Lauren’s EdTech Lab

1. Best Practices from Crompton (2023) and ISTE Educator Standards Crompton (2023) highlights that professional development and the use of research-based practices improve student learning outcomes. Even though I am not a teacher, I see how supporting educators through training and providing access to innovative tools can directly impact students’ success. ISTE Educator Standards, such as 2.1.a (Set Professional Goals) and 2.2.c (Model Digital Tool Use) , guide me in helping educators explore new strategies, evaluate tools, and reflect on their effectiveness. From my needs assessment, I learned that while most students have access to devices and internet at home, many parents feel uncertain about how to support learning with technology. Using these best practices, I can develop a Technology Vision that supports educators with professional learning and provides resources for parents, such as workshops, guides, and online tutorials, ensuring that all students benefit from technology r...

  Introduction In the Oklahoma City metro area, young children have access to library technology programs, but many parents lack guidance on using digital tools intentionally for learning. My technology integration plan focuses on parent workshops at the Belle Isle Library, Warr Acres Library, and Patience S. Latting Northwest Library. These workshops aim to help parents use technology purposefully to support early literacy, numeracy, and STEAM development. The plan is guided by the Teacher Digital Competency (TDC) Framework (Falloon, 2020), which emphasizes not just skills but safe, ethical, and intentional use of technology. Stakeholders To design and implement these workshops, I would first engage: Parents and guardians , who are primary learners and implementers of technology at home. Library staff , who facilitate sessions and provide ongoing support. Early childhood educators and specialists , who guide curriculum development and ensure content is age-appropriate. C...

Students using iPads to learn . In the interview conducted by Stachowiak and McClay (2024), Dr. John Albert discusses his use of educational technology at California Elementary School, exemplifying the advantages of intentional, equity-focused leadership. As the primary instructional leader at the iInspire Academy, he oversees a one-to-one iPad program for students in kindergarten through fifth grade, aiming to close socioeconomic and academic disparities. Dr. Albert’s career path into decision-making roles, as he described in the interview, illustrates a methodical approach: identifying students’ unique needs, developing a clear vision, and evaluating small pilot projects before scaling school-wide. This evidence-based approach established his credibility and recognition as a pioneer in instructional technology. Standard 3.1.b, "Ensure Access to Meet Student Needs," closely aligns with Dr. Albert’s methods. As he highlighted in the interview, he ensures that children from un...