Field-based Activity Reflections

Campus Technology Information and Data Analysis:
I feel that I needed to start at this point to do extensive research at the campus level by collecting information from a variety of different sources to see strength and weaknesses’ of our campus, and to get a general feel about how comfortable teachers and students feel about and around technology. The knowledge I gained from this data allowed me to collaborate with my principal (mentor) to address areas of concerns the teachers, and the rest of the staff have concerning technology needs. I was also worried about how students feel about the use of technology, their knowledge in this area, and the type of instruction (teacher-based, or learner-centered) they feel is more valuable to their education. I was upset to also see a distinct pattern for concern after evaluating the responses from the student survey, showing me that the students in our school are not informed about safe internet practices, cyber bullying and social, ethical, legal and human issues. I was glad I had chosen to use this anonymous type of survey to receive true answers and responses from the students. The standards addressed in this activity include: TF/TL 1 through 8.

Professional Learning-Center Staff Development:
The objective of this professional staff development was to help teachers with ongoing professional technology development, and needs which were identified through the Campus Technology Needs Assessment and the teacher survey which I interpreted in the prior activity. Except for standard 3, all of the other TF/TL standards were part of this activity. After having read much information on professional development and learning-centered activities, I tried to develop a meeting which would involve all staff members, give everyone a chance to participate and voice their opinion and also at the same time be very productive. To ensure a conflict free meeting in which members reach consensus, all ideas very written down in individual groups, respected, and discussed. I felt it was important as a technology leader to ensure all teachers’ needs were addressed first, to ensure they can use technology to be more productive and also include it into the curriculum. In addition, I feel a lot more comfortable about designing professional staff development meeting after having put this particular one together.

Teacher Education to gain Knowledge on Implementing Technology Resources:
After conducting the professional staff development, and looking at the areas in which teachers felt they needed the most help, I talked to my principal (mentor) about a variety of specific, teacher directed lessons we could conduct twice a week in the LRC (computer room) to make sure teachers could participate during their conference periods if they needed help in certain areas of technology, or technology incorporation into the classroom. The decision for the choice of participation was left up to the principal, who had data available to decide on if he felt lessons should be voluntary or mandatory. In addition, since we are a small campus, groups were small, which allowed for more one-on-one teaching and interactions with teachers who are generally quiet and would not ask questions otherwise. The standards which were addresses in this activity include TF/TL 1, 2, 3, 5, 6 and 7. Several lessons were addresses:
• The first one was to design a learner-centered lesson for teachers to incorporate technology communication tools, media tools, and web based research. I felt good about this activity, knowing many teachers have no idea technology tools like these exist, and I know many teachers can think of several good ideas on how to incorporate internet tools into their curriculum to enhance student leaning and motivation.
• The second lesson showed teachers how to design a short learner-centered model lesson to manage student activity in technology-enhanced environment, demonstrate higher-skills and creativity, use research to built content standard lessons, apply these standards in assessing students learning using a variety of assessment techniques, use and analyze collected data, and ensure that all learners needs are meet, including GT and at-risk students. After introducing a variety of internet tools my mentor and I decided to create this model lesson to give teachers an idea on how to incorporate technology into the curriculum. The challenge with this activity I felt is to make sure all student needs are meat, especially those who are struggling. I still debate on how to group students so each child has the best opportunity to learn. I feel students would really learn from this lesson, since it is learning-centered and based on group work and collaboration.
• In the third teacher lesson I created, I designed a PowerPoint about “Online Safety”, “Laws and Ethics”, “Copyrights” and additional resources, to ensure teachers are familiar with all these areas. In addition, a modified version of this PowerPoint can be given to each teacher to present to their students, prior to allowing them to have access to the internet. I really enjoyed doing this activity and also gained a lot of knowledge from doing this. Looking at the statistics and research I was shocked to see how many children and teenagers are uneducated in the areas of online safety and cyber bullying, especially since this is such a growing issue in America today. After talking to my mentor, I found out, that we do not teach this in our school, which concerns me, I am not sure how many parents are aware of the dangers, and ensure they watch and monitor their children’s online activities.


Research on Online Assessment Systems:
With the always present pressure of ensuring our campus has acceptable TAKS scores, my mentor asked me to do some extensive research into Online Assessment Systems. There were several requirements we decided a program we would like needed to possess, which includes the following: analyze data, design individual learning plans for students, track student’s progress at grade and school level, and identify student’s needs. I was amazed about the hours of research I spend online without truly finding anything I was looking for. I did finally list four sources that do look acceptable
to me, however, my concern is that I still would need to look much deeper into the programs and software, to see if they truly are what our campus could use to advance our students in learning. I was looking for a program which would help struggling students as well as gifted students, and help teachers at the same time teaching both. This activity helped me to get a lot closer to mastering the standard and get a much better idea on how to look at research by deciding what to look for and how to quickly go through websites which have no value. I do have to say after many hours of searching and finding only four sources the search did become somewhat frustrating. Standards addressed in this activity were TF/TL 3, 5, 7 and 8.

Professional Learning Communities and Technology:
To improve student learning and achievement, I decided to look at Professional Learning Communities at our campus to see if I could convince our principal about all the positive aspects of these meetings. Unfortunately, our math department only met two times this year, and these meeting were not well organized, and much time was wasted. I would like to use PLC’s to look at different areas of the curriculum, data analysis, technology etc. to analyze, interpret, and plan for strategies. Teacher’s need to collaborate, discuss ideas, implement proper RTI procedures and monitor, evaluate best practices and most of all learn from each other. I realize it is difficult to schedule these meetings, yet after seeing all the benefits PLC’s could have on student achievement and also on teacher morale I was hoping next school year our principal would be able to manipulate the school schedule to allow for the needed time. In addition I started to create a school wiki for teachers and staff to also collaborate and communicate at any time from any location. The standards I addresses with these activities included TF/TL 1, 2, 3, 4, 5, 6, 7.

Additional Professional Development Opportunity:
I was very excited to see this workshop, since it gives me an opportunity to see how Region 7 will show teaching in the 21st century classroom with integrating technology. As the explanation for the professional development states, “topics include becoming a techno-traditional teacher, specialized searches, project based learning, choosing good websites and ignoring bad ones, digital storytelling, one computer classrooms, utilizing electronic portfolios, social networking safely and intelligently, using screen recorder software to create tutorials and training, copyright law, and fun uses of technology for students.” After everything we learned during this master’s degree program I am interested to see what I learn from this class. What specifically caught my attention in the class description is the part about “choosing good and bad websites.” The term “techno-traditional teacher did also surprise me, having never heard it before, it will be interesting to see what exactly is meant by this. Since technology continuously changes and improves, I do think it is critical as facilitators and leaders to continuously participate in ongoing professional development. Technology standards which will be covered include TF/TL 1, 2, 3, 5, 6.