5373: Week 4 Blog

 



Professional Development as an Essential Element of Technology Integration
By: Dana Setchell

Professional Development is an essential part of my Educational Technology Integration Plan (TIP). An effective professional development plan is necessary for preparing teachers to successfully implement technology, and also critical for aligning ISTE standards and research-based practices that result in evident learning gains. The professional development component will be designed around ongoing, collaborative learning that is connected with both teacher needs and student performance outcomes, including the ISTE Educator Standards and technology-mediated problem-solving skills defined in the PISA framework.

According to Kopcha et al. (2020), meaningful technology integration is not just about tools or outcomes, but about the process educators experience to make informed instructional decisions. Their "Teacher Response Model" emphasizes that technology integration is value-driven, situated in dynamic classroom systems, and influenced by teachers’ perceptions of what is possible. With this in mind, my professional development plan begins with helping teachers see technology as a tool for solving real instructional challenges and increasing student engagement. Teachers will engage in job-embedded, collaborative PD sessions guided by frameworks like SAMR and TPACK, which scaffold teachers’ growth from substitution-level uses to transformative technology practices.

The work of Williams et al. (2008) provides further support for this approach. Their research on the K20 Center’s professional learning community model showed that when teachers engaged in sustained, inquiry-based PD with a focus on shared leadership and technology integration, student outcomes improved significantly. Their methodology emphasized how technology integration and community development are mutually beneficial. Teachers who felt empowered to initiate change were more likely to collaborate on lesson plans and use technology to promote authentic, student-centered learning. My proposal matches this by incorporating monthly PLCs and coaching cycles that allow educators to review, update, and rework technology use based on peer feedback and data analysis.

Connecting teacher learning to student learning is central to this process. The ISTE Educator Standards show this through indicators like 2.1 (Learner), 2.2 (Leader), and 2.6 (Facilitator), which emphasize ongoing improvement, leadership, and supporting student achievement through technology (Crompton, 2023). Teachers must develop skills to assess and interpret digital learning data, personalize instruction, and design inclusive, equitable learning environments. The PD model I propose helps educators align instruction with these standards, leading to improved student engagement, academic confidence, and digital fluency.

For example, one of the PISA technology-mediated problem-solving assessments asks students to collaboratively diagnose and resolve challenges in a simulated environment, focusing on communication, adaptability, and digital reasoning. To prepare students for such assessments, teachers must first experience collaborative digital problem-solving themselves. PD workshops will include hands-on modules where teachers work in teams to solve content-specific challenges using digital tools—just as their students will. This approach builds teacher confidence and also models the same collaborative skills students will need to thrive in PISA-aligned classrooms.

In my district, we currently have several structures in place that support professional learning, including early release days, every Wednesday, for collaboration and teacher-led PD sessions. These structures will be implemented and improved upon to ensure that PD is ongoing, relevant, and just-in-time, as is recommended by the STARSS-LS framework​ (STARSS-LS Rubric, 2025). For example, integrating peer coaching and reflective walkthroughs can give ongoing support beyond workshop days, and help in the transfer of new information into classroom practice.

This comprehensive, ISTE-aligned PD plan, will enhance student and community learning. Students will benefit from more engaging, culturally responsive, and personalized learning experiences, while teachers will become leaders in navigating evolving digital tools. Aligning instruction with worldwide standards such as PISA prepares our students for success in a global competitive environment.
Ultimately, professional development is a continuous process rather than a single event. By incorporating research-based practices and ISTE standards into the TIP, we will ensure lasting change and equal access to high-quality digital learning experiences for all students.

References

Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201–219. https://doi.org/10.1080/21532974.2023.2244089

Kopcha, T. J., Neumann, K., Ottenbreit-Leftwich, A., & Pitman, E. (2020). Process over product: The next evolution of our quest for technology integration. Educational Technology Research and Development, 68, 729–749. https://doi.org/10.1007/s11423-020-09735-y

OECD. (n.d.). PISA Test for Collaborative Problem Solving. https://www.oecd.org/en/about/programmes/pisa/pisa-test-collaborative-problem-solving.html

STARSS-LS Rubric. (2025). Framework for evaluating technology integration plans [Unpublished course handout]. Southeastern Oklahoma State University, EDUC 5373.

Williams, L. A., Atkinson, L. D., Cate, J. M., & O’Hair, M. J. (2008). Mutual support between learning community development and technology integration: Impact on school practices and student achievement. Theory Into Practice, 47(4), 294–302. https://doi.org/10.1080/00405840802329219

Comments

Post a Comment

Popular posts from this blog

EDUC 5313: Week 3 Blog

Image
  Motivated to Learn: What Educators Can Take from How People Learn II This infographic shows key concepts from Chapter 6 of How People Learn II: Learners, Contexts, and Cultures . It shows how learners' cognitive beliefs, social identity, cultural context, and the learning environment itself all affect their motivation. The study stresses how important it is to encourage growth mindsets, create a curriculum that supports students' identities, and give students more freedom to learn. These ideas fit with Gura's focus on creativity in education, especially the idea that giving students a say and a choice might help them get interested in what they're learning. Rivero's ideas, such scaffolding for mastery and creating culturally responsive learning spaces, give teachers real tools to use to get their students interested in learning. The ISTE Empowered Learner standard follows these ideas by telling students to set their own goals, work toward mastery, and take charge ...
Read more

EDUC 5313: Week 1 Blog

Image
  Week 1 Blog: Introduction, Standards Integration, and Triple E Reflection Part 1: Who I Am and My Professional Goals Hey there! My name is Dana Setchell, and I currently teach middle school special education math (Adapted Math), working with students on IEPs in a pull-out classroom setting. I recently completed my master’s in Special Education Administration and am now working on my second master’s in Curriculum & Instruction with a focus on Educational Technology, both from Southeastern Oklahoma State University online. In the future, I hope to transition into a role where I can support teachers in using technology to enhance student learning while also promoting accessibility and differentiated instruction for diverse learners. I am passionate about empowering teachers to use technology to enhance learning while keeping it relevant for all students. Part 2: ISTE Standard, State Standards, and a Learning Activity ISTE Standards for Students with the Kansas College and Caree...
Read more

EDUC 5313: Week 2 Blog

Image
Image Source: https://images.app.goo.gl/a5TNEnX5Qa9QhUdj7 AIW, NETP, and the Triple E Framework Part 1: Authentic Intellectual Work (AIW) Authentic Intellectual Work (AIW) involves students engaging in meaningful, disciplined inquiry that produces work with value beyond school. Unlike traditional instruction, which often emphasizes memorization and isolated skills, AIW encourages students to apply knowledge to real-world problems, requiring critical thinking, construction of knowledge, and elaborated communication (Newmann et al., 2007). The three components of AIW are: Construction of Knowledge: Students organize, interpret, and analyze information. Disciplined Inquiry: Students apply prior knowledge to develop in-depth understanding. Value Beyond School: Work connects to real-life contexts. In Chapter 2, empirical evidence from Newmann et al. (2007) shows that when students engage in work emphasizing construction of knowledge and disciplined inquiry, they demonstrate higher level...
Read more