Danna Dougan

  1. Crompton's (2023) text demonstrates that the studies demonstrate that all ISTE practices and standards lead to increased learning outcomes. Specifically, the ISTE standards 2.1-Learner and 2.4-Collaborator best practices would be most valuable in supporting the development of my call to action, which aims to help teachers bridge the design divide gap.  2.1-Learner requires teachers to enhance teaching methods by collaborating to explore and integrate technology into lessons that boost students' learning achievements (ISTE, 2024). This standard emphasizes a continuous need for ongoing professional growth and technological skill enhancement, leading to improved student learning outcomes (Crompton, 2023). Research conducted supports the connection between professional development and student achievement, illustrating that teachers who participate in technology professional development and effectively create meaningful and innovative lessons for their students positively imp...

       Technology in my school and district is abundant and can be found everywhere. The latest and greatest new gadget, device, or learning platform- we have it. Teachers and staff at my school have no shortage of technology. However, time constraints, inadequate training, and a lack of professional development often deter educators from implementing all of the new technologies into their classrooms. And often, when teachers do find the time to try and include new digital tools in their classrooms, it ends in frustration and confusion due to not having the proper digital skills and competencies to effectively integrate technology into their daily lessons.  When developing a plan to bridge this gap, we can not continue to provide the traditional approach of only developing technical skills with isolated professional development (Falloon, 2020). Districts and school officials need to explore beyond emphasizing technological skills and also include frameworks th...

  I read the interview with Rick Hassler, who addressed technology mishaps with collaborative leadership. During this interview, Hassler details his beginning in education as a history teacher, giving him a unique classroom perspective before moving to more specific technological roles like coordinator and Chief of Technology (Stachowiak & McClay, 2019). During his time as a technology coordinator, Hassler navigated a large-scale technology IPAD integration that required him to monitor, adapt, and problem-shoot technological issues and complications in teacher integration practices. Hassler explains how, during this process, he came to the conclusion that to successfully integrate technology into the classroom, modification of teachers' practices was needed. His experience and success as a coordinator led to him becoming the Chief of Technology and molded his ideas about leadership and teaching practices. Through Hasslers' process, I noticed that the path to success and...