Chapter 10Teacher as a Collaborator Ca’Layci Coffey
Standard 4: Collaborator • Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators: ISTE Standards for Educators
ISTE Standard 4.a: “Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.” • Professional learning communities (PLCs) • A site-based group of educators who get together to improve their own teaching practices so that the students they work with can succeed Planning Together
ISTE Standard 4.b: “Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.” • Take advantage of our students’ expertise! • Many children today have grown up surrounded by mobile computer technologies, other digital devices • “Bring Your Own Device/Technology”: the role of technology expert is shifted from teacher to student Collaborating with Students to Explore and Troubleshoot Technologies
ISTE Standard 4.c: “use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams, and students, locally and globally • Connect our students to the larger world • Web conferencing: using tools such as Skype, Zoom, Face-time, and others to communicate with others beyond the classroom. Technology as a Collaborative Learning Tool
ISTE Standard 4.d: “demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.” • “When teachers value students’ perspectives and use their ideas as a springboard for learning, they model what it means to learn and interact as equal members of a collaborative learning community.” -Murry, K. G., Holmes, M., & Kavimandan, S. Culturally Responsive Communications
How can we implement culturally responsive teaching?Begin with self-reflection. Identify the different cultural groups we belong to (racial, social, language- or gender-based, and how our experiences have shaped our lives.
Murry, K. G., Holmes, M., & Kavimandan, S. (2020). Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction. FIRE: Forum for International Research in Education, 6(2), 103–124. References