In my role as Director of Innovation, I have the benefit of visiting many classrooms throughout the district. Each week, I witness teachers and students deeply engaged in meaningful learning facilitated through instructional technology. Our One to World program supports authentic, personal, and relevant learning by amplifying a teacher's impact on diverse groups of students. I see students at all grade levels engaged in creative tasks that allow them some control and choice in the learning process. Research suggests that these students are likely to feel more connected to their classmates and teachers, believe the work they are doing has value, and persist when learning gets difficult.
However, I also talk to teachers who feel frustrated with some of their experiences with instructional technology. Some teachers feel anxious that they aren’t using technology enough or aren’t using it effectively. Others are overwhelmed by the number of apps and websites available and don’t know where to start. Still, others want to try something new and creative but struggle to find the time within a packed schedule. I’ve talked with teachers who tried something new in class, but the technology didn’t work as expected so they were forced to pivot mid-lesson, discouraging them from trying new things in the future.
And sometimes, these two scenarios are experienced by the same teacher with the same students. If you occasionally feel frustrated by your experiences using instructional technology in your classroom, you’re not alone. I have yet to talk to a teacher who doesn’t see the benefits of incorporating technology into their class, but also recognizes the potential for things to go south.
Fortunately, there is a group of talented and experienced educators available to support you in all aspects of instructional technology. Each building has a team dedicated to supporting teaching and learning. One way to describe this team is by using the TPACK framework.
TPACK stands for Technological, Pedagogical, and Content Knowledge (Koehler & Mishra, 2009). It's a framework that identifies the knowledge teachers need to effectively integrate technology into their teaching by blending their understanding of technology, pedagogy, and content. The TPACK teams in Barrington 220 consist of Teacher Librarians, Instructional Digital Age Learning (iDAL) Coaches, Library Technology Associates (LTA), and are supported by the Technology Support Team.
Understanding the roles your TPACK teams play can help you unlock the benefits of our powerful resources for teaching and learning.
Teacher Librarians
The libraries in Barrington 220 can be described as a cross between Barnes & Noble, Apple Store, and Starbucks. They are a resource- and technology-rich place for students and staff to meet, share ideas, learn, and grow. Your Teacher Librarian provides a wealth of knowledge and can help in many key areas:
- Information Specialist: Teacher Librarians select, organize, and provide access to resources that support the curriculum and meet the diverse needs of students and teachers. They also teach students how to effectively find, evaluate, and use information, fostering information literacy skills.
- Teacher and Instructional Partner: Teacher Librarians collaborate with classroom teachers to design and deliver instruction that integrates information literacy and technology skills into the curriculum. They co-teach lessons, provide resources for project-based learning, and support the development of critical thinking, reading, and research skills. They may also teach classes on digital citizenship, copyright laws, and ethical use of information.
- Reading Advocate: A student who enjoys reading is a better learner. Promoting reading for pleasure and learning is a central part of the role of a Teacher Librarian. They recommend books and other reading materials to students, organize reading programs and book clubs, and work to create a welcoming environment that encourages reading.
- Technology Integration Specialist: Teacher Librarians lead in teaching digital literacy skills, including educational software, databases, and online resources. They are experts in digital citizenship and can provide resources and lessons to improve student and teacher digital wellbeing and reduce digital distraction in the classroom.
Instructional Digital Age Learning Coaches
Barrington 220's iDAL coaches are expert teachers with a wealth of experience and knowledge in student engagement, technology integration, and pedagogy. What often sets them apart is their expertise in instructional coaching. We all rely on colleagues who give us ideas, inspire us to be better, commiserate with us when things don’t go as planned, and give us feedback. Your iDAL coach is highly trained to do all of that in a structured, planned, and supportive way.
Our iDAL coaches work closely with teachers to provide on-site, embedded professional development, focusing on effective instructional methods, technology integration, and data utilization to improve instruction. Their expertise covers many areas, including literacy, technology, student learning theories, and differentiated instruction. Your coach can help you:
- Design Innovative Learning Experiences: Collaborate with coaches to design and implement innovative learning experiences that leverage technology to meet diverse learner needs.
- Improve Team Effectiveness: Work more effectively to enhance instruction and technology integration among grade level and/or content area teams.
- Customized Professional Development: Work with coaches to identify specific professional growth areas and tailor professional development activities that meet these needs, including workshops, coaching sessions, and team teaching opportunities.
- Integrating Emerging Technologies: Explore and integrate emerging technologies under the guidance of iDAL coaches to enhance instructional practices and student engagement.
Library Technology Associates
LTAs work with teacher librarians to run the library's day-to-day operations. In addition, they support students and staff as the first contact for technology support. Many staff and students go to LTAs for these valuable services, but did you know that LTAs are also experts in many apps, websites, and digital platforms we use at Barrington 220? Our LTAs have undergone hours of training and professional development to understand the educational impact of the tools we use. For example:
- All of our LTAs are designated as Apple Teachers.
- Four of our LTAs have earned Apple Learning Coach certification.
- In the past two years, LTAs have received explicit training in EdPuzzle, Nearpod, Schoology, SeeSaw, Canva, Adobe, and more.
- LTAs regularly attend regional technology conferences and build resources to share their knowledge.
Some benefits your LTA can provide that you may not be using:
- Build “how-to” videos and resources for students and staff for specific tech tools.
- Provide in-class support during lessons that use technology.
- Co-plan technology integration for a lesson.
- Work with students during class to learn a new tool.
- Deliver professional development for staff.
Technology Support Team
This triumvirate of Technological, Pedagogical, and Content Knowledge expertise exists within the supportive environment of our Technology Support Team. Our Technology Support Associates, Technicians, and Specialists ensure that technology works as it should. More than just a group of tech troubleshooting experts, your Technology Support Team works to understand technology's educational impact. They attend to the detailed and complex world of cybersecurity, data privacy, and network integration. This team is focused on providing a seamless user experience in a safe and reliable technology-rich environment.
The TPACK system in Barrington 220 is a practical and effective way to help teachers use technology better in their classrooms. It brings together Teacher Librarians, Instructional Digital Age Learning Coaches, Library Technology Associates, and the Technology Support Team. This team gives teachers the support they need to overcome the challenges of using technology and to find ways to make lessons more engaging and effective. Whether it's getting help finding the right digital tools, planning lessons that use technology, or fixing technical problems, our TPACK teams are here to help!
References
Koehler, M.J., & Mishra, P. (2008). Introducing tpck. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (tpck) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from https://www.citejournal.org
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