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Reflections for Field Based Activities
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SSttaannddaarrdd II
Staff development is one key to helping faculty become proficient with their knowledge
and skills in technology. As Burns (2002) suggests, staff development will need to move from
the traditional come and sit for 3-6 hours and listen to a staff development that allows for
learning centered activities where teachers have time to apply learning. The opportunities for
training for technology training have become more abundant in my district. But those that only
explore the software and not the application and integration in the classroom are not effective.
They are nice to know but forgotten soon after the class unless given time and support to
implement (Long-Range Plan, 2006).
Because of this, a co-worker and I created a training called “Beyond PowerPoint”. In this
training teachers were exposed to a variety of resources for presentation and then given the
opportunity to experiment and interact with the tools. The training was very successful and well
received by all the teachers. We got the opportunity to present this training at ESC Region 4
Technology Apps Conference, TCEA, and multiple times within our district. The experience has
connected us with teachers from all over Texas as well as aided in improving our presentation
skills.
References
Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities
of learning. Phi Delta Kappan, 84(4), 295-303.
Texas Education Agency. (2006). Long-Range Plan for Technology. Retrieved on
January 25, 2009 from http://www.tea.state.tx.us/technology/etac
SSttaannddaarrdd IIII
Planning will always be a critical piece of integrating technology. Utilizing effective
teaching strategies that are suggested from Pitler, Hubbell, Kuhn and Malenoski, (2007),
planning for the effective use of technology will help build teachers confidence in themselves
and students. Many teachers still believe that they should be doing all of the talking and the
students absorbing the knowledge.
Building learning communities will help, as we have discovered in online learning, create
effective practices (Solomon & Schrum, 2007). When great minds get together for a common
purpose, wondrous occurrences will happen. When planning the goal should be to use
technology for higher-ordered thinking task and ensure student centered learning (Williamson &
Redish, 2009).
For all these great reasons, teacher mentoring is a large part of my daily role. I meet with
teachers to plan and create lessons to use in their classroom. This helps build a team work
environment as well as makes them feel more confident while seamlessly integrating technology
into their curriculum.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: Association for Supervision and Curriculum
Development.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International
Society for Technology in Education.
Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the
classroom. Leading and Learning, 27(1). Retrieved November 30, 2009 from the
International Society for Technology in Education at
http://www.iste.org/content/navigationmenu/publications/ll/llissues/volume_27_1999_20
00_/september10/if_i_teach_this_way,_am_i_doing_my_job_constructivism_in_the_clas
sroom.htm
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What
every K-12 leader should know and be able to do. Eugene, OR: International Society for
Technology in Education.
SSttaannddaarrdd IIIIII
There is a need in professional development for differentiated instruction so that
frustration levels do not rise. Those that have technology skills do not like to wait on those that
don’t. And those lacking in skills get frustrated at trying to keep up. The training is a delicate
balance as you can’t really break the teachers into beginners, intermediate, and advanced since
training often occurs during planning times. Teachers need to trust that there is no judgment in
their lack of skills. Research could help alleviate the gap especially proof that it is ok for the
students to know more than the teacher. Sometimes teachers will not be the facilitators. It will
be the students.
Standard III addresses teaching, learning, and the curriculum. Facilitators must help
teachers directly by effectively planning, providing resources, strategies, and giving teachers
feedback as they implement their curriculum. The technology facilitators are cheerleaders and
coaches as they guide the teachers using collaboration and modeling (Williams & Redish,
2009).
I model lessons not only for students but facilitate as teachers use technology in the
classroom. This gives both the teachers and students more confidence with the technology.
One of my favorite lessons I modeled during my field experience was Edmodo + Facebook.
The students were very excited about the project and the idea of using something similar to
Facebook. In the lessons the students and the teachers alike asked excellent questions to help
guide the lesson. After the main lesson that was presented to 3 classes at one time, I
accompanied one class into the computer lab where they began the assignment. I was amazed
at the awesome, creative things the students came up with. Their excitement level was high;
therefore their creativity level was high. It was an overall great experience for all involved.
References
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What
every K-12 leader should know and be able to do. Eugene, OR: International Society for
Technology in Education.
SSttaannddaarrdd IIVV
“With student response systems instructors can quickly gather information about their
students’ understanding of course content. Instructors also can use the system to provide students
with immediate feedback” (Univ of Minnesota, 2009). I think student response systems are so
valuable because students instantly are alert and paying attention to what is going on because
they have all of a sudden be “plugged in.” Students still have to “unplug” when they get to
school and it is only going to continue to get worse as the technology world outside the
classroom zooms ahead. Putting something simple into each child’s hand automatically draws
them in. These devices also provide quick, accurate feedback for both the students and the
teachers.
With the emphasis on student data collection, disaggregation, and analysis to improve
student learning, widespread, formal evaluation of technologies for effectiveness will probably
not occur until mandated by the state. As Williamson and Redish (2009) conclude, the impact on
learning should be evaluated to determine the usefulness and effectiveness of the technology
being purchased and implemented.
Throughout the last year, many of my campuses have purchased student response
systems. Because of that, I spent a great deal of time training teachers, model and co-teaching
lessons, as well as helping create materials for teachers. Of all my trainings and activities
throughout out the year, the student response systems have had the greatest impact. One of the
many benefits the teachers like the most is the instant data they get.
Along with the increased student response systems, our district implemented a scanning
application that is tied to our grade book which I was responsible for training and implementing
on all of my campuses. This application allows teachers to create an answer document for their
tests and quizzes, attach standards, and print a scantron sheet for each student. After the test has
been taken, the teacher scans it using one of two designated scanners to grade their students’
work. The grades are automatically inputted into the grade book and instant data is available for
disaggregation. I have had many teachers jump on board with this easy to use tool they now
have access to. I am still working on other campuses to get the teachers to see the value in the
application.
References
University of Minnesota. (nd). Student response systems. The University of Minnesota Office of
Information Technology. Retrieved on November 17, 2009, from
http://dmc.umn.edu/technologies/srs.shtml
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What
every K-12 leader should know and be able to do. Eugene, OR: International Society for
Technology in Education.
SSttaannddaarrdd VV
There is no possible way for one person to know everything new in the world of
education technology. I work with an amazing team in which each of us had very unique skills
and interests. We use this to our advantage in our weekly PLCs. The first thing we do is share a
positive and negative from our week on campus. This is great because you hear techniques and
ideas others are using as well as get advice on things you are struggling with. The second thing
we do is called the best of RSS. This is where we each share something that caught our attention
in our reader from the week. Depending on the week and person, there is always something for
everyone. Sometimes it is new tools, great articles about teaching practice and sometimes it is
something fun for personal use. We are firm believers in the idea that if it is something you can
use in your personal life (like creating an Animoto video of your children), then you will feel
more comfortable and be more likely to use it in your classroom. Solomon and Schrum state that
“to be literate today involves acquiring new skills, including those of using technology,
understanding science, having global awareness, and most important, having the ability to keep
teaming”(p 20, 2007).
References
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR:
International Society for Technology in Education.
SSttaannddaarrdd VVII
Standard VI - Social, Ethical, Legal, and Human issues entails a wide range of topics
including, digital equity, privacy and student records, online safety, technology and copyright,
and policies, procedures and advocacy. Williamson and Redish (2009) contend support from
district, state and legal agency is necessary when dealing with these issues. This standard covers
most aspects of teaching with technology.
In this digital age, teachers, students and the community need training concerning digital
citizenship and protocol. At the elementary level, students are in the beginning stage of
technology use. There is a need for cyber safety training to protect students from predators an
online bullying.
During my Edmodo + Facebook lesson, an integral part was the discussion about what is
appropriate and inappropriate conduct when on the internet. This discussion was very important
because of the social aspect of Edmodo. I also used the time to talk about things they shouldn’t
be doing if they have a real Facebook account.
References
Williamson, J. & Redish, T. (2009). Procedures, policies, planning, and budgeting for
technology environments. In L. Gansel & L. Brandau (Eds.), ISTE’s Technology facilitation and
leadership standards: What every K-12 leader should know and be able to do. (pp. 147-176).
Eugene, OR: International Society for Technology in Education.
SSttaannddaarrdd VVIIII
Standard VII centers on managing tasks to provide clients with high quality access to
technology. Those tasks include planning, procurement, implementation, and maintenance and
monitoring of the technology (Williamson & Redish, 2009).
One area performance task that I focused on was TF-VII.A.2 using local mass storage to
store and retrieve information and resources (Williamson & Redish, 2009). As an instructional
technology specialist that moves from campus to campus, it is important for me to easily be able
to share documents and files with my teachers without filling each other’s email inboxes. Our
district purchased WebLockers for all teachers and students in grades 3-12. I have begun using
that the share documents and files with my teachers.
TF-VII.A.4 addresses using and applying strategies for troubleshooting and maintaining
various hardware/software found in school settings (Williamson & Redish, 2009). My campuses
have at least 6 laptop carts that are used in classrooms throughout the building. The laptops are
constantly being used by students, and because of the use they often need to be fixed. Over the
past year and half as I have been consistently on my campuses, I have seen so many laptops on
the top or in the bottom of the carts with sticky notes saying why they don’t work. This
procedure the teachers were using was not effective for anyone. Techs didn’t know there were
problems and students couldn’t use the “broken” laptops. At most of my campuses we have put
grade levels in charge of “their” cart. If they have a problem with a laptop, it is their
responsibility to put a work order in for the tech to come and take a look at it. At the same time,
I have worked with teachers on quick troubleshooting items that constantly come up that make
them think something is wrong with the computer, like the wireless getting switched off. This
has really helped with reducing frustration with all parties.
TF-VII.B. 1 details identifying software that will enhance curriculum (Williamson &
Redish, 2009). As an instructional technology specialist, we are often the front runners for
viewing new software and deciding if it will be beneficial to our teachers and students. Over the
last few months, the director of technology has been working on creating new technology
purchasing procedure where we are more involved in the purchases our campuses make so that
we can help review possible software purchases.
References
Williamson, J. & Redish, T. (2009). Social, ethical, legal and human issues. In L. Gansel & L.
Brandau (Eds.), ISTE’s Technology facilitation and leadership standards: What every K-12
leader should know and be able to do. (pp. 123-146). Eugene, OR: International Society for
Technology in Education.
SSttaannddaarrdd VVIIIIII
As with TF – VII, standard VIII requires many leadership attributes to complete the tasks
of the standards. A common task for technology is creating a vision that inspires action that is
sustainable (Williamson & Redish, 2009).
The TF-VIII D strand is the one I had the most experience with during internship, which
entails describing curriculum activities that meet technology standards. My job is to help
teachers meet their standards, whether they are core subjects or technology, while using
technology. Because of that, I am constantly working with teachers on creating and implement
activities and lessons that meet both the technology standards, as well as their content standards.
As a technology department, we have tried really hard to increase the professional
development for teachers with technology. During the summer we do an extensive, week-long
training for a select few teachers from every campus that uses Marzano’s Instructional Strategies
that Work as the foundation and then we integrate technology into the lessons we do. During the
school year, we have some time of technology training every Tuesday or Thursday offered to the
whole district. Because of the increased opportunity, we have seen an increase in teacher’s
technology skills.
With the emphasis on student achievement, why is it that some administrators are
reluctant to embrace technology as a tool? Are they afraid to lose “control?” Are they worried
about security and other legal issues? Is it a budget problem? Are they concerned about their
own lack of knowledge concerning effective teaching with technology? I actually had an
administrator tell me that the teachers should complete a data sheet by hand because it would
have more meaning for them. The meaning is in the reflection not in the action of pushing a
pencil.
References
Williamson, J. & Redish, T. (2009). Leadership and vision. In L. Gansel & L. Brandau
(Eds.), ISTE’s Technology facilitation and leadership standards: What every K-12 leader should
know and be able to do. (pp. 177-199). Eugene, OR: International Society for Technology in
Education.