Robert is a faculty member of a local Paramedicine/EMS program with roughly 100+ new students every semester. I collaborated with Robert to provide coaching assistance in an area of weakness in relation to technology use. We began by summarizing the key issues:

 Paramedicine/EMS Program Area of Weakness Summary

As a faculty member of a Paramedicine/EMS program, Robert identified an area of weakness related to the use of multiple technological tools within the program. There are several tools that impact both instructors and students related to course management (Canvas LMS), textbooks, assignments, and clinical lab traceability. The use of multiple tools is creating confusion and inefficiencies in both educational teaching and learning. Based on these key issues, we collaborated together to identify the appropriate ISTE standards and reviewed the TPACK framework research-based technology integration model to create the following SMART goal. 

SMART Goal Recommendations:

Specific: 

•Streamline the use of digital tools by consolidating the critical functions into one unified platform. 

Identified Critical Functions:
• Textbook access
• Assignment management 

• Clinical lab tracking

•Provide specific training sessions for faculty and students to enhance their understanding of the platform. 

Measurable:

Achieve an 80% reduction in the number of complaints related to using multiple platforms and the lack of understanding and confusion by the end of the following semester. 

Feedback, end-of-semester surveys, and platform analysis will be used to measure success. 

Achievable: 

The goal will be achievable through analysis to determine essential program functionalities and then identifying a platform that will meet the needs. Training sessions will be conducted for both faculty and students, and ongoing support will be provided at the beginning of each semester.

 

Relevant: 

The goal of developing critical thinking and improving self-directed learning will be accomplished by reducing confusion and consolidating the multiple platforms into a single digital tool. In addition, adjunct faculty will be able to assess the students effectively. 

Time-Bound: 

Although results will be evident within the first two semesters, the goal will be accomplished within one academic year. Semester one will focus on the selection and transition to the new platform. The second semester will focus on refining the platform’s use, examining its analytics, and ensuring faculty and students have no difficulties administering the new system. 

Recommended Action Steps

Perform a Needs Assessment — Evaluate the digital tools being used for LMS, textbooks, assignments, and clinical lab tracking. Identify any overlapping of the systems. Gather feedback from faculty and students to assist in the evaluation process. 

Select a Single Platform — Following the results of the needs assessment, research and select a platform that is capable of integrating the required functionalities identified. 

Provide Instructor and Student Training — Develop and implement a concise training plan for instructors and students. In addition, training for maintaining the system will be necessary.

Implement and Maintain Feedback — Throughout the semesters, gather feedback from all stakeholders to monitor the success of the platform. This should be accomplished during transition and initial implementation to identify any issues. 

Integration of the TPACK Framework

Balancing content knowledge, pedagogical strategy, and technological tools is essential to implementing a successful training system. The TPACK framework helps accomplish this goal by streamlining the EMS training system processes and providing training, enhancing the pedagogical approach, and better aligning the content delivery for students and instructors. 

ISTE Standards for Educators

2.5 - Designer: Your team will be responsible for the design of learning experiences that integrate digital tools to enhance student engagement and understanding, ensuring alignment with content standards and course outcomes.

2.7 - Analyst: By collecting and analyzing feedback data from the students and faculty, the program can make data-informed decisions to improve the learning experience continuously. 

(International Society for Technology in Education [ISTE], 2017)

ISTE Standards for Students

1.3 - Knowledge Constructor: Students will be able to leverage streamlined digital tools to construct knowledge more effectively, fostering self-directed learning.

1.6 - Creative Communicator: A unified platform can also help students better express their understanding and skills, particularly in documenting clinical interactions and lab skills

(International Society for Technology in Education [ISTE], 2016)

ISTE Standards for Coaches

4.1 - Change Agent: Facilitating this shift toward a unified platform positions me (Coach) as a change agent, helping Robert and his team move towards a more efficient and effective teaching and learning environment.

4.3 - Collaborator: Collaborating with Robert to identify a strategic approach for addressing his program’s technological weaknesses enabled me (Coach) to model productive coaching and support techniques.

(International Society for Technology in Education [ISTE], 2019)

The Essential Conditions for effective technology use, such as Prepared Educators and Skilled and Sufficient Technical Support, are critical elements in the success of the Paramedicine/EMS platform training solution. By ensuring that instructors are adequately trained and supported in the use of the learning platform and its associated maintenance, the overall quality of instruction and student learning outcomes will be enhanced for the EMS training program (International Society for Technology in Education [ISTE], n.d.).

Reflection

Reflecting on this collaboration process, I learned that being a facilitator of peer learning means careful analysis through listening to identify key issues. In addition, the use of frameworks like TPACK and ISTE assists in finding clear, actionable steps to improve technology integration. This experience showed me how collaboration and communication help to support the growth of both participants and instructors.

 

References:

International Society for Technology in Education (ISTE). (n.d.). Non-essential 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 (ISTE). (2016). ISTE standards for students. https://iste.org/standards/students

International Society for Technology in Education (ISTE). (2017). ISTE standards for educators. https://iste.org/standards/educators

International Society for Technology in Education (ISTE). (2019). ISTE standards for coaches. https://iste.org/standards/coaches