Education – Ed Tech Wolfe

My O-P-L Record: Reflecting on My Experiences in the Instructional Technology Ed.S. Program

As I prepare to conclude my studies in the Ed.S. Instructional Technology program at the University of Montevallo, I am submitting my Observer-Participant-Leader (O-P-L) record. This document chronicles activities I completed while enrolled in courses in the program and working as an Instructional Technology Specialist with Homewood City Schools. This blog post reflects on three key activities from my O-P-L record and their connection to the Certified Education Technology Leader (CETL) Framework of Essential Skills.

PLC Book Study Presentation

For my final project in ED 629: Survey of Instructional Technology Leadership, I delivered a presentation on Matt Miller’s (2023) AI for Educators: Learning Strategies, Teacher Efficiencies, and a Vision for an Artificial Intelligence Future. I later utilized this presentation in a professional learning session at my school in Spring 2024. At that time, the use of artificial intelligence (AI) in education was rapidly expanding, but many teachers in my district were hesitant, perceiving AI as a tool that students might use to cheat.

My presentation initiated important conversations across departments about how AI could enhance instruction by fostering student reflection and critical thinking. For instance, we explored incorporating AI chatbots into “think-pair-share” routines and using them to facilitate classroom debates. These activities demonstrated how AI can elevate instructional strategies by engaging students in deeper learning.

We also discussed how AI could support educators. Teachers expressed interest in using AI to personalize learning experiences tailored to students’ interests and to differentiate instruction. For example, we examined how AI could generate questions and prompts aligned with students’ current learning progressions.

The dialogue around AI integration continues at my school, and most teachers have begun gradually introducing AI tools. Our district recently adopted School AI, which allows educators to establish boundaries for student interactions with AI. The ability to specify what students can and cannot do with SchoolAI has addressed teachers’ initial concerns regarding students misusing AI. These ongoing professional learning experiences exemplify CETL Framework Skill 1E (Consortium for School Networking [CoSN], 2018), which emphasizes leveraging emerging technologies like AI to enhance education.

Wakelet Board

Wakelet, a digital communication tool, played a significant role in both ED 629: Survey of Instructional Technology Leadership and ED 601: Instructional Design and Development. In ED 629, I used Wakelet to organize and share resources with classmates, while in ED 601, I created a personal Wakelet collection for a getting-to-know-you activity (Wakelet Course Introductions). These experiences highlighted Wakelet’s versatility as a tool for curating resources, sharing information, and collaborating on projects.

I also saw Wakelet in action at the 2024 ALET Fall Conference, where presenters used it to share resources with attendees. Inspired by this, I incorporated Wakelet into my professional practice. For example, I created a Wakelet collection to curate resources for the PLC Book Study presentation described earlier and shared it with my teachers during a professional learning session (Wakelet PLC: AI for Educators). They appreciated how easily resources could be organized and accessed in one location.

This ability to communicate and collaborate using digital tools like Wakelet aligns with CETL Framework Skill 7B (CETL, 2018). Integrating Wakelet into my instructional practice enhanced my ability to efficiently connect educators with valuable resources.

Data Management: OneToOne Plus

As an Instructional Technology Specialist, I manage the inventory of both technology and non-technology assets in my building. Recently, we implemented OneToOne Plus, a system for tracking and managing inventory. This platform allows me to enter new assets, update their status when they are lost or damaged, and ensure proper disposal when they expire.

Click Image to See Larger Version of Screenshot from My OneToOne Plus

Beyond maintaining accurate records, I conduct inventory audits, reconcile discrepancies, and present reports to the school board. These responsibilities require strong organizational and data management skills, directly aligning with CETL Framework Skill 9B (CETL, 2018), which focuses on managing data effectively.

Closing Thoughts

Completing my O-P-L record has been a transformative experience professionally. When I began the Ed.S. program, I had just transitioned from a classroom teacher to an Instructional Technology Specialist, a role requiring new skills closely aligned with the CETL Framework of Essential Skills. Reflecting on my progress through the O-P-L record has highlighted my growth and solidified my confidence as a technology leader in my district.

References

Consortium for School Networking. (2018). Framework of essential skills. Retrieved January 20, 2025, from https://www.cosn.org/wp-content/uploads/2021/09/Framework-December-2018.pdf

Miller, M. (2023). AI for educators: Learning strategies, teacher efficiencies, and a vision for an artificial intelligence future. Dave Burgess Consulting.

Implementing Jim Knight’s Impact Cycle: The Learn and Improve Phases

My teaching partner and I have entered the Learn and Improve phases of Jim Knight’s Impact Cycle. After setting clear instructional goals and discussing various options, I provided my teaching partner with checklists to guide them in implementing the strategies we discussed. This post provides an insight into our journey.

Learn Phase: Utilizing Checklists

Checklists are invaluable tools for coaches introducing new teaching practices. They distill complex practices into essential steps, making them easier for teachers to process and implement effectively (Knight, 2018). Their concise format facilitates understanding and ensures consistency in applying instructional strategies. Jim Knight provides a brief explanation of checklists in the video below. Checklists are widely used in other fields like medicine and aviation, where they enhance safety and adherence to protocols (Kumar, 2024). Similarly, in education, checklists support teachers in maintaining focus on instructional goals, helping students to reach those goals.

Note. From The Impact Cycle: Learn Stages – Checklists [Video], by Instructional Coaching Group, 14 May 2024, YouTube (https://www.youtube.com/watch?app=desktop&v=KOFfVO5p3vk)

To support my teaching partner, I created a set of checklists to align with our goals and selected learning activities. In previous years, my partner had noted that students often struggled with Animal Farm due to limited background knowledge of the Russian Revolution, World War II, and key political figures of the era, hindering their grasp of the novel’s satirical and allegorical dimensions. To address this, we decided students would create a glossary of key political figures and concepts, with connections to the novel’s characters and events. The teacher would facilitate this by designing a Choice Board of curated resources, providing hyperlinks to age-appropriate, high-quality materials. This glossary would be a “living document,” with frequent check-ins to refine connections as students deepen their understanding of the historical context and its portrayal in the text. This resource will culminate in a reflective essay at the end of the unit.

You can see the checklists I created for my teaching partner by clicking the image to the left. I did a modification of a Learning Map. Initially, I intended to use only the “Checklist: Choice Board/Glossary.” However, after further discussions, my teaching partner and I identified the need for additional checklists focused on designing the Choice Board, daily integration of the Choice Board and glossary, and using the Choice Board as a review tool for the reflective essay. After sharing these checklists, we rehearsed these strategies during our planning period.

Improve Phase: Putting Strategies into Action

The Improve Phase of Knight’s (2018) Impact Cycle comprises four steps: Confirm Direction, Review Progress, Invent Improvements, and Plan Next Actions. As I read about this phase, I found myself comparing it to a well-planned vacation. Just as one would outline travel plans, destinations, and activities beforehand, the first step, Confirming Direction, requires setting a clear path forward. During the journey, travelers evaluate how well the trip is going, akin to Reviewing Progress. If needed, adjustments are made to enhance the experience, representing the Invent Improvements step. Finally, each leg of the journey concludes with a plan for the next, reflecting Plan Next Actions.

In our Improve Phase, we recognized the need for greater intentionality in having students use their Choice Boards and glossaries to make meaningful connections with their reading. As students progressed, their understanding of historical concepts naturally deepened, paralleling the novel’s character development. Daily check-ins facilitated discussions around the glossary, prompting students to refine their descriptions and recognize the glossary’s practical value in supporting their learning.

Closing Thoughts

I look forward to observing how well students demonstrate their understanding of the satirical and allegorical elements of Animal Farm and how they apply this understanding to current politics in their reflective essays. This coaching experience has been enriching, expanding my knowledge of content beyond my teaching area. The collaboration and reflective practice inherent in the coaching process have been energizing for both my teaching partner and me.

References

Instructional Coaching Group. (2024, May 14). The Impact Cycle: Learn Stage – Checklists [Video]. YouTube. https://www.youtube.com/watch?app=desktop&v=KOFfVO5p3vk

Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin, A SAGE Company.

Kumar, P. I. (2024). The checklist protocol. IJVES Case Reports, 2(1), 1–2. https://doi.org/10.4103/ijcr.ijcr_3_24

The Impact Cycle and Coaching

This semester, I am taking a graduate course to learn more about instructional coaching and mentoring. Thinking back to when I started teaching in 1994, I was assigned a mentor teacher with whom I rarely had the chance to meet or interact. This was through no fault of my mentor, as she had no off period to focus on working with me, and our conference periods were at different times of the day. Most of our exchanges occurred during hall duty between classes. While I had a strong understanding of my content area, I could have greatly benefited from having an instructional coach to help me learn effective strategies for reaching my struggling students. Over the years I attended professional development programs and conferences, and I honed my craft and learned strategies to support all of my students. However, having a dedicated instructional coach would have made the process of meeting my students’ needs more timely.

The Impact Cycle

One of the projects I will undertake this semester is engaging in instructional technology coaching with some of the teachers at my school. In preparation for this, I have been learning about the Impact Cycle coaching model. Knight (2018) explains the model as having three parts: Identify, Learn, and Improve.

Note. From Jim Knight’s Impact Cycles Explained [Video], by TheOpenWindow, 14 September 2022, YouTube (https://www.youtube.com/watch?v=8i2hAB6JczA)

During the Identify stage, the instructional technology coach (ITC) and teacher work together to understand the current reality of the classroom. Once a clear picture is established, the ITC collaborates with the teacher to set goals. These goals, as well as all final decisions, are made by the teacher. After setting the goals, the ITC and teacher work together to identify potential strategies that could be employed to meet the goals. The final decision about which strategy to use remains with the teacher. The teacher retains their autonomy at all times and has the final say on all decisions.

Now that a goal and strategy have been decided upon, the process moves into the Learn stage. Here, the ITC provides a clear explanation of the strategy chosen by the teacher and offers opportunities for the teacher to see the strategy in practice. It is crucial for the teacher to both hear and observe the strategy being implemented.

The third stage of the cycle is the Improve stage. At this point, the teacher implements the strategy to reach the goal. Collaboration is key during this stage, as the ITC and teacher monitor progress and make adjustments as needed. These adjustments could involve tweaks to the teaching strategy or trying a new approach, effectively restarting the cycle.

Effective Coaching

Knight (2018) outlines seven Partnership Principles that effective ITCs uphold when partnering with teachers: equality, choice, voice, dialogue, reflection, praxis, and reciprocity. These principles are outlined in the infographic below.
Both the Impact Cycle and the Partnership Principles align with effective practices for instructional technology coaching found in the academic literature. Without a doubt, the most crucial practice when entering into a partnership with a teacher is to tailor support to the teacher’s specific needs and goals (Grierson et al., 2022). This concept ties back to the Identify stage of the Impact Cycle. Additionally, when working with teachers to integrate technology into their classrooms, coaches need to understand the teacher’s initial disposition toward technology integration (Ottenbreit-Leftwich et al., 2022).

Collaborative goal-setting is another critical component that helps teachers articulate their needs to set specific, measurable goals (Grierson et al., 2022). This collaboration serves as the impetus for action, leading to the selection of a strategy to achieve the established goals. Effective ITCs model technology integration and often co-teach with teachers (Grierson et al., 2022; Ottenbreit-Leftwich et al., 2022), aligning with the Learn stage of the Impact Cycle. This co-teaching also exemplifies the principle of praxis by implementing practical applications of technology in the classroom. Iterative reflection is another hallmark of effective ITCs (Grierson et al., 2022). Frequent debriefing to discuss successes and areas for improvement aligns with the Improve stage of the Impact Cycle.

Considering the dispositions of effective ITCs, the most critical factor for successful coaching is the ability to build safe, trusting relationships (Grierson et al., 2022). Without a strong ITC-teacher relationship, it is impossible to create a supportive, collaborative learning environment. Another equally important disposition is the ability to be flexible and responsive (Grierson et al., 2022). The needs of each teacher are unique and vary based on the composition of their classes. Flexibility and responsiveness in adjusting strategies based on dialogue and reflection are crucial to helping teachers achieve their goals.

Looking Ahead

As I learn more about the Impact Cycle for coaching, I am gaining confidence in undertaking the instructional technology coaching process with my teachers. I feel that I have a solid grasp of the Partnership Principles and already incorporate many of them into my interactions with the teachers in my building. I look forward to working with my colleagues and learning from one another as we engage in the coaching process.

References

r2ar. (n.d.). Communication [Icon]. The Noun Project. https://thenounproject.com/browse/icons/term/communication/

Coquet, A. (n.d.). Choice [Icon]. The Noun Project. https://thenounproject.com/browse/icons/term/equality/

Coquet, A. (n.d.). Reciprocity [Icon]. The Noun Project. https://thenounproject.com/browse/icons/term/reciprocity/

Cresnar, G. (n.d.). Thinking [Icon]. The Noun Project. https://thenounproject.com/browse/icons/term/thinking/

Grierson, A. L., Gallagher, T. L., & St Hilaire, R. (2022). Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning. Professional Development in Education, 50(1), 205–220. https://doi.org/10.1080/19415257.2022.2038657

Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin, A SAGE Company.

‌Meiertoberens, L. (n.d.). Equality [Icon]. The Noun Project. https://thenounproject.com/browse/icons/term/equality/

Ottenbreit-Leftwich, A., Liao, Y.-C., Karlin, M., Lu, Y.-H., Ding, A.-C. E., & Guo, M. (2020). Year-long implementation of a research-based technology integration professional development coaching model in an elementary school. Journal of Digital Learning in Teacher Education, 36(4), 206–220. https://doi.org/10.1080/21532974.2020.1804494

Purnomo, E. (n.d.). Action [Icon]. The Noun Project. https://thenounproject.com/browse/icons/term/action/

TheOpenWindow. (2022, September 14). Jim Knight’s Impact Cycles Explained [Video]. YouTube. https://www.youtube.com/watch?v=8i2hAB6JczA

Warhammer. (n.d.). Listening [Icon]. The Noun Project. https://thenounproject.com/browse/icons/term/listening/

Reflecting on Instructional Design

As part of a wrap-up assignment for my ED 601 course on Instructional Technology, I was asked to reflect on the following questions:

How would you explain good instructional design to others?
What is something that you learned that you didn’t know before?
What is at least one thing you will change in your own design for future training sessions?
Provide a brief overview of the training you developed for this course (what it is, who it was designed for, highlight components of good instructional design you chose to use, etc.) and provide a link to the site where you hosted all of your information (presentation, handout, etc.).

Good Instructional Design

Brown and Green (2024) describe good instructional design as a reflective process that considers more than the information being presented in a lesson; it also gives equal importance to the learners, the organization of the information, and the presentation of the information. Each of the teachers in my building has different strengths and weaknesses. I have to adjust each training session I offer to tap into those strengths and address those areas of weakness. I also have to organize the information in a way that facilitates processing the information in the allotted training time I have with them each week. Finally, I have to consider that some of the teachers I train are more visual learners while others want to follow written instructions.

Something I Did Not Know Before

Considering the limitations on how the brain can process information and how that ties into how information is presented to learners is something that I had not considered before this course. Specifically, I am thinking of Mayer’s Principles for Multimedia Instruction. One of the principles discusses not adding on-screen text to narrated animation because this requires two different processing channels in the brain (Digital Learning Institute, 2024). This extra effort to process both inputs at the same time can limit how the brain processes the information and connects it to existing schemata. This has become an important consideration as I have been tasked with creating more training materials for my teachers.

One Change

One thing I do not do enough is provide my teachers the opportunity to give me feedback specific to the goals and objectives of each training I do with them. I plan on incorporating more of this into my training this school year. Given that most of my trainings deal with technology, I can assess a teacher’s skill level based on whether they can use an app or piece of technology effectively. Brown and Green (2024) discuss three types of evaluation: learner, formative, and summative. I already incorporate the learner and formative assessments as part of the training I do. It is the summative piece that I would like to focus on more. This type of assessment could provide valuable information that I can relay back to the central office regarding district-mandated programs or technology initiatives and how they are being utilized in the classroom.

My Instructional Design Project

My instructional design focused on training my teachers on the basics of using Chromebooks and how to perform basic troubleshooting. As my district moves to a one-to-one technology environment this school year, all students will now be issued a school Chromebook. Each of the teachers in my are issued a laptop and a Chromebook. Most of the teachers are more comfortable with a laptop and very rarely, if ever, utilize their Chromebooks. Teachers will need to be more comfortable using Chromebooks and troubleshooting common issues to help students.

To fine-tune the training, I incorporated a formative, pre-assessment component to take a temperature check on what each teacher is comfortable doing on the Chromebook. This information will be considered before the training is implemented with my teachers. Understanding the learner’s abilities is a crucial component of instructional design; it informs where I will start with my training and which topics I can simply review and which I need to spend a little more time on during the training.

I also considered how the information will be presented in the training. I incorporated both text and video instructions. In order to minimize the amount of information displayed on a single page, I included links to the videos I created that illustrated the skills outlined in the text on the screen. Teachers have a choice if they want to access and view the videos walking them through the skills. They decide how they want to interact with the information. Initially, I was going to include a GIF of each skill on the same slide as the instructions. I reconsidered this because I felt like it would be too overwhelming. While I still wanted to use the GIF, I ultimately decided it would be better to scrap the GIFs and instead make MP4s of each skill. This way, the learner can pause the video rather than having to wait for the GIF to repeat to see a step again.

Link to Instructional Design Project and Resources

Here is the Google Drive file housing all of the components of the training session I plan to implement with my teachers this September.

References

Brown, A. H., & Green, T. D. (2024). Essentials of instructional design: Connecting fundamental principles with process and practice (5th ed.). Routledge.

Digital Learning Institute. (2024). Mayer’s 12 principles of multimedia learning. Retrieved July 22, 2024, from https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning

Fostering Learning in Training

As part of my ED 601 course on Instructional Design and Development, I have been using the ADDIE Model to develop a training session for the teachers at my school. I am currently in the Design phase of this process, which includes determining the strategies I might use in the training. For this reflection, I am focusing on two strategies: assessing prior knowledge and incorporating multimedia instruction. In this post, I will discuss how these strategies foster learning and provide guidelines for using them. I will also share examples of each strategy.

Assessing Prior Knowledge: Pre-Assessment

According to Brown and Green (2024), identifying prior knowledge of a topic or skill is a critical component of understanding learners and designing effective instruction. Prior knowledge can be identified in several ways, including pre-assessments, concept maps, K-W-L charts, probing questions, and formative assessments. Since my training session focuses on using the basic features of a Chromebook and troubleshooting common issues, I believe a short pre-assessment will help me determine how familiar teachers are with these features. This pre-assessment can be administered electronically before the training session.

Note. From Using Pre-assessment data to design more effectively [Video], by Caitlin Tucker, 4 March 2024, YouTube (https://www.youtube.com/watch?v=LvaTgjHF50E)

Pre-assessments benefit both instructors and learners. Studies have shown that pre-assessing not only provides feedback to instructors about learners’ understanding but also serves as a “metacognitive ‘reality check’—highlighting the gaps in one’s knowledge and facilitating a search for relevant information during subsequent study” (Pan et al., 2020, p. 544). Guskey and McTighe (2016) outline six benefits of using pre-assessment as part of instruction:

Identifying learners’ prior knowledge and skills
Monitoring student progress by providing baseline data
Communicating expectations about what will be learned
Focusing learners’ attention on learning targets rather than the activities they will engage in
Checking for preconceived ideas or misunderstandings so they can be addressed directly during instruction
Identifying learners’ interests, talents, and preferred ways of learning

Guskey and McTighe (2016) also provide three guidelines for the effective use of pre-assessments. First, it is important to clarify the purposes of pre-assessment. From a design perspective, determine why you are pre-assessing, what data you intend to uncover, and how you will collect the information. It is also crucial to communicate to learners that the pre-assessment is intended to help address their needs and will not be used for grading purposes. Second, use the pre-assessment data to take action: review skills or knowledge that may be lacking, address misconceptions, provide targeted instruction, or differentiate instruction. Finally, be careful not to overuse pre-assessments. They are most useful when they provide information you do not already have or cannot anticipate in advance. When used, pre-assessments should be brief, easy to administer, and easy to interpret.

Here is an example of a pre- and post-assessment I used when I taught algebra: Unit 7 “I Can…” Statements. I found this was a low-stress and easy way for my students to let me know what they felt like they knew or did not know. My students appreciated the check lists because the lists helped them identify areas they needed to focus on when preparing for their summative assessments.

Multimedia Instruction

Multimedia instruction focuses on lessons that incorporate “words (such as spoken or printed text) and pictures (such as illustrations, graphs, maps, photos, animations, or videos)” (Mayer, 2008, p. 760). According to Brown and Green (2024), the visual display of information plays an important part in effectively communicating information so that it is easy for learners to understand and process. It follows then that instructional designers need to know basic visual design principles as well as principles for designing effective multimedia instruction. Even if some work is completed by a commercial artist, the instructional designer must ensure that the final project helps the learner understand the content.

Through his research, Mayer (2012) developed twelve principles for designing effective multimedia instruction. These principles are based on three assumptions about learners: (1) they use two distinct channels for processing visual and auditory information, (2) they have a limited capacity for processing information, and (3) they must be actively engaged in the learning process. The twelve principles are categorized into three areas: reducing extraneous processing, managing essential processing, and fostering generative processing. The graphic below illustrates these three areas and the twelve principles.

The Digital Learning Institute (2024) has a blog post that provides more specific information about the twelve principles for designing multimedia instruction, along with examples of each principle. Some of these principles overlap with basic visual design principles. I have encountered some of these principles when completing online training modules. In particular, I find the segmenting principle beneficial as a learner. Rather than being presented with a continuous stream of information, I have an easier time processing and understanding the material when it is broken into more manageable pieces. I also feel that I have more agency when I can control when I am ready to move on to the next piece of information.

Final Thoughts

When considering the Design phase of the ADDIE model, I have gained a deeper appreciation for the importance of keeping the learner in mind. This involves using information about learners’ prior knowledge and preconceived ideas to design instruction that meets their specific needs, which may vary from group to group. Equally important is considering how information is presented to learners. Most of the training I conduct with teachers involves technology, which requires demonstrating how to use it. To do this effectively, I combine visuals and words. Keeping Mayer’s twelve principles for multimedia instruction in mind will help me present information in a way that fosters learner engagement and facilitates efficient processing.

References

Brown, A. H., & Green, T. D. (2024). Essentials of instructional design: Connecting fundamental principles with process and practice (5th ed.). Routledge.

Digital Learning Institute. (2024). Mayer’s 12 principles of multimedia learning. Retrieved July 22, 2024, from https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning

Guskey, T. R., & McTighe, J. (2016). Pre-assessment: Promises and cautions. Educational Leadership, 73(7), 38–43.

Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

Mayer, R. E. (2012). Multimedia learning (2nd ed.). Cambridge University Press.

Pan, S. C., Schmitt, A. G., Bjork, E. L., & Sana, F. (2020). Pretesting reduces mind wandering and enhances learning during online lectures. Journal of Applied Research in Memory and Cognition, 9(4), 542-554.

Tucker, C. (2024, March 4). Using pre-assessment data to design more effectively [Video]. YouTube. https://www.youtube.com/watch?v=LvaTgjHF50E

Looking Forward: Continuity Plans

In my graduate class on distance learning, we examined continuity of instruction. As a starting point for my exploration, I looked at the Continuous Learning Rubric v2.1 (ClassLink et al., n.d.). Three elements from this document resonated with me as an Instructional Tech Specialist: instructional delivery method, professional development, and communication. I chose these three elements because they were areas that I could focus on with our Assistant Principal for Curriculum and Instruction to help support our students, parents, and faculty.

Instructional Delivery Method

An instructional delivery method is described as an outline of the instructional delivery methods for various scenarios (ClassLink et al., n.d.). At my school, I train the teachers on using Schoology, our Learning Management System (LMS). One thing we could do is utilize Schoology to help ensure the continuity of instruction is maintained with respect to teacher absences and school closures. Miami-Dade County Public Schools (2023) have a well-designed plan for teacher absences and school closures. Their plan for teacher absences covers two scenarios: planned and unplanned absences. If an absence is planned in advance, the district has teachers post the lesson on Schoology so that it can be completed asynchronously in class. The substitute teacher directs students to access Schoology and begin work on the lesson.

For unplanned absences, the district has teachers create a folder labeled “Emergency Lesson Plans” in Schoology at the beginning of the school year. The folder is left unpublished for students. Teachers are expected to routinely update the emergency lessons in this folder so the plans remain current with where students are in the course. When a teacher calls in an unplanned absence, the LMS manager accesses the teacher’s Schoology classes and publishes the lesson plan. Again, the substitute teacher would simply direct students to access Schoology and begin work on the lesson.

In the event of school closures, Miami-Dade County Public Schools (2023) follows a similar procedure: Teachers place asynchronous work in Schoology for students to complete. The Miami-Dade policy directs teachers to be flexible with deadlines for work to be completed when there is bad weather, which could affect access to power and Internet service. We have a similar procedure at my school for e-Learning days during emergency school closures. Unfortunately, these are stand-alone lessons that may or may not be related to the content students are currently covering in class. In order to maintain continuity in the course, the lessons should really reflect what the students are currently covering in class.

My school does not use Schoology like Miami-Dade does when teachers are absent. I think it’s important to revise our existing policies to improve how we promote the continuity of learning in our school based on Simonson and Zvacek (2024), who emphasize the importance of revising institutional policies to assess readiness for distance education. Students and parents need opportunities to practice utilizing Schoology to complete online lessons so that they know how to function online. This is important considering how unprepared students, parents, and teachers were to switch to online learning during the pandemic.

Professional Development

If teachers are expected to incorporate opportunities for distance learning within Schoology to maintain the continuity of learning, it is important that they are trained to do so. Teachers need training on the tools the district has chosen for instruction and support for developing the pedagogical skills needed when teaching remotely (ClassLink et al., n.d.). Simonson and Zvacek also stress that “appropriate faculty training is an absolutely imperative readiness concern” (2024, p. 308). While we do provide teachers with ongoing professional learning opportunities for face-to-face classroom instruction, I think it is worthwhile to incorporate best practices in teaching online. Utilizing the embedded planning time in our school schedule, teachers within the same content area can work together to plan online lessons with the same level of academic rigor as face-to-face instruction (Simonson & Zvacek, 2024).

Teachers will likely need the most help ensuring their online materials are accessible. This involves considering the limitations of the LMS and related applications, ensuring software compatibility with assistive devices, and aligning resources with WCAG 2.2 standards (Simonson & Zvacek, 2024). We must ensure that all students, including those with Individualized Education Plans or 504 Plans, can also access and interact with the lessons teachers post online. This will require the expertise of special education teachers in the planning and review process.

Note. From Introduction to web accessibility and W3C standards. [Video], by W3C Web Accessibility Initiative (WAI), 4 December 2017, YouTube (https://youtu.be/20SHvU2PKsM)

Communication

Schools should continuously communicate with all stakeholders about operations, policies, and instruction (ClassLink et al., n.d.). Part of my job at my school is to maintain the school’s website. Currently, we do not have any information on the website about our continuity plan. In researching this topic, I discovered the Miami-Dade County Public Schools Continuity Plan (2024) posted on their website. One of the features I like about their site is that it houses all of the information in one location. Stakeholders can find information regarding the Instructional Continuity Plan, school devices, the district’s LMS, support documents, self-help videos, and contact information for live support. Communication is key in supporting both students and parents to successfully navigate and participate in online learning opportunities (Simonson & Zvacek, 2024).

With my district moving to a 1:1 device model this year, students and parents will need access to information about how to use the school device they will be issued. Providing parents with information on Schoology and how they can create a parent account to support their student’s learning would also be beneficial since middle school is the first time that Schoology is used extensively across all classes. For many parents (and students), I think it would be helpful to offer in-person training on how to get the most out of Schoology. By communicating this information with parents and students, I believe that we can all work together to support our students when they have to participate in online learning.

Closing Thoughts

I’m currently writing this post during the summer. The teachers are enjoying their break, and I’m using this time to prepare for the upcoming 2024-2025 school year. It’s an ideal time to collaborate with my building administrators and start thinking about professional learning opportunities to help our teachers develop the pedagogical skills to develop effective online lessons that can be used with our students. By providing online learning opportunities to our students, they will develop the skills to be successful in their online assignments. This will help to ensure that we are prepared to continue learning no matter what disruptions may occur.

References

ClassLink, American Association of School Administrators, Association of Educational Service Agencies, Consortium for School Networking, & State Educational Technology Directors Association. (n.d.). Continuous learning rubric v2.1. https://docs.google.com/spreadsheets/d/1lXAwsLWBfNslkhIGxHqgojVjmV5n8KIrR7SCmZnNqsA/edit?gid=1000901060#gid=1000901060

Miami-Dade County Public Schools. (2024). M-DCPS instructional continuity plan. Retrieved June 22, 2024, from https://icp.dadeschools.net/#!/fullWidth/7271

Miami-Dade County Public Schools. (2023). Best practices to ensure the continuity of instruction. Innovation and School Choice. Retrieved June 22, 2024, from https://innovationschoolchoice.com/instructional-continuity/

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing, Inc.

W3C Web Accessibility Initiative (WAI). (4, December 2017). Introduction to web accessibility and W3C standards [Video]. YouTube. https://youtu.be/20SHvU2PKsM

World Wide Web Consortium. (2024). WCAG 2 overview. W3C Web Accessibility Initiative (WAI). Retrieved June 22, 2024, from https://www.w3.org/WAI/standards-guidelines/wcag/

E-Portfolios as a Useful Assessment Tool in Distance Learning

Simonson and Zvacek (2024) define assessment as “the process of measuring, documenting, and interpreting behaviors that demonstrate learning” (p. 242). Assessment serves as a crucial feedback mechanism for both students and teachers. For students, it offers insights into their progress toward meeting course objectives, enabling them to make necessary adjustments and take responsibility for their learning. For teachers, assessment feedback provides an understanding of the effectiveness of instruction and course activities in facilitating student mastery of objectives, allowing them to make informed adjustments as needed.

For assessments to be effective, they must exhibit alignment, validity, reliability, and practicality (Simonson & Zvacek, 2024). Alignment pertains to the extent to which the assessment corresponds with the course objectives, both conceptually (content) and cognitively (thinking skills). Validity refers to the extent to which an assessment accurately measures its intended constructs. Reliability denotes the consistency and stability of an assessment in measuring its intended outcomes. Practicality involves considering factors such as the time required for students to complete the assessment, the resources needed, the time needed for scoring, and the usefulness of the information obtained from the assessment.

Portfolios as an Assessment Tool

Electronic portfolios (e-portfolios) can be utilized for both formative and summative assessments (Allman et al., 2021; Simonson & Zvacek, 2024). The type of assessment is determined by the tasks incorporated within the e-portfolio. Activities focusing on critical thinking, self-assessment, and self-reflection are formative, as they enable learners to gain deeper insights into their learning journey and connect theory with practice (Song, 2021). For summative assessment, specific activities must explicitly link the learner’s skills, knowledge, and accomplishments to the course’s desired learning outcomes (Song, 2021). When the task in the e-portfolio is used for summative assessment, the rubric and score should not be documented within the e-portfolio, especially in cases where the e-portfolio is shared publicly with others (Chang & Kabilan, 2024). In cases like this, it is better to communicate the score and rubric with feedback directly to the student through the course management system.

Chang and Kabilan (2024) contend that electronic portfolios (e-portfolios) offer a more authentic method for evaluating student learning and program success for administrators. Additionally, e-portfolios foster collaborative, reflective, and integrative learning (Chang & Kabilan, 2024; Song, 2021). Students exercise ownership over their learning by selecting artifacts and utilizing various modes of expression, including oral, video, visual, and written formats (Chang & Kabilan, 2024; Simonson & Zvacek, 2024). Moreover, students generally hold favorable attitudes towards e-portfolios for both assessment and learning, which is likely due to the connections they make between course content and their career aspirations (Allman et al., 2021).

E-portfolios have the potential to be a useful tool for assessment when designed correctly. In general, e-portfolios exhibit high validity because they allow students to independently gather, select, and reflect on evidence of their learning for formative purposes (Lam, 2023). Care should be taken to prevent the contents of the e-portfolio from being too narrowly defined as this may decrease the validity since students end up simply providing content rather than engaging in reflective thinking (Lam, 2023). While it does appear that well-defined rubrics aligned to the desired learning outcomes of the course increase reliability, more research is needed to clarify the reliability of e-portfolios (Lam, 2021, 2023). Finally, the practicality of e-portfolios depends on the computer literacy of both the students and instructors to manage their e-portfolios.

At the right are some best practices for instructors to consider when using e-portfolios with their students (University of Waterloo Centre for Teaching Excellence, 2024). In addition, the University of Waterloo provides an example of one of their student’s e-portfolios.

Digital Tools for e-Portfolios

Several digital tools support the creation of e-portfolios. These include FolioSpaces (free), Blackboard ePortfolio, Digication ePortfolios, and Mahara. As mentioned above, students need to be aware of e-portfolio expectations before and during their engagement with their e-portfolios. In addition, to realize the full benefits of using e-portfolios, students need continuous support with the technological aspects of the e-portfolio system.

Note. From What is FolioSpaces? [Video], by FolioSpaces, 25 May 2016, YouTube (https://www.youtube.com/watch?v=cKeWzxBZAy4&t=5s)

Many course management systems have some type of e-portfolio system add-ons, such as the Blackboard ePortfolio. While these add-ons may be convenient for integrating the e-portfolio within the course management system, there are some drawbacks to consider (Chang & Kabilan, 2024). First, once students graduate and are no longer associated with the university, they may lose access to their e-portfolio. Second, students may be unable to share their e-portfolios outside of the institution. This would make it difficult for students to share their e-portfolios with prospective employers if they are applying for a job.

Closing Thoughts

E-portfolios have the potential to be useful assessment tools in online learning. How useful they are depends on the alignment between the tasks in the e-portfolio and the course objectives. As a form of authentic assessment, e-portfolios help students connect content to real-world tasks related to course objectives. These connections help students see and appreciate the value of what they are learning which can increase engagement and motivation.

References

Allman, A., Kocnevaite, A., & Nightingale, F. (2021). The effectiveness of online portfolios for assessment in higher education. In The IAFOR International Conference on Education–Hawaii 2021 Official Conference Proceedings (pp. 469-480).

Centre for Teaching Excellence. (2024). ePortfolios explained: Theory and practice. University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/pebblepad/examples-student-eportfolios

Chang, S. L., and Kabilan, M. K. (2024). Using social media as e-Portfolios to support learning in higher education: A literature analysis. Journal of Computing in Higher Education, 36(1), 1-28. https://doi.org/10.1007/s12528-022-09344-z

Cruz, D. (n.d.). Danielle Cruz: Knowledge integration student. Retrieved June 17, 2024, from https://daniellemcru.wixsite.com/eportfolio/portfolio

Foliospaces. (2016, May 25). What is FolioSpaces? [Video]. YouTube. https://www.youtube.com/watch?v=cKeWzxBZAy4&t=5s

Lam, R. (2021). Test usefulness of e-Portfolios: An alternative approach during and beyond the pandemic. In K. Sadeghi (Ed.), Technology-assisted language assessment in diverse contexts: Lessons from the transition to online testing during COVID-19 (pp. 181-195). Routledge. https://doi.org/10.4324/9781003221463-15

Lam, R. (2023). E-portfolios: What we know, what we don’t, and what we need to know. RELC Journal, 54(1), 208-215.

Simonson, M. R., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing, Inc.
Song, B. K. (2021). E-portfolio implementation: Examining learner’s perception of usefulness, self-directed learning process. Australasian Journal of Educational Technology, 37(1), 68-81.

My Experience with Distance Learning

As part of a course I am taking on distance education, I was asked to reflect on my own experience with distance learning. Specifically, I was asked to think about one positive experience and one negative experience. The origin of distance education can be traced back to correspondence courses conducted through the mail. Since then the method of delivering online courses has evolved as technologies have evolved.

Note. From A Brief History of Distance Education. [Video], by Drexel University Online, 18 December 2017, YouTube (https://www.youtube.com/watch?v=6NfQDnVLZSA)

Regardless of the method of delivery, one of the defining characteristics of distance education is the separation of the student and the teacher in terms of location and time (Simonson & Zvacek, 2024). Researchers have defined best practices to help make the experiences of the remote learner equivalent to those of the in-person learner. Some of these best practices can be seen in the graphic below.

*Note.* From Course design: Best practices for teaching online. [Photograph], by Andrew Salcido and Jessica Cole, 10 September 2018, Arizona State University (https://teachonline.asu.edu/2018/09/best-practices-for-teaching-online/).

The Positive

One of the positive experiences I had with distance learning dealt with a recurring activity I completed with my classmates. In this particular class, we were assigned to small groups at the beginning of the online course. Toward the end of each module of the course, the small groups scheduled a convenient time for all the members to meet via Zoom and discuss the readings from the modules and share the connections we were making between the course content and our personal experiences. We then reflected on our discussions and chose part of the discussion to focus on in a blog post.

There are several reasons this specific activity was favorable to me. First, this activity promoted a student-centered learning environment. As Simonson and Zvacek point out, a student-centered learning environment “strongly promotes active learning, collaboration, mastery of course material, and student control over the learning process” (2024, p. 111). By using the Internet and Zoom as a vehicle for interactivity, we engaged in active learning as we discussed the connections we made with the course material. In their review of the literature, Johnson et al. (2023) found distance learner’s perceptions of connection to others and course content are critical factors in effective online learning.

Next, incorporating learner autonomy and involvement is an essential component of distance education (Simonson & Zvacek, 2024). My group and I were provided autonomy in what topics we chose to focus on in our discussions as well as when we would meet via Zoom to have our discussions. These interactions helped me to appreciate how the content of the course could be applied and used in different contexts based on the varied experiences shared by all of my group members. Interaction is an important component of effective distance education. Simonson and Zvacek state that “student to student and student to content interaction are the most important” (2024, p. 78). Other studies have also found that incorporating small groups into discussions increases participation and engages students in deeper conversations (Winger, 2022).

The second part of this activity required me to reflect on the group discussion and focus on something that resonated with me and my experiences. Again, this encouraged autonomy in my choice of what I would focus on for my blog post. I was also provided a choice of what media I would include in the blog post to enhance my post. The blog postings served as a means for me to demonstrate my understanding of the course material. This type of reflection is important in distance learning because it helps students connect with course content “through reflection that focuses on finding relationships and relevance of course content to their own life experience” (Johnson et al., 2023, p. 373).

The Negative

The only negative experience I have had with distance learning relates to feedback. In one of the first online courses I took in graduate school, we were introduced to blogs as a medium for reflection. There was a little bit of a learning curve that went along with creating a blog from scratch and then learning to incorporate different media within a blog post. There was plenty of information on the Internet that discussed how to utilize the features of the blog host I chose to use. What was frustrating was waiting to receive feedback from the instructor as to whether I was being critical enough in my blog reflections. On several occasions, I would not have feedback from a blog post before the next blog post would be due. This made me apprehensive and unsure of the quality of my work at the beginning of my first semester back in graduate school. Simonson & Zvacek (2024) reported that timely and useful feedback helps to develop stronger relationships between instructors and students. Other studies have also shown that timely, specific feedback helps learners reflect on their performance and make changes to increase their learning outcomes (Weru, 2023).

Lingering Thoughts

I am pleased to say that lag time in feedback is the only negative experience I have encountered with the distance learning courses I have completed. When reflecting on my first year in an online graduate program, I am very happy with the experiences I have had. Compared to the face-to-face program I completed for my master’s degree, I feel like I am putting in as much if not more work in this online program. I also feel like I am also spending more time reflecting and applying what I am learning in my coursework to my professional life.

References

Drexel University Online. (2017, December 18). A brief history of distance education. [Video]. YouTube. https://www.youtube.com/watch?v=6NfQDnVLZSA

Johnson, C. C., Walton, J. B., Strickler, L., & Elliott, J. B. (2023). Online teaching in K-12 education in the United States: A systematic review. Review of Educational Research, 93(3), 353–411. https://doi.org/10.3102/00346543221105550

Salcido, A., & Cole, J. (2018, September 10). Best practices for teaching online [Infographic]. Arizona State University. https://teachonline.asu.edu/2018/09/best-practices-for-teaching-online/

Simonson, M. R., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing, Inc.

Weru, N. (2023). The role of instructors support and feedback on the performance of online and distance Learning. International Journal of Online and Distance Learning, 4(1), 35-46. https://doi.org/10.47604/ijodl.2001

Winger, A. (2022). Deepening discussion in online learning through high-impact practices. The Quarterly Review of Distance Education, 23(3), 129–134.

Maintaining the Privacy and Security of Student Data

Recently, I found myself engaged in a discussion with some colleagues regarding security and ensuring that district and federal policies were being followed regarding student privacy and the security of student data. The teachers did not understand why they could not use a free digital resource with their students. This particular resource allowed users to utilize single sign-on with their school-issued Google accounts. The teachers’ thinking was that it was safe to use this resource because it was free and students did not have to create an account on the website.

This conversation was very informative to me. While most teachers are aware of the Family Educational Rights and Privacy Act (FERPA), their view of privacy protection seems to be lacking a digital lens. As an Instructional Tech Specialist, I provide leadership in the area of student engagement and learning. This is one of the Pillars of Digital Leadership described by Sheninger (2019). Sheninger also describes this leadership role as being influenced by the Future Ready Framework–the Data and Privacy area in particular.

Privacy Laws

Two main federal laws regulate the privacy and security of student data: the Family Educational Rights and Privacy Act (FERPA) and the Children’s Online Privacy Protection Act (COPPA).

Importance of Vetting Resources

Even with these laws in place, there are still issues with vendors not being completely transparent with their privacy policies or disregarding the requirements outlined in COPPA altogether (Frazier & Hearrington, 2024). For example, vendors who offer free services often share collected data with third parties to make money. These third parties can use this data to develop profiles of children and build behavioral ads targeting these children.

When viewed from the Data and Privacy area of the Future Ready Framework (All4Ed, 2024), technology leaders must ensure that procedures are in place to vet all digital resources to verify their educational value and security. When it comes to educational value, the resource should be judged on its ability to help teachers and students achieve learning targets. The content should also be developmentally appropriate for the intended age group. Considering security, the vendor of the resource “should encrypt user data to provide a basic assurance of security, especially products housing student data” (Zimmerle, 2021). As mentioned above, federal laws require that vendors clearly state within their privacy policies what data is collected from students and how that data is used. This is where the issue with free resources comes into play. Many free resources actually make money from selling or sharing student data. Often this data is used to create contextual or targeted advertising (Kelly, Graham, & Garton, 2023; Zimmerle, 2021).

Privacy Information Resources

Common Sense has a Privacy Program that evaluates the privacy policies of popular products to help schools and parents make informed decisions about the tools their students are using. Privacy evaluations are provided for a range of apps along with explanations of the ratings. Common Sense also provides access to publications, written by privacy law experts, that share information on important issues surrounding digital citizenship and student learning.

One such publication, the 2023 Privacy Program Evaluation Framework (Kelly, Graham, & Garton, 2023), assesses products using “multiple dimensions of privacy, safety, security, and compliance, incorporating criteria based on legal, societal, educational, and child development practices” (Common Sense Media, n.d.). The appendix of this report is extremely useful. When evaluating a product based on a specific component of law, the links in the appendix navigate to the questions that should be considered in the evaluation process.

Vetting Recommendations

Zimmerle (2021) recommends educating teachers on the law and why vetting is so important especially when it comes to free resources. Even if teachers have been trained on the importance of security and privacy of student data, the Federal Trade Commission (FTC) states that it is best practice for school districts to vet online resources instead of leaving it up to teachers (2020, July).

Note. From Adopting Ed Tech: Privacy Vetting [Video], by Student Privacy Compass, 13 August 2020, YouTube (https://www.youtube.com/watch?v=lU8v1orttis&t=629s)

When vetting resources, Student Privacy Compass, formerly known as FERPA|Sherpa, suggests asking the following ten questions (Gallagher, Magid, & Pruitt, 2021, p. 9 ).

Does the product collect PII?
Does the vendor commit not to share student information other than as needed to provide the educational product or service? The vendor should clearly promise never to sell data.
Does the vendor create a profile of students, other than for the educational purposes specified?
When you cancel the account or delete the app, will the vendor delete all student data that has been provided or created?
Does the product show advertisements to students? Behaviorally targeted advertising is never acceptable for school use.
Does the vendor allow parents to access data it holds about students or enable schools to access data so the school can provide the data to parents in compliance with FERPA?
Does the vendor promise to provide security for the data it collects? Look for products that use encryption when storing and transmitting student data.
Does the vendor claim it can change its privacy policy without notice at any time? The FTC requires vendors to provide notice to users when their privacy policies change and get new consent for the collection and use of their data.
Does the vendor say that if the company is sold, all bets are off? The policy should state that any sale or merger will require the new company to adhere to the same protections.
Do reviews or articles about the product or vendor raise any red flags?

Closing Thoughts

Thinking back to Sheninger’s (2019) description of the roles and qualities of an effective digital leader, I examined how I might be a more effective leader with regard to helping teachers understand the importance of Data and Privacy. With this in mind, I have redesigned my training with teachers to incorporate more of the information about the law and good practices I discovered in my research here. Before teachers request permission from the district to utilize new digital resources, they will now be able to examine these resources from a Data and Privacy perspective.

References

Children’s Online Privacy Protection Act of 1998, 15 U.S.C. §6501 et seq. (1998). https://www.govinfo.gov/content/pkg/USCODE-2022-title15/pdf/USCODE-2022-title15-chap91-sec6501.pdf

Common Sense Media. (n.d.). Common sense privacy program: Publications. Retrieved from https://privacy.commonsense.org/resource/publications

Family Educational Rights and Privacy Act of 1974, 20 U.S.C. § 1232g et seq. (1974). https://www.govinfo.gov/content/pkg/USCODE-2022-title20/pdf/USCODE-2022-title20-chap31-subchapIII-part4-sec1232g.pdf

Federal Trade Commission. (2020, July). Complying with COPPA: Frequently asked questions. Retrieved from https://www.ftc.gov/business-guidance/resources/complying-coppa-frequently-asked-questions

Frazier, M., & Hearrington, D. (2024). The technology coordinator’s handbook (4th ed.). International Society for Technology in Education.

Gallagher, K., Magid, L., & Pruitt, K. (2021). The educator’s guide to student data privacy. Student Privacy Compass. Retrieved from https://studentprivacycompass.org/audiences/educators/

Kelly, G., Graham, J., & Garton, S. (2023). 2023 Privacy Program Evaluation Framework. Common Sense Media.

Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times (2nd ed.). Corwin; International Center for Leadership in Education.

Student Privacy Compass (2020, August 13). Adopting EdTech: Privacy vetting [Video]. YouTube. https://www.youtube.com/watch?v=lU8v1orttis&t=629s
Student Privacy Compass (2024). Welcome to student privacy compass. https://studentprivacycompass.org/