Coding has taken on an entirely new meaning for me. Coding is similar to learning a new language and reviewing twelve plus years of Math! Tough to do at 40 years old! The games at make the code learning process more enjoyable than typing in the “char” and “int.” Each individual “puzzle” requires remembering the instructions and applying the correct “directions” to the players. The code assignment took me more than two and a half hours over two nights, but I completed  the project!


Technology Coaches as PD

Technology Coaches as PD

The ISTE White Paper, Technology, Coaching, and Community explained three professional development PD programs using technology experts referred to as coaches. This type of PD would work very well at the high school where I work in Philadelphia. The school is desperately in need of a permanent professional development program that reflects the school’s commitment to technology and its move towards implementing Chromebooks in a 1:1 initiative this year. With all students carrying Chromebooks to class every day, teachers feel they are expected to integrate the Chromebooks into lesson plans, however there has not been a significant push by the administration to establish a plan that would provide the proper and sufficient training in technology integration as professional development. The White Paper expressed three distinct avenues for schools to establish connections between teachers and “highly effective” professional development through the use of coaches. These three different types of coaching programs are cognitive, instructional, and peer coaching programs.


These types of professional development programs fit in well with my educational technology philosophy. Having school representatives who are experts in technology work alongside teachers would be a great step forward for the school. In addition, these coaching programs seem to follow a “teacher first” attitude expressing that the needs of the teacher come first and the teacher decides the type and amount of professional offered by this program. The program that would work best for the school would be the “Peer” Coaching described in the third of three educational coaching “programs.” This would work best because the faculty is mostly made up of men with 10 – 20 years of experience teaching and would respond well to a one on one program where there is weight given to the relationship that develops between colleagues or peers. I see the relationships that develop from these peer coaching programs to be part of the positive change that the school needs so much.



Monica Beglau, Jana Craig Hare, Les Foltos, Kara Gann, Jayne James, Holly Jobe, Jim

          Knight, Ben Smith (2011)  Technology, Coaching, and Community.  ISTE White Paper.