Personal Technology Plan
Motto: Using technology to personalize, enhance and transform learning
To develop the Blended Learning Digital Communications 11/ Career Life Education 11 by integrating more Learning Inquiry Opportunities and opportunities for assessment.
- As the district is moving away from Moodle, and will not be renewing the Blackboard licence, the course will be exclusively taught using Google Classroom and Zoom. I have already completed my Google Educator Level 1 Certificate and trialed Google Classroom for the last unit. Feedback from students and staff as well, as well as my own own observations have already shown an increase in assignments submitted in time as well as increased quality in written responses and teacher-student communication.
- I will need to convert all the content of my Moodle shell to Google docs, slides, forms and sheets as well a create a standardized template that will allow students to submit Weebly link. Due to a high staff turnaround, this ‘uniformed’ approach to content and assessment will make it easier to follow and embed during it’s initial transition.
- I need to research more thoroughly setting up a course Vs setting an assignment, There is a lot of content and lessons and as the course is synchronous I do not want students to be able to view too much. Likewise, I would love to be able to pin the ‘overview’ course at the top, as a banner or a notice, so will need to research that too. I also need to explore in more depth the use of hangouts as a chat function and look into the privacy settings.
- I will download the demo version of Zoom and practice trialing out these features with the rest of the team to ensure that it serves its purpose.
- As we aim to embed the ‘Spiral of Inquiry’ throughout the course and promote collaborative learning ,I will need to familiarize myself with how to track changes and monitor shared content.
- As I fear that students will grow bored of the simplicity of Google Classroom, I hope to integrate a wider range of software such as VR headsets, introduce coding and external online tools (to support financial literacy) as well as lateral thinking puzzle apps. I am hopeful that this will help stimulate critical thinking, offer deeper learning approaches as well as offer more authentic learning experiences.
- As the assessment policy is focusing more on student autonomy, I need to explore templates and e-portfolios that will allow students to collate their ‘authentic assessment’ evidence, assess against co-constructed criteria and deepen Learning Analytics.
During the summer Pro D Days, the team will use this time to:
- familiarize themselves with Google Classroom,
- personalize and differentiate assignments for the needs of their learners,
- explore new software
- Complete their Google Educator Level 1 certificate
- As we want to engage parents, we will need to possibility produce an information guide (paper of video) detailing the basics of Google Classroom for those that are unfamiliar. This may even be set as an assignment for students to create using screencastify.
- We will also need to decide as a team/ district if we want to share this content with parents (via the ‘share with a guardian’ option)
- The impact of technology on learning will be assessed by:
- Student’s active participation in collaborative learning (tracked and monitored by student and teacher)
- student engagement in both classroom and online(observation and ‘student voice’ via survey)
- % of assignments completed within the deadline (compared with historical data from Moodle)
- Student autonomy- quality of reflections and re-submissions based on peer and teacher assessment.