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Individual Teacher Technology Assessment


Ashley Allgood
PL & Technology Innovation (ITEC 7460)
Kennesaw State University
Ed.S. Instructional Technology, Fall 2015

For my instructional coaching experience, my colleague Amy agreed to be my


participant. Amy is a high school Spanish teacher who wishes to implement instructional
technology in the classroom but does not know where to start. When I approached Amy about
peer coaching, she was motivated but hesitant. She was reluctant to relinquish control of her
class and have me tell her what to do. I explained to her that in peer coaching the two of us
would work together to help her achieve her goals. We would both observe each other teach and
would discuss strengths and weakness. We would brainstorm ways to create more engaging
lessons. This conversation alleviated Amys hesitancy, and she began to be eager to work
together to coach each other.
To begin coaching, Amy and I assessed her current needs. Amy has limited technology
available in her classroom. She only has a computer and a projector; however, Amy is able to
borrow a vast amount of technology from her schools media center. She has access to laptop
computers, tablets, document cameras, video cameras, microphones, and student response
systems. In fact, she stated that the multitude of available devices overwhelms her. Additionally,
she stated that she has heard of many great educational applications during professional
development, but she does not have the energy or knowledge to implement them fully. Based on
an adopter survey I created for her, she falls into the early majority category. She is willing to
adopt new ideas because she has seen the benefits of instructional technology, as shown by the
innovators and early adopters; however, she has been slow in implementing these ideas (Rogers,
1983).
Currently, Amy uses the technology in the classroom to facilitate her instruction, as
indicated in her LoTi survey. For example, she uses technology to create lessons, communicate
with parents, record grades, and record data. During class, she projects worksheets and

presentations while she instructs. Her lessons and use of technology are teacher-centered.
However, she hopes to find ways to make class more engaging and to put the technology in
student hands. She expressed an interest in flipping her classroom, so that the students could
watch the lessons at home and spend class time practicing and applying the new skill.
Additionally, she wishes to create more interactive and authentic lesson where the students are
producing, recording, and sharing Spanish conversations.
Based on her goals, Amy and I will work together to implement interactive digital tools,
specifically screen casting and recording tools. Screen casting tools, like Educreations, Jing, and
Screencast-omatic, will help her achieve her goal of flipping the classroom. Recording tools,
like VoiceThread, Voki, and Vocaroo, will provide her students with engaging ways to record and
share their Spanish conversations. Additionally, we can look into other digital tool that would
enhance her lessons. For example, Plickers would enable her to add an engaging element of
assessment to her daily classroom warm-up activity. Other such tools will be experimented with
based on our observations and conversations.
In order to achieve her goals, we set up five dates that she would observe me teach and
five dates that I would observe her teach. We scheduled the dates every other week. On the off
weeks, we will get together to brainstorm technology that can be implemented in next weeks
lesson. After the completion of the observation with the newly implemented technology, we
individually will complete a reflection form, and then we will discuss how the lesson went.
These discussions and observations will help set the direction of the next observation and lesson.
This method will provide Amy with a voice, choices, practice, and reflection.
During this coaching experience, I will remain conscious of Amys original concern of
losing her autonomy. In order to make Amy feel comfortable, I will make sure the coaching

experience is a collaborative effort where ideas are shared back and forth. This collaborative
effort will provide Amy with a voice in the changes taking place in her classroom. Additionally,
I will remain positive when providing her with feedback. I do not want her to turn away from
this experience because she views my suggestions as criticism. Overall, I believe that by
ensuring that Amy feels like an equal partner whose opinion is appreciated, we will have a
positive peer coaching experience.

References
Rogers, E. (1983). Diffusion of innovations (3rd ed.). New York: Free Press.

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