EDUC-5373-W1 - Innovative Leadship Digital (2026SP)

Teacher Learning = Student Learning      Teachers must understand the importance of technology and how to use it before they can expect students to produce the outcomes they desire. Teachers who follow the ISTE Educator Standards will lead to digital competency, and students who follow the ISTE Student Standards will also develop digital competency (International Society for Technology in Education [ISTE], 2016; Crompton, 2023). The STARSS-LS Framework focuses on whether professional development is ongoing and aligned with student outcomes, rather than on one-time training events. At Chisholm Middle School, it is a misconception that one digital literacy course is all students need. Digital competency needs to be used in every classroom. The PD in this technology plan supports the goal that teachers will teach at least one lesson designed to enhance technology skills at least once each quarter or unit by the end of three years. Teachers can use ISTE roles, such as knowl...

 1. Instruction & Learning (Crompton) First, I found it interesting that Helen Crompton (2023) pointed out that pre-service training does not always lead to strong growth in ISTE Educator Standard 2.1, which focuses on educators as learners (ISTE, 2017). I can definitely relate to this. We get a lot of training at the beginning of the year, and it can be overwhelming. It’s hard to apply everything before you’ve even had a chance to try it in your classroom. Because of this, one best practice is ongoing professional learning instead of one-time training. In my technology plan, I would build in training throughout the year, like using one faculty meeting each quarter to focus on technology. This would help teachers grow over time and also address the second-level digital divide, where the issue is skills—not access. Another best practice connects to ISTE Standard 2.3, which focuses on digital citizenship (ISTE, 2017). In my classroom, I use EverFi to help students learn about onl...

  Model for Change The model that aligns most closely with my school is the learning community model by Williams et al. (2008). This model focuses on collaboration and shared leadership, in which teachers learn from one another and work together to improve instruction. This also supports the idea that real change is not about adding more technology, but improving how we use what we already have (Microsoft Corporation, 2014). Expanding Technology in Our School At my school, we are in a really good place with technology. We are a 1:1 Chromebook school, most teachers have Smart Boards and document cameras, and we offer robotics, STEM, and digital literacy classes. The problem is not access; it’s how consistently and intentionally we are using it. Right now, technology can feel like something extra, and I think we need to change that mindset. Technology should be part of everyday learning because that is how our world works now.  From the reading by Williams et al. (2008), one thi...

Shifting Technology Use in the Classroom For this assignment, I read Chapter 8, an interview with Kevin Fairchild in Education Technology Leadership: Voices from the Field (Stachowiak & McClay, 2024). I found his perspective especially meaningful because it closely aligns with my own professional goals. My dream job would be similar to the work Fairchild does. I would love to help teachers and districts successfully integrate technology, especially the technology they already have but may not fully understand how to use. Fairchild explains that there needs to be a shift in how technology is used in the classroom. Technology should not simply replace tasks teachers already do, such as turning lecture notes into digital slides. Instead, it should be used as a tool that enhances learning and allows students to engage with content in new ways (Stachowiak & McClay, 2024). Fairchild began his career as a classroom teacher, where he used technology to enhance his notes, labs, and in...