Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise. (ISTE, 2011)
The reason I started teaching computer science at my local community college is to help produce better software engineers for industry. I had spent 30 years in the computer industry hiring many college graduates. This gave me visibility into the strengths and weaknesses shared across a large number of candidates. An area that all candidates needed help on is experience with the entire software development process. In particular, almost all candidates had little to no experience with iterative design and prototyping in software development.
I discussed this shortcoming with my peer faculty, and they agreed that we did not provide students with assignments that allowed them to develop their design skills. We also realized that such assignments were not simple to build and required new tools and new skills for both the instructor and the student. One of the faculty members mentioned an approach used by the graphics design group called ‘Design Thinking’ (Humphrey, 2015) that seemed to capture what we wanted.
Design Thinking Process (Humphrey, 2015)
These experiences with the ISTE content knowledge and professional growth standard are further detailed in the following performance indicators:
- Humphrey, M. (2015). Design thinking process, Full Sail University. Retrieved from https://www.youtube.com/watch?v=qyoZTUGzdGY
- International Society for Technology in Education. (ISTE; 2011). Standards for Coaches. https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf.