TubbesingMonica week2

 

Examining the role of a coach.

For this week’s assignment we explored the International Society for Technology in Education (ISTE) Student and Educator standards within a framework of research-based technology integration model. The students in this class come from a variety of backgrounds, most of them already working as educators.

We were asked to identify an area of need in our professional practice to set professional growth goals. Then, we were asked to act as a coach for a partner in their goal setting. We also are learning about the seven essential conditions for effective tech use: shared vision, implementation planning, equitable access, prepared educators, skilled and sufficient technical support, high-quality learning activities and content, and ongoing evaluation (International Society for Technology in Education, 2025a).

The partner I have is Kelly. She is an experienced educator with a doctorate level of education. She has functioned as an educator and trainer for different subjects at different positions. Kelly’s current position is Director of housing and resident life at Southeastern University. Kelly supervises and provides support to the student staff within the university’s residence halls.

Prompts:

1.                  Work within the feedback groups provided for the course, to partner with a peer. Working with that peer identify an area of weakness about technology use aligned with the research-based technology integration framework you have identified (week1) AND the ISTE Standards for Educators and Students.

Kelly had identified the need for more engaging digital educational environments to improve learning outcomes. She is concerned about her competency in new technological tools or software she can use to create training or education for the student staff working as resident assistant (RA) at the university.

As a coach the first question in mind is which framework for technological integration will be used. Kelly identified the Substitution, Augmentation, Modification, and Redefinition (SMAR) model. The SMAR model is the most appropriate framework for her goal setting because she is looking into technology that may substitute in-person training.

           During our Zoom meeting Kelly identified the ISTE educator standards 2.1 - Learner and 2.5 – Educator (International Society for Technology in Education, 2025b) for her project.

a.                   In collaboration with your peer, develop the peer’s SMART Goal to address the area of need. Suggestion: Focus on a goal that could be addressed in no more than 1 or 2 semesters.

Kelly’s goals are to adequately train RAs in a quicker manner so there is no interference with their student life, summer jobs, sports engagements, personal interest clubs, etc., Kelly had found difficult to schedule pre-service or in-service meetings. Therefore, using the Canvas system will help to transition to an online service.

Kelly is using the SMART model for goal setting:

Specific: Kelly will list potential software tools available at her institution and select at least one tool per week to assess for potential use within Canvas.

Measurable: Kelly will produce on “artifact” and demonstrate minimal competence.

Achievable: Kelly will work with school staff to modify the current Canvas training for the Spring semester.

Relevant: Student engagement and meaningful pre-service and in-service training are very important for staff students.

Time-bond: Kelly with work this entire semester but is most likely to continue to modify training beyond this semester.

b.                Outline 3-5 action steps to support your peer in the attainment of the SMART goal.

-We talked about the level of education the staff student has at the time of the training, and we were directed to high achiever students with good GPAs, sport oriented, and overall earning some income from this position.

-We discussed the time frame for technology integration since we have one short semester to complete the project.

-We read together the ISTE goals to better understand our focus of innovations.

-We shared our professional experience, in Kelly’s case she is an educator with 20 years of experience, while her coach only has experience as an on hands training provider for student nurses in the hospital setting.

2.                  How does the technology integration framework you have identified as appropriate to your context support the attainment of the SMART goal?  How does this framework inform the action steps you have outlined?

The SAMR framework was developed by an educator to integrate technology and is aimed to help the educator create within 4 levels of technology improved learning experiences (Terada, 2020)

 

3.                  Which Student and Educator ISTE Standards are addressed in the SMART Goal and action steps you have outlined?

Kelly focused on 2.1 Learners, and 2.5 Designer goals for educator.

Kelly focused on 1.1 Learner and 1.3 knowledge constructors for the student.

4.                  Reflect upon this process as a facilitator of peer learning. Which of the Coach or Educational Leader ISTE Standards did you address?  Discuss your insights. How might the Essential Conditions also support this work?

This process of acting as a facilitator of peer learning was a humbling experience. Kelly is a doctorate level prepared educator, and I am a master’s level prepared nurse. However, we came together as peer students and had a great time at our Zoom meeting. I used the 4.3 Collaborator standard. It was very important for me in our first meeting to establish a productive relationship to improve instructional practice and learning outcomes (International Society for Technology in Education, 2025c).

The essential conditions or critical elements provides a framework for educators and leaders to implement ISTE standards. There is essential to have shared vision, implementation planning, equitable, access, prepared educators, skilled and sufficient technical support, high-quality learning activities, and ongoing evaluation. Missing one of the critical elements may lead to failure.

 

References

International Society for Technology in Education. (2025a). Essentials conditions for effective tech use in schools. https://iste.org/non-essential-conditions-for-effective-tech-use-in-schools

International Society for Technology in Education. (2025b). ISTE standards: For educators. https://iste.org/standards/educators

International Society for Technology in Education, 2025c). ISTE standards: For coaches. https://iste.org/standards/coaches

Terada, Y. (2020). A Powerful Model for Understanding Good Tech Integration.  https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

 

Comments

  1. FitzpatrickAugust 31, 2025 at 10:15 AM

    Monica,
    I think you bring up one of the best points of working together to accomplish a task. Even though we all may be at different parts of our learning journey and come from different areas we still can help each other. While at times it may be humbling working with other we all have something to contribute. I love working with other teacher of all levels, student teachers to master teachers. I feel I always come out learning something from them. It also challenges me when I would with individuals not in the teaching profession. It makes me stop and think about the language I use to interact.

    ReplyDelete
    Replies
    1. MonicaTubbesingAugust 31, 2025 at 6:44 PM

      Fitzpatrick,
      Thanks for your comments.
      You are right about choosing the language we use when interacting with others from other professional backgrounds. I recently changed from a hospitalist position to a detox center position. I had to educate myself about the terminology used in the detox realm.
      Regarding interacting with patients and their families, there is always need for a quick evaluation in their level of education to help them understand their conditions and need for treatment so they can make informed decisions.
      Regarding my partner for this week, I am still unsure if I provided her with any help. I surely learned a lot from her, and it was very useful reviewing together the ISTE goals while in our Zoom meeting.

      Delete

Post a Comment

Popular posts from this blog

EDU 5373 Igniting your leadership with technology - Fostering emotional intelligence

  Igniting your leadership with technology   ·                      What do you notice about the experiences and path(s) taken by the interviewee(s) that result in their elevation to decision-making roles and educational technology experts? The utilization of technology and leadership goes hand in hand. In other words, the use and technology and effective instruction are interconnected. Technology can be used daily, at specific times when there is a need to accomplish visions or goals of an organization, when there is need to share specific knowledge, to enhance leadership skills, or to improve inclusion of technology in teaching. ·                      What connections if any are made by the interviewee to the ISTE Standards or Essential Conditions to support technology use and d...
Read more

Tubbesing Monica EDUC 5333 week1

Provide a brief biography. What do you teach or what role do you play in your organization? Biography: My name is Monica. I am an advanced practice registered nurse (APRN), also known as nurse practitioner (NP). I work as an independent contractor. I currently have two part time jobs. In one of my jobs I function as a psychiatric mental health consultant. I do consultations via telehealth to help people with psychiatric conditions for patients hospitalized in rural hospitals. My second job is helping in an addiction treatment center every other week. I would like to become a nurse educator. I am preparing to take the Certified Nurse Educator (CNE) certification test and I therefore decided to dive into this Southeastern Oklahoma State University education program. Reflecting on my teaching skills, I like to spend time with my patients who have questions about the medical or psychiatric conditions to help them understand the disease process and the possible plan of care. I sometimes use...
Read more

Monica Tubbesing Blog TPACK

Monica Tubbesing's TPACK discussion. The Technology, Pedagogical, and Cont ent Knowledge (TPACK) is a framework first introduced by Punia Mishra and Mathew J. Ko ehler in 2006. There are three domains that are interconnected and should be balanced to integrate technology into the classroom. The domains are a) Content Knowledge (CK), b) Pedagogical Knowledge PK), and c) Technological Knowledge. This framework is visually learned by the intersection of three circles , each circle representing a domain (Kurt, 2018) .   The International Society for Technology in Education (ISTE) developed seven competencies or standards for students . Many countries have embraced these competences. These standards prepare students to navigate through technology to shift fr om a teacher learning environment into a student driven environment.     The ISTE seven competencies for students are a) Empowered Learner, b) Digital Citizenship , c) Knowledge Constructor, d) Innovative Designer...
Read more