There has been much talk about teachers needing to get there Technology credits. The Digital Learning Coordinators can support teachers in getting technology credits. There are multiple paths to getting tech credits. Here is a list of them. Contact your area DLC for support or questions.
1. The North Carolina DPI Digital Learning Competencies – this may be the fastest and easiest way to obtain technology credits. The NC DPI created modules for teachers to complete in order to obtain technology credits. There are 4 competencies that teachers can choose from. Each competency is equal to 1.0 CEU.
A. Leadership in Digital Learning –Teachers will demonstrate leadership in accelerating their integration of digital teaching and learning pedagogies.
B. Digital Citizenship- Teachers will model and teach digital citizenship by the ethical, respectful, and safe use of digital tools and resources that support the creation of a positive digital school culture.
C. Digital Content and Instruction- Teachers will know and use appropriate digital tools and resources for instruction.|
D. Data and Assessment- Teachers will use technology to make data more accessible, adjust instruction to better meet the needs of a diverse learner population, and reflect upon their practice through the consistent, effective use of assessment.
You may need a partial credit or a whole credit. These modules will enable you to complete an online course at your own pace. Contact me, Chris Zirkle, to receive more information and access to Canvas courses. (firstname.lastname@example.org)
2. Work With a DLC – When we work with staff members we keep track of the time we have spent with you working on technology integration. We will provide your school’s E-School manager with the number of hours we worked with you and a description of the session. Each hour equals .1 CEUs.
3. Convergence Remix – The WCPSS DLCs host Remix events throughout the year for each calendar schedule. We send out invites to administrators. Be on the look for a Remix event. They are awesome ways to learn about technology integration while earning tech credits.
4. Kyte Learning – If you love to participate in Professional Development on your own time and in your pajamas, Kyte Learning may be up your ally. Look for the link in the WCPSS Portal.
5. Google Level 1 & Level 2 Certification – Your area DLC can provide you with resources and support in order to pass the Google Educators Certification Exams. Level 1 is worth .8 CEUs and Level 2 is worth 1.2 CEUs. Here are some resources to get you started.
Use this Google Drawing to demonstrate what Google apps you know, love, and want to learn about. This activity will give you some experience with Google Drawings. As you participate in this activity, think of ways you can use Google Drawings with your students.
- Drag each Google app, that you are familiar with, to the board.
- Describe how each app can be used to engage students, enhance your curriculum, and integrate the 4 Cs, or simply describe what the app does.
- Note your favorite apps.
- Add question marks next to the apps you need to practice using.
- This G Suite Presentation will go over some of the most common apps and their features.
Would you like to become a Google Certified Educator? You can prepare for the Google Level 1 & 2 exams by completing this self-assessment. In this resource, you will find links to the WCPSS boot camps, Google practice questions, and tutorials.
The SAMR model is a great tool to use to discuss and explore technology integration. This activity would be perfect for a staff meeting or PD session. It was created by Jocelynn Buckentin.
SAMR Staff Activity
I am at NC TIES, in Raleigh North Carolina. I am having a good time learning from these awesome workshops. Here are a few notes for myself. I went to a workshop on personalizing PD. The presenters were technology coaches that work with many schools. For each school they work with teachers on an individual level. They use the NC Digital Learning Competencies to guide individual teachers through reaching their personalized goals. The presenters had a course and assessment tool developed for each major competency.
My plan is to create a spreadsheet that includes: both schools I work at, each individual staff member,email address, website, the NC Digital Competencies they wish to target, and notes about discussions during planning.
The presenters used a tool called Class Flow. It helps engage the audience. I will test it out and create a review for it. Here are a few important links I came across:
There are four competencies. DPI has developed a course for each of the competencies. There is an assessment, for each one, that will earn you 1.0 CEU credits in technology. I can work with teachers in groups or as individuals to complete a course and its assessment. I will walk them through each step of the process. Teachers can contact me to schedule a time to discuss the direction they wish to head.
Leadership in Digital Learning –Teachers will demonstrate leadership in accelerating their integration of digital teaching and learning pedagogies.
-Engage in virtual and face-to-face learning communities to expand mastery of technological applications for professional growth and student learning.
– Take initiative with own professional growth to inform practice.
– Demonstrate leadership for technology innovation beyond my own classroom.
– Engage in peer collaborative problem solving through continuous planning, designing, testing, evaluation, and recalibration of teaching methods using appropriate digital technology.
– Promote open, lifelong learning as an iterative process of success, failure, grit, and perseverance.
Digital Citizenship- Teachers will model and teach digital citizenship by the ethical, respectful, and safe use of digital tools and resources that support the creation of a positive digital school culture.
– Demonstrate understanding of intellectual property rights by abiding by copyright law, intellectual property, and fairuse guidelines.
– Teach and require the use of copyright law and fair use in student work and creation.
– Engage in responsible and professional digital social interaction.
– Integrate digital citizenship curriculum into student learning.
– Demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools.
– Ensure full, equitable access and participation of all learners through high-quality technology tools and resources.
Digital Content and Instruction- Teachers will know and use appropriate digital tools and resources for instruction.
– Design technology-enriched learning experiences that encourage all students to pursue their individual interests, preferences, and differences.
– Lead all students in becoming active participants in setting educational goals, managing learning, and assessing their progress through digital tools.
– Identify, evaluate, and utilize appropriate digital tools and resources to challenge students to create, think critically, solve problems, establish reliability, communicate their ideas, collaborate effectively.
– Immerse students in exploring relevant issues and analyze authentic problems through digital tools and resources.
– Evaluate and appropriately modify the form and function of the physical learning environment to create a conducive digital learning environment.
Data and Assessment- Teachers will use technology to make data more accessible, adjust instruction to better meet the needs of a diverse learner population, and reflect upon their practice through the consistent, effective use of assessment.
– Integrate digitally enhanced formative and summative assessments as a part of the teaching and learning process.
– Use performance data and digital tools to empower student metacognition for self-assessment & self-monitoring their own learning progress.
– Utilize multiple and varied forms of assessment including examples of student work products.
– Utilize technology and digital tools to synthesize and apply qualitative and quantitative data to:
● Create individual learner profiles of strengths, weaknesses, interests, skills, gaps, preferences.
● Inform, personalize, and calibrate individual learning experiences.
● Identify specific plans of action related to weaknesses, gaps, and needed skills as identified in the learner profile.
● Reflect and improve upon instructional practice.
Here are a couple of samples of “At Your Fingertips” resources. These resources can serve a wide variety of functions, contain an array of content, and be housed in many different formats. The purpose of an “At Your Fingertips” resources is to provide staff members with everything they will need for a particular unit of study, lesson, or job function.
Welcome to Convergence. Today we will work together to collaboratively create a matrix that will help teachers know the various platforms that digital tools are compatible with. For example, digital tools that use flash will not work on certain platforms. I have create the matrix and entered in several digital tools and the platforms they are compatible with. The majority of today’s session will be spent on us working collaboratively to add more digital tools to the matrix.
Here is the link to the cross platform matrix.