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).

After reading chapters 1, 2, 3, and 4, with your team members (e.g., grade level, discipline specific) or individually, extend the instructional design plan that you used to create a blueprint for technology-enabled study (see Figure 1.6), observation (see Figure 2.6), and one-on-one, real-time coaching (see Figure 3.2), to include group or peer coaching of it (see Figure 4.3).

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 chapter 1, address the following questions.  Instead of trying to gather input from team members in your school, focus on the questions individually.  Consider your grade level, content, and students when addressing the questions that require you to focus on a grade level, content, and/or student outcomes.Chapter 1. Technology-Enabled Study: Laying the Foundation for Practical, Powerful, and Impactful Professional DevelopmentWhy do you think educators might be tempted to forgo in-depth study of theory or practice and jump right into one-one or group coaching? What are the drawbacks of doing so? In other words, why is in-depth study of theory or practice, such as effective questioning techniques and student engagement tactics, important when undertaking eCoaching on a continuum?The chapter includes five guiding questions, along with considerations for answering each, for educational professionals to think through when identifying a specific content or pedagogy—including social, emotional, and behavioral domains—for in-depth study. What specific actions and steps will you and your colleagues take to answer the guiding questions and to ensure all voices are heard and diverse opinions are considered?What are some of the technology options that you and your colleagues might consider for supporting in-depth study of a selected specific content or pedagogy, including social, emotional, and behavioral domains? Which of the technology options have you used professionally or personally? Which technology-enabled study options would you like to avoid and why? Which ones would you like to try and why?How could technology be used to differentiate or customize the study of theory or practice for specific education professionals or teams of educators? Why is it important to do so?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).Think about the Peter Drucker quote, "Culture eats strategy for breakfast." What is your experience with creating shared norms? Based on your experience and the information included in the chapter, how will you and your colleagues intentionally cultivate a culture that supports technology-enabled study of a specific theory or practice? Why does doing so matter?

develop a road map for using technology to assess results and demonstrate the positive impacts of professional learning through the eCoaching continuum. When developing the road map, be sure to:What steps and actions will you and your colleagues take to ensure evaluation of impact across three levels—organizations (i.e., districts, school buildings), teachers, and students? How might you and your colleagues expand this to consider community impact?Use the multilevel evaluation plan template (Figure 6.1) and the data plan template (Figure 6.2).Align the content included in both templates with the instructional design plan you created to design your unique blueprint for professional learning through the eCoaching continuum (see Figure 4.3).

Today, technology plays a pivotal role in education. The "Maximizing the Impact..." report is organized into multiple sections. Each section concludes with Guiding Questions for Stakeholders. Select one section of the report, and respond to the Guiding Questions in this forum. Consider the information presented in the report, your professional knowledge and experience, and use the Web to investigate the topic further. In your response, list each Guiding Question then your responses. Your responses should demonstrate your depth of knowledge and expertise in both educational technology in general and in the specific topic central to the Guiding Questions. Please also reply to at least one other person.Refer to this discussion rubric for grading criteria.Submit your response by June 30 at 11 p.m.