Gray, R.

Reflection
Individual Teacher Technology Assessment
1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining
technology innovations and for managing the change process in schools.
In the ITEC 7460 Professional Learning and Technology Innovation course, I completed
an Individual Teacher Technology Assessment using Knights (2007), Partnership Approach.
In this artifact, I was able to assess and coach a colleague in integrating instructional technology.
Throughout our partnership, I was able to keep a coaching journal to record what I had learned,
discuss the challenges that I faced, the coaching strategies that I used, and the impact of
technology integration.
The Individual Teacher Technology Assessment artifact demonstrates my ability to
research, recommend, and implement strategies for initiating and sustaining technology
innovations and for managing the change process in schools. In this artifact, I was able to aid
Mrs. Smith, an AP Calculus teacher with implementing technology, utilized Knights Partnership
Approach. This theoretical framework for instructional coaching is based on the principles of
equality, choice, voice, dialogue, reflection, praxis, and reciprocity (Knight, 2007). Before
coaching Mrs. Smith, I conducted an informal, one-to-one interview in which I explained the
Partnership Approach. I explained to her that this approach allows her to have a voice and a
choice in deciding which strategy is best for improving academic achievement. According to
Knight, (2007) Instructional coaches should respect the professionalism of teachers by allowing
them to have a voice. By taking away teachers right to say no is reducing those teachers to
being less than professional. Therefore, it is important that teachers are given a choice on which
strategies best fits their curriculum and instruction.

Gray, R.
Reflection
Individual Teacher Technology Assessment
To assess Mrs. Smiths level of technology use and attitudes towards change, I
administered a Loti Questionnaire and an Innovation & Ideas Adoption Survey. Her results from
the Loti Questionnaire indicated that she was between a LoTi level 3 and LoTi 4b. The results
from the Innovation & Ideas Adoption Survey revealed that she fell between the Early Adopter
and Early Majority categories. To assess the individual needs of Mrs. Smith, I conducted a oneon-one interview in which I asked Mrs. Smith her concerns, interests, and her learning
preferences. She expressed that she was interested in finding an easier way to gather data. She
expressed that she uses data results from assessments to identify student needs and to adjust her
instruction, therefore, she was interested in finding a digital tool that would make data collection
easier.
Using this information, I began to research appropriate strategies. Since, Mrs. Smiths
students have used apps on iPads that provide tutorials, examples, and additional practice, I
thought that it would best to use an app such as ShowMe to help her integrate technology. In an
effort to bring authenticity and to aid her in rising to a LoTi, level 6, ShowMe encourages
students to solve real world problems while collaborating with other students, teachers, and
experts. Next, I introduced her to Socrative, a student response system that engages students
while aiding teachers in collecting data quickly and proficiently. I explained to her that Socrative
can be used by the students on their cellphones or tablets to answer quick questions, activators,
quizzes, or play games as the teacher monitors their progress in real time using a tablet, cell
phone, or computer. It is also beneficial to teachers because it provides immediate feedback and
student work is graded instantly. Mrs. Smith decided that Socrative was a better choice because
it would it would assist her in collecting and analyzing data.

Gray, R.
Reflection
Individual Teacher Technology Assessment
After deciding that Socrative was the best strategy, I began the implementation process
by making sure Mrs. Smith knew what to watch for as I modeled the lesson. I presented her with
an observation form from the Kansas Coaching Project. According to Knight, (2007) this is
important because it helps the IC and the collaborating teacher keep their focus on the most
important teaching behaviors modeled during the lesson. In the 3rd session, I modeled the lesson
for Mrs. Smith by using the steps outlined by Tricia McKale as cited by Knight (2007). I greeted
students, explained expectations, and implemented Socrative. After modeling the lesson, Mrs.
Smith and I met to discuss the lesson and share notes from the observation form (Knight, 2007).
In the 4th session, using the same observation form that Mrs. Smith used to observe me, I
observed her as she implemented Socrative. I was impressed with not only her ability to
implement Socrative, but her ability to she interacted with students as she monitored their
progress.
In this artifact, I learned the importance of using Knights Partnership Approach as a
guide to assist teachers in successfully implementing technology. This approach has taught me
that dialogue should be meaningful, honest, respectful, and empowering (Knight, 2007).
Through coaching a colleague in integrating instructional technology, I was able to effectively
communicate ideas and listen emphatically to my collaborating teacher thus, building a
successful relationship with her. If I could change one thing about this artifact, I would change
the way I viewed the self-reflections written in my Coaching Journal. Instead of viewing them
as an additional requirement, I now view them as a self-correcting tool that aids me in
identifying my strengths and weaknesses.

Gray, R.
Reflection
Individual Teacher Technology Assessment
This artifact will have an impact on faculty development because it will help Instructional
Coaches see the benefits of utilizing the Partnership Approach. When Instructional Coaches use
this approach, they are able to exchange dialogue that is meaningful, honest, respectful, and
empowering thus, creating a partnership that is based on professionalism and respect. When
relationships are based on these principles, teachers are more willing to embrace and implement
strategies that improve student achievement (Knight, 2007). To assess the impact of this artifact,
Instructional Coaches can use self-reflection, observation, and interviews.

Gray, R.
Reflection
Individual Teacher Technology Assessment
References
Knight, J. (2007). Instructional coaching: A partnership approach to improving
instruction. Corwin Press: Thousand Oaks