Fostering Growth with an Innovative Learning Community
Participate and share : Poster
Dr. Lisa Flanders-Dick
Fostering educators' growth is a crucial element of effective technology-enhanced teaching & learning. This includes a variety of learning opportunities/formats, collaboration, networking, and professional organizations. Walk away from this session with ways to integrate an innovative learning community to foster professional growth for a district, university, or teaching program.
|Audience:||Teacher education/higher ed faculty, Professional developers, Curriculum/district specialists|
|Attendee devices:||Devices not needed|
|ISTE Standards:||For Education Leaders:
The purpose of this session is to spark interest in fostering educators' professional growth while exploring the personalization and "out-of-the-box" solutions offered through an innovative learning community that can be joined or replicated within a school, district, university, or teaching program.
In this interactive session, the objective focus is as follows:
1. Participants will explore an innovative learning community aligned with pedagogy aspects.
2. Participants will investigate avenues to personalize professional learning opportunities while supporting a collaborative community.
3. Participants will generate possible uses and solutions the innovative learning community can provide.
The Hub Innovative Learning Community is part of the Hub in the College of Education at Louisiana Tech University. It was built using Coursera. Coursera partners with over 200 universities to provide courses, hands-on projects, specializations, and certifications. There are over 7000 courses and projects available on Coursera. The Hub Learning Community has incorporated 200 courses/projects and is also adding its own material. Additional courses/projects can be added according to the needs of the participants.
Fostering Growth is one of the six elements of the TETL School Leadership Model.
Hood, J. & Flanders-Dick, L. (2022). High-Quality professional development characteristics and challenges faced in response to COVID-19. International Journal of Social Policy and Education, 4(3), 1-5.
Law, N., Niederhauser, D. S., Christensen, R., & Shear, L. (2016). A multi-level system of quality technology-enhanced learning and teaching indicators. Journal of Educational Technology & Society, 19(3), 72–83. www.jstor.org/stable/jeductechsoci.19.3.72
Liu, F., Ritzhaupt, A. D., Dawson, K., & Barron, A. E. (2016). Explaining technology integration in k-12 classrooms: A multi-level path analysis model. Educational Technology Research and Development, 65(4), 795–813. https://doi.org/10.1007/s11423-016-9487-9
Machado, L. J., & Chung, C.J. (2015). Integrating technology: The principals’ role and effect. International Education Studies, 8(5). https://doi.org/10.5539/ies.v8n5p43
World Education Forum. (2015). Education 2030: Towards inclusive and equitable quality lifelong learning for all. Incheon, South Korea: World Education Forum.
Lisa Flanders-Dick is an innovative educator passionate about technology-enhanced teaching and learning. Lisa earned her M. Ed. in curriculum and instruction and her doctorate in educational leadership.
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