Alan November and Student OwnershipMuch of our work this semester has been around exploring technology tools and creating professional development that will help teachers design engaging, student-centered activities. In the following video, Alan November discusses student ownership of learning and the shift in instructional design required by student access to technology and the Internet. As you view the video, consider his comments in relation to how you think about designing tech-supported activities in your classroom.After viewing the video, consider the implications of November's comments for our work this semester in designing learner-centered activities and the professional development around them that will be engaging, relevant, and valued by the student and teacher. Then, it is time to begin exploring the levels of Bloom's and specific technology tools that will be useful and engaging. Let's begin considering specific strategies and tools with more from Alan November with his article, "Students as Contributors: The Digital Learning Farm."Digital Bloom's Taxonomy: A Reexamination of Tools and EngagementIt is likely that you are somewhat familiar with the Digital Bloom’s Taxonomy.  In recent years, educators have attached additional contemporary technology learning tools to each Bloom’s level.  Indiana State University has produced a Digital Bloom’s Taxonomy pyramid with each level loaded with live links to tech tools and resources useful for that level. It is a great resource, so have fun exploring the resources.  While the lower levels are useful, be sure to give particular attention to the top three levels.Learn more about the Digital Bloom's Taxonomy idea (basically, applying the refreshed Bloom's Taxonomy in a digital world) from Common Sense Education.Digital Learning and Shifts in Learning - Activity 10Consider Alan November's ideas in relationship to the shifts in the assignment and learning activity design called for in our world of virtually ubiquitous access to information. Explore the "digitalness" of Bloom's Taxonomy with the sources mentioned in this module and beyond.Post an example of a currently used instructional strategy or lesson that does not consider that students can easily locate factual information. Discuss why your example is the "status quo" and not an example of November's ideas of assignment design. Title this section of your post Status Quo.Share your favorite strategy/resource from November's article. Include a short description, how you feel you could utilize the strategy/resource in your classroom or context, and how such an activity can engage students of all interests. Title this section of your post Digital Learning Farm.Consider the pyramid image and Common-Sense Education video then share a new resource or tool you discovered in the pyramid and a brief idea of how you may be able to incorporate the resource into your instruction. Title this section Digital Bloom's Taxonomy Pyramid.

Digital Learning and Shifts in Learning - Activity 10Consider Alan November's ideas in relationship to the shifts in the assignment and learning activity design called for in our world of virtually ubiquitous access to information. Explore the "digitalness" of Bloom's Taxonomy with the sources mentioned in this module and beyond.Post an example of a currently used instructional strategy or lesson that does not consider that students can easily locate factual information. Discuss why your example is the "status quo" and not an example of November's ideas of assignment design. Title this section of your post Status Quo.Share your favorite strategy/resource from November's article. Include a short description, how you feel you could utilize the strategy/resource in your classroom or context, and how such an activity can engage students of all interests. Title this section of your post Digital Learning Farm.Consider the pyramid image and Common-Sense Education video then share a new resource or tool you discovered in the pyramid and a brief idea of how you may be able to incorporate the resource into your instruction. Title this section Digital Bloom's Taxonomy Pyramid.

You have read the professional book, The eCoaching Continuum: Using Technology to Enrich Professional Development and Improve Student Outcomes by Marcia Rock. This book was selected because of its relevance in terms of helping educators to understand the coaching continuum that aid practicing educators as they engage in using technology to enrich professional development with the intentional goal of improving student outcomes.  Please address the following prompts:The chapters included the eCoach's roles and responsibilities as well as recommended professional development approaches for the eCoach, which are also carried out using technology-enabled coaching on a continuum. After reading the chapters, what actions and steps will your teachers, administrators, and other education professionals take to ensure the eCoach(es) have the knowledge, skills, dispositions, and time needed to carry out important roles and responsibilities?After reading the chapters, compare and contrast your existing approaches to professional development with the one described throughout the book. Based on that analysis, describe the changes you and your colleagues need to make to carry out the four connected, coordinated components included in the eCoaching continuum—studying, observing, one- on-one real-time coaching, and group coaching—and specific content or pedagogy, including social, emotional, and behavioral domains. When describing necessary changes, be sure to include the following:Priority areas for changeSpecific steps and actions for achieving changeResources (e.g., technology, time, budget, expertise, support) needed for achieving changeTime frames and targets for achieving changeIndividuals responsible for actions and stepsCriteria for success

After reading the chapter, with your team members (e.g., grade level, discipline specific) or individually, use the instructional design plan (see Figure 1.6) and the five guiding questions to create a blueprint for technology-enabled study of a specific content or pedagogy—including social, emotional, and behavioral domains—that will build professional knowledge (which, in part, forms the foundation for improving classroom practice and enhancing student outcomes).

What professional experiences have you had using technology to monitor and assess professional learning? How do these experiences, as well as the rationale provided in the chapter, validate the need to use technology to assess results and demonstrate positive impact when evaluating professional learning?

What are your thoughts on this? How do you see the role of technology in your classroom.Technology can make learning more interactive and engaging. For example, students can use educational apps or games to practice skills in a fun way.It allows for personalized learning, where students can work at their own pace and receive immediate feedback. Technology provides access to a vast amount of information and resources, making it easier for students to research and learn about different topics.