PART 1 - Asynchronous Course Development and TPACK

Building an asynchronous professional learning course requires the implementation of several key factors to ensure an effective training and learning experience. The first consideration is to ensure that participants have a solid understanding of the TPACK framework. Additionally, it is also essential to understand its application in specific teaching contexts. My peer, Robert, has some experience with integrating technology in his Paramedicine/EMS program, but he may not be familiar with how TPACK aligns the various elements to enhance learning outcomes. Starting the course with a comprehensive introduction to TPACK will strengthen the relevance and benefits in the context of Robert's current setting.

I will serve as the lead learner, providing a clear roadmap for the course by explaining how TPACK will be applied in practical ways. The goal as a lead learner is to create a supportive and engaging learning environment and to create successful technology integration within their teaching. Based on the research from the lesson study and the TPACK framework integration, I will implement hands-on activities for direct engagement with the framework (Hidayati et al., 2022). Designing activities that allow participants to analyze their current teaching practices using TPACK will help them identify more effective technology integration opportunities. Providing scenarios for their specific program, I will be able to help them discover how TPACK can solve many of the specific challenges they face. An example solution is to streamline their digital tools for better course management.

Another consideration is the implementation of self-paced, flexible learning modules based on the participant's busy schedules (Hidayati et al., 2022). Creating asynchronous content that allows convenient access and maintains structure will help them deal with their busy lifestyles while enhancing the learning experience. Including interactive elements such as discussions, quizzes, and reflection prompts will allow them to share their insights and different experiences. For those who prefer live interaction, I will provide optional synchronous interactions to provide a broader sense of community and support.

PART 2 - Cognitive Coaching in Supporting Teacher Technology

The Cognitive Coaching approach will be used to supplement the asynchonous learning through self-directed learning and reflection from peers (Costa & Garmston, 2015). The process of Cognitive Coaching is designed to develop cognitive capacities allowing them to think more critically about their teaching practices and consider how they might align with the TPACK framework and ISTE standards. Through this approach, educators will recognize how the use of their specific technology can enhance pedagogy and content delivery.

Strategies for Cognitive Coaching include open-ended questions that focus on the reflection of their current practices and identify areas for further growth. Getting teachers to consider their use of technology in a deeper and more reflective manner helps them explore their thoughts and approaches surrounding technology. Allowing them to voice their thoughts creates a non-judgemental environment, enabling me to better support their technology ideas with the TPACK framework and ISTE standards.

There are several key elements from the Cognitive Coaching reading I can incorporate in the LMS course. Using mediating thinking to develop reflection prompts and activities is a great concept to encourage teachers to focus on their use of technology and consider new methods of technology integration. This can be accomplished through reflective exercises where teachers are asked to consider other approaches in a specific lesson to better align with TPACK framework. Develop a habit where teachers are continuously performing self-assessments and adaptation. Small group and 1:1 coaching sessions will provide personalized support for teachers to openly discuss their reflections, share their challenges, and receive feedback. The planning conversation approach will be used to help teachers consider future lessons, potential technology integration tools, and strategies on how to apply their learning to various classroom scenarios (Costa & Garmston, 2015).

PART 3 - Reflection
ISTE Standards (Coaches)

Throughout the process, I addressed several ISTE Standards for Coaches. Two specific standards addressed are Standard 4.1 (Change Agent) and 4.3 (Collaborator) (International Society for Technology in Education [ISTE], 2019). As a Change Agent, I worked with Robert within the Paramedicine/EMS program to facilitate a shift toward a better technology integration solution. The process helped identify the key challenges and align practices with the TPACK framework. I have actively initiated meaningful change in his training system by collaborating with Robert toward a unified platform and working together toward goal-oriented implementation strategies. As a collaborator, Robert and I worked to construct a SMART goal and develop a professional learning plan. The collaborative process is an important element in building trust and open communication. Listening to Robert's concerns and participating non-judgementally allowed me to understand the context better and find a practical solution.

ISTE Essential Conditions

ISTE Essential Conditions helped frame the foundational success of the coaching and professional development. The Essential Condition of Shared Vision was an important element of this collaborative work. Working together, we developed an understanding of the shared goals surrounding technology integration through TPACK. Skilled and Sufficient Technical Support is another Essential Condition that was an important factor in the integration of technology. Ensuring we both were equipped with the skills and knowledge was key to achieving the goals of the project. Guiding Robert through a clear understanding and application of TPACK provided me with the skills to become a better coach. Together, we were able to mutually strengthen the capacity for effective change. Finally, the Essential Condition of Prepared Educators, through incorporating Cognitive Coaching techniques and encouraging reflection, feedback, and dialogue, brought about an environment of continuous learning. This approach supported Robert's development and also fostered a culture of professional growth that aligned with the goals of the ISTE standards (International Society for Technology in Education [ISTE], 2024).

The overall process has provided me with a deeper appreciation and understanding of how these frameworks provide educators to become more effective and self-directed in technology use.

References:

Costa, A. L., & Garmston, R. J. (2015). Cognitive Coaching: Developing Self-Directed Leaders and Learners, 3rd Edition. Rowman & Littlefield: Lanham.

Hidayati, I. N., Rahmah, M., Gusnadi. (2022). Improving teachers' ability to integration TPACK in their lessons through hands-on activities: A lesson study based research, Journal of Learning Improvement and Lesson Study, 2(1), 28-33. doi: 10.24036/jlils.v2i1.14.

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

International Society for Technology in Education (ISTE). (2024). ISTE essential conditions. https://iste.org/essential-conditions-for-effective-tech-use-in-schools