This substandard asks coaches to teach and model technology-enhanced learning experiences in order to meet both content standards and technology standards.
When approaching this substandard, it’s important to think about the enhancement part. Often times technology has been brought into a school system only to be used to replace paper assignments with a digital one. For instance, if you take a paper handout and convert it to a Google Form, you are not substantially changing the nature of the assignment
Thankfully there is a wonderful framework that coaches and teachers can reference throughout the process of shifting to technology-enhanced learning. That would be the SAMR framework which helps quantify and qualify technology-enhanced learning experiences. On the S level, you’re merely substituting digital for paper. On the A (or augment) level, you’re taking what you have been doing and enhancing it with technology in some way. The next level M (for modifies) requires making a substantial change to the assignment utilizing technology in a way that enhances and improves the task. Finally, R (for redesign) is where the experience is completely new and would not be possible without the use of technology. To be clear, starting at the substitution level is perfectly acceptable–especially for teachers who are new to the field or new to using technology. However, once those basics have been mastered, coaches can guide teachers towards using technology to further enhance the learning experience for students.
In my first piece of evidence I have taken the ISTE student standards and broken them out into student-friendly “I can” statements for grades 7-12. “I can” statements are essentially learning targets written in student-friendly terms. Many schools require teachers to have these goals posted and accessible to students. These “I can” statements can be used in conjunction with content standards.
My second piece of evidence is a blog post which outlines various evaluation tools and forms that coaches can use when giving teachers feedback as they explore technology-enhanced learning.
My last piece of evidence is an example of a unit plan for the Language Arts classroom that has been re-done in order to reflect elements of the SAMR framework. The plan incorporates technology standards in addition to content standards. Research projects are ubiquitous in the Language Arts classroom. By adding technology using the SMAR framework, teachers can meet additional standards on top of content standards.