trip numbers against the new combined in-person and virtual field trip numbers.
Standard 4.1, Digital Equity establishes the expectations for modelling and promoting strategies for achieving equitable access to digital tools and resources and for achieving equitable access to technology-related best practices for all students and teachers. The Livestreaming in Adobe Connect Technology Workshop GACA demonstrates my ability to model and promote technology-related best practices for all students and teachers and model and promote strategies for equitable access to digital tools and resources. During the workshop I modeled and promoted technology-related best practices for all students by presenting to teachers how to use their cell phones, our Adobe Connect classroom to include all of our students on field trip experiences. Georgia Connections Academy is a virtual school and our students live all over the state of Georgia. They all have access to internet and technological resources to complete work in our virtual system. As educators, we host field trips in varying regions of the state to provide opportunity for inclusion for as many students as possible. Even with our efforts, there are a number of students who are not able for a variety of reasons to attend field trips from lack of transportation, financial resources, physical/emotional disability or simply due to distance from their home to the field trip location. During the technology workshop, my colleagues were able to learn how to create a virtual equitable and accessible field trip experience for all their students by livestreaming the field trip into their Adobe Connect class to which all of their student have access. I recorded the technology workshop in Adobe Connect and shared the recording link and PowerPoint slides with all of my colleagues.
Completing the Technology Workshop artifact resulted in multiple learning experiences. Some of the learning experiences occurred during the development of the workshop and other occurred after the workshop. During the research and development of the Technology Workshop, I learned how to livestream in Adobe Connect. I also learned how beneficial it was to meet the need of one of my colleagues. Helping with that one request, increased the technological skills for all of my colleagues and increased the equity and access for all of our students. My next learning experience arrived after the Technology Workshop, based on feedback from one of the teacher trainers. She suggested that I reduce the auditory and visual distractions from the recording. This feedback helped me improve the Technology Workshop experience.
The work that went into creating the artifact impacted faculty development. During the workshop and as a result of viewing the workshop recording, faculty learned a new technological skill that they were able to integrate into learning experiences with students. Impact can be assessed by measuring the previous in person field trip numbers against the new combined in-person and virtual field trip numbers.