Essay Sample on Technology-Based Shared Learning System

In learning institutions, technology development has become a key aspect that stakeholders are using in sharing data. As such, professional evaluation of the nature of content shared is an essential way, which ensure all parties equally benefit (Breslow, 2017). During the evaluation, it is crucial for stakeholders to examine the impact of professional learning. In this case, impact evaluation assists in determining the effect of a professional learning topic within a particular period (Briggs, 2018). Additionally, process evaluation is another critical aspect that can be deployed in assessing the professional learning topics as it examines the activities integrated into sharing, thus, determining if the approach is effective.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

The growth in technology has introduced new ways of sharing information. For instance, Edmodo is one of the technology-based shared learning systems that connect teachers and students from diverse regions (Kaldor & Donohue, 2018). In this technology-based sharing learning system, the application of video assists teachers in sharing educational content with students, parents, and other stakeholders (Breslow, 2017). Additionally, the system promotes the application of group discussion, whereby teachers connect to students, and this assists in sharing essential learning information (Briggs, 2018). Normally, the technology has the capability to connect to a wide number of students and teachers, hence, promoting the use of group discussion.

As a way of improving the implementation, the shared data should be integrated into other programs such as mentorship, which aims at engaging and empowering learners. In this case, integrating shared topics with a mentorship program impacts stakeholders to gain confidence and competence when using the information (Breslow, 2017). Additionally, the application of video gives instructors a chance to effectively follow instructions, hence, ensuring all activities are implemented in a professional manner (Briggs, 2018). As such, video content gives both learners and instructors a chance to understand all the resources needed in the process, and this promotes the effectiveness of shared information.

The application of continuous tests regarding the topic shared is a crucial way that teachers may use to provide reflective feedback regarding professional learning topics. Normally, an assessment test gives clear information about the effectiveness of the professional learning topic (Briggs, 2018). Through the assessment, it is easier for teachers to provide reflective feedback on what they implemented (Breslow, 2017). Additionally, collaboration among stakeholders is another critical aspect that teachers may use to provide reflective feedback (Kaldor & Donohue, 2018). When implementing a new system in learning institutions, support from stakeholders is a critical aspect that may affect the implementation (Briggs, 2018). Therefore, teachers can use information from stakeholders’ reactions to provide reflective feedback regarding the program.

The effectiveness of a program is profoundly determined by the time of implementation. As a way of enhancing its effectiveness, it is important to introduce the information at the start of the learning program (Thoma et al., 2017). The approach ensures learners can effectively integrate the content into other programs (Kaldor & Donohue, 2018). The implementation of the shared information should start immediately after the introduction (Briggs, 2018). The approach ensures the topic fits within the statement timelines, thus, avoiding aspects such as program extension. Engaging the learning program within the required timeline promotes collaboration among stakeholders (Breslow, 2017). As a way of enhancing monitoring, it is crucial to introduce tests. Normally, continuous tests assist practitioners in monitoring professional learning outcomes, and this is a crucial way of determining students understanding of the content.

The Rationale of the Decisions

As a way of enhancing the effectiveness of Edmodo, it is crucial for educational practitioners to introduce an online test system. The system will give practitioners an opportunity to assess the worthiness of the shared topic among learners (Thoma et al., 2017). Currently, most of the learning institutions rely on the application of technology-based systems to enhance the effectiveness of the programs (Kaldor & Donohue, 2018). Therefore, the application of Edmodo gives educational practitioners a chance to connect with a large number of students, thus, promoting discussions, which is effective in the implementation of a program (Breslow, 2017). Additionally, most students have access to mobile phones and computers, which are compatible with Edmodo, and this promotes a friendly way of sharing professional learning (Briggs, 2018). As such, students can effectively access the materials even when they are at home, thus, promoting the implementation of the sharing of professional learning.

Additionally, Edmodo creates a platform that connects teachers and students, which promotes social networking. The social network is a critical aspect that promotes collaboration and communication, which is an essential aspect that promotes the evaluation (Briggs, 2018). Furthermore, the use of Edmodo assists educational practitioners in creating an online collaborative group that assists in sharing professional learning topics (Kaldor & Donohue, 2018). Through collaboration, all instructors are trained and informed about the approaches they are supposed to engage in during the implementation and evaluation. As such, educational practitioners acquire effective approaches to measuring the students’ performance (Breslow, 2017). Based on the evaluation approach, it is easier for educational practitioners to engage other aspects and learning materials in the sharing of professional learning topics to ensure students fully benefit from the program (Briggs, 2018). Additionally, Edmodo gives education a good way of monitoring the performance and effectiveness of a learning program; hence, it is easier to assess the outcome of the shared professional learning topic.

References

Breslow, N. (2017). Technology takes coaching to scale: Investing in innovation grantees show how It’s done. Learning Professional, 38(6), 54–62. https://search.proquest.com/docview/2002968681?pq-origsite=gscholar&fromopenview=true

Briggs, L. L. (2018). 7 ways to maximize professional learning: Take advantage of technology to help teachers advance. District Administration, 54(9), 84. https://districtadministration.com/7-ways-to-maximize-professional-learning-for-schoolteachers/

Kaldor, T., & Donohue, C. (2018). Tech enabled educators: Engagement and empowerment through professional development. Exchange (19460406), 240, 36–40.

Thoma, J., Hutchison, A., Johnson, D., Johnson, K., & Stromer, E. (2017). Planning for technology integration in a professional learning community. Reading Teacher, 71(2), 167–175. https://doi-org.lopes.idm.oclc.org/10.1002/trtr.1604