The O-P-L Record, CoSN Framework, and Implementation
The O-P-L record serves as an organizational tool for activities observed, participated in, or led by an individual pursuing a leadership role in the educational technology domain. As a culminating activity for the Educational Specialist students in our program, we've been asked to complete this record, and to reflect on the relevant activities we've been a part of throughout our teaching and coaching careers. This record is extensive and thought-provoking in the vast diversity of tasks associated with this field.
I will focus on three of the activities included in the O-P-L record which stand out in my experience.
1. Leading and Designing Professional Development-
In the fall of 2017 I pursued the opportunity to develop and present information to specific departments within my school, addressing the implementation of Google as a tool to enhance student writing. We use Google classroom as an LMS in our district and its beneficial qualities are widely favored; however, writing remains as an area which teachers refrain from the engagement of students in terms of technology. For this reason, I wanted to present strategies which would allow students to interact with technology in their writing process and encourage teachers with the presentation of some practical and efficient tools. This process aligned with the CoSN Framework in the skill areas of Strategic Planning, Instructional Focus and Professional Development, and Informational Technology Management, and corresponded with the O-P-L record for activity 4A: plan for and coordinate ongoing, purposeful professional development. Teachers were receptive to my training and the experience was integral to my own development, offering an opportunity to identify an issue and provide solutions which I have seen in use on occasion since. Links to content of this presentation follow:
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| Prezi |
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| Infographic Handout |
2. Observing in Decision Making for the Technology Committee-
One aspect of technology integration which is of high personal interest to me is the equity in access to technology for all students. I explored this idea, and detailed the digital divide, in an assignment which included using Voxer, an online walkie-talkie tool for collaboration and a subsequent blog post resuming the conversation and relevant information. This domain of interest corresponds to activity 3H, facilitating equitable access to technology resources for all stakeholders, and aligns with the CoSN skill areas of Ethics and Policies and Strategic Planning. The research I gathered in preparation for the Voxer chat augmented my understanding of the causes and implications of the digital divide, as well as my appreciation for the consideration my school affords students of limited technology access implicit in the bell schedule, our day starting with Zero Period, a time for any student to use resources in the school. I have included part of the script for my initial Voxer chat, an infographic on the digital divide, a link to the original blog post, and an image of our bell schedule, demonstrating the daily time for teacher and technology support for students.
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| Voxer Chat on the Digital Divide |
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| Infographic about the Digital Divide Reference included at bottom of infographic |
My high school's bell schedule includes unstructured time for access to technology
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| Part of the purpose of Zero Period is to locally address the issue of digital divide |
Link to Original Blog Post on the Digital Divide
Link to O-P-L Record
3. Participating in the Facilitation of Equitable Access to Technology-
The third activity on the O-P-L record that I have chosen for reflection is that of 1C: facilitate the process of priority setting and decision making for meaningful and effective uses of technology in support of the district’s specific goals. For the fall semester of 2018, I was awarded the Principal Residency Grant from the State Department of Education, and had the exciting and truly educational opportunity to serve as an administrative intern at the elementary level. During the course of this semester, the administrative team shared their roles and responsibilities with me, and allowed me full access into the decision making processes carried out. One of these processes included the discernment of allotting technology funds for the areas most in need. This process began with the identification of need, tools, and costs and continued into collaboration and purchasing. It also coordinated with the CoSN Framework, addressing Ethics and Policies, Instructional Focus and Professional Development, Information Technology Management, Team Building and Staffing, and Business Management. I served on the Leadership Team responsible for the research gathering and maintenance in decision-making, presenting our findings to the Technology Department, who made the final decision. I am unable to share the entire agenda due to confidentiality, but here are fragments of the meetings:
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| Meeting Notes from 8/27/18 |
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| Meeting Notes from 9/25/18 |
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