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My MALDT Progress

Master of Arts in Learning, Design, and Technology
​with Central Michigan University

Digital Equity Vs Equitable Access

1/24/2021

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Statistics are from the same source mentioned above, pages 214 and 226

​Before I knew about tech equity and equitable access, I thought it would be difficult to grasp or improve in well resourced international schools. I always thought more about having equality in resources as opposed to equity in options available to students.



Then, from this initial research on tech equity and equitable access, now I think more about what learning opportunities are available to the students in my school. I wonder how often some students get rich technology-infused tasks, made to deepen their learning, especially now that my school does not have an elementary school technology integration coach.


With this new understanding, now I will change my teaching practice by ensuring that at least the Studio 4 students have more rich, deep learning opportunities with technology. We have Opportunity Time once a week, where teachers run courses for any Studio 4 student to join, and I will continue to ensure a balance of tech-rich offerings. 
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Here is how I will advocate: At my current school (where I am leaving in June), I will advocate to the Prek-12 Educational Technologies Lead about teachers learning as much as they can so they feel confident in providing these rich opportunities to students in every grade level. In my new school, where I will be an elementary school technology integration coach, I will try to start with an audit as I build relationships, trust, and my knowledge of the school before approaching staff about equitable practices with computer science, STEM, and maker activities. As Justin Reich says in Teaching Our Way to Digital Equity, “The first step toward digital equity is helping educators learn everything they can about equitable teaching practices in general.” 

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Professional Learning Goals, January 2021

1/15/2021

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The following is section one from my first Anchor Assignment in EDU590: Foundations for Learning, Design, and Technology with Dr. Jennifer Parker.
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Contextualization
I teach Studio 4 (grade 4) in Vietnam. We value student agency at the heart of what we do. Students plan their own days, set their own goals, and learn how to manage their time. In July I will move to South Korea to become an Elementary School EdTech Integration Coach. 

Professional Learning Goals
  • Complete the Certificate of Education Technology and Information Literacy (COETAIL), focusing on integrating it into Studio 4 by May 2021.
  • Gain the ISTE Certification and integrate standards into my new coaching role in 2021-2022.
  • ​Complete the Master of Arts in Learning, Design, and Technology (MALDT) program by April 2022.

Action Steps
  • Plan final COETAIL project before February 1, 2021
  • Write progress blogs from February - April 2021
  • Create a mini-documentary about my COETAIL final project, highlighting ISTE standards embedded
  • Focus on the “Tips for ISTE Certification” notes in the EDU590 Learning Pathways
  • Create strong artifacts that can be used in my ISTE portfolio

Progress Monitoring
  • Read and use blog feedback from my COETAIL instructor and Cohort 12 members
  • Receive and use feedback from assignments in the MALDT program that can be used as artifacts

Evaluation Criteria
  • COETAIL Certificate completed
  • Studio 4 student learning has clear links to ISTE standards
  • ISTE Certification completed
  • MALDT program completed
  • I will be confident enough in my new coaching role to advocate for ISTE integration 
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    Cindy Kaardal

    This blog page will follow my progress through completing a Master of Arts in Learning, Design, and Technology with Central Michigan University.

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  • Home
  • Blogs
    • My Professional Blog
    • My COETAIL Journey
    • My MALDT Progress
  • Publications
  • Videos
  • Curations
  • Coaching Stories
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