Activity+Log+Reflections

=**Activity Reflections**=

__**Grade 3-5 enVisions Textbook Training-Web Support Materials**__ October 13, 2008 January 2009

Representatives from enVisions textbook company presented online resources that supplement math textbooks. Components of the presentation included how to use the animated segments on the math website to introduce math concepts. Use of online quizzes and reviews help solidify tasks taught. TAKS practice questions provided in an interactive format help engage students. Students are able to access the textbook from home, utilizing tutorials that assist with homework tasks. My job was to take this information and present it to the fifth grade team via modeling in the classroom and evaluate the tool's effectiveness to help teachers understand how technology can offer curriculum support. This activity helped me master TF-I.B.1, //demonstrating continual growth in technology knowledge and skills to stay abreast of current and emerging technologies//, by acting as a liaison between the textbook company and the fifth grade team (Williamson, & Redish, 2009).

While the use of Web 2.0 technologies has not quite made it to the level of elementary textbooks, the interactive nature of the enVisions program is on the right track. Solomon and Schrum (2007) describe how textbooks that use wiki technology can offer on the spot feedback and reduce the need for such hefty textbooks. Page (2002) concludes that making technology available to students has a positive impact on student achievement, particularly mathematics at the 6th grade level.

__**District Technology Meetings**__ September 17, 2009 November 5, 2009 February 18, 2010 May 5, 2010

The goal of these meetings is to focus on committees to reach the goals of the district's Strategic Plan. The committee's purpose on which I chose to serve was to ensure that all students were provided equal access to technology. Some of the issues we discussed were one-to-one computing possibilities, extended computer lab and library hours open to students and their families, possible internet providers in low socioeconomic housing and/or apartment complexes, and other connectivity issues such as cell phones as tools in the classroom. Solomon and Schrum (2007) describe how online tools have changed the way the world operates and how schools must now step up to meet the challenge of integrating these tools, which may look more like a one-to-one computing model and access 24/7 for students to technology and the internet. We met on numerous occasions to review our progress and ask the essential question Reeve's states as a specific dimension of particular importance, "is it working?" (2007).

Teacher Facilitator Standard VII, //Procedures, Policies, Planning and Budgeting for Technology Environments//, provided the framework for understanding the necessary issues of this task. Specifically TF-VII.A.1 and TF-VII.A.4 addressed the need to develop proficiency in analyzing current trends and structures of technology systems and look closely at productivity tools beyond the computer to aid in instruction (Williamson, & Redish, 2009).

__**iPad Review**__ April 30, 2010

Technology facilitators at each grade level met with Juan Guerrero, our campus technology facilitator, to review the release of the iPad and brainstorm ideas for potential uses in the classroom, both primary and intermediate levels (PC Mag: Apple iPad Review, 2010). Ideas such as the use of the iPad for online books, math applications, journaling capabilities, and quick access to the internet were all discussed. Also discussed were the costs involved contrasted to the current MacBook tools we currently employ. The potential for one to one computing was also discussed based on ease of storage, ability to take home the iPad, and lower cost per student. Abell suggests that one of the best features of the iPad is that it's innovativeness will force us into new ways of thinking (2010), so whereas we haven't yet stumbled upon all of the iPad's resourcefulness, we will if we take the lead from students once the tool is in their hands.

Teacher Facilitator Standard V, //Productivity and Professional Practice//, provides the framework for teachers and facilitators to meet and confer on using emerging technologies to enhance their own productivity and professional practice of teaching in the classrooms. Specifically, TF-V.B.1 and TF-V.C.1 apply in evaluation and modeling features of technology that will enhance student learning and productivity for teachers (Williamson, & Redish, 2009).

__**Mini Dell Installation and Training**__ April 12, 2010

As first grade technology facilitator, I met with Juan Guerrero (personal communication, April 12, 2010), our campus technology facilitator, to determine the efficacy and practicality of purchasing Mini Dell computers (18 to comprise a classroom set) for the first grade team. All other grade levels use the MacBook, but given some additional complexities and cost of the product, we determined that the Mini Dells were appropriate for first graders given their size, their operating system, their internet capabilities, and mobility (Dunn, 2009). Upon arrival, we disseminated the computers among each of the 9 classrooms, modeling uses for at least two computers in the classroom at all times. We also modeled whole group lessons in proper procedures such as turning the computers off/on, saving documents, bolding text, locating the internet, etc.

Standard V, //Productivity and Professional Practice//, highlights some of the aspects that went into this endeavor via researching procedures and policies, analyzing needs, comparing costs across several platforms, and creating a plan to model the introduction of the technology to both teachers and students. TF-V.C.1 and TF-V.C.8 specifically address introducing advanced features such as word processing, providing models for integration, and troubleshooting problems that may arise with operating systems during the roll-out of the product (Williamson, & Redish, 2009).

__**Google Docs and Wiki Coaching**__ April 2010

My principal, Cordell Jones, requested I show him how to create a wiki, explain Google Docs, and create a Blog. Given many previous conversations about the efficacy of these Web 2.0 tools (Solomon, & Schrum, 2007), Dr. Jones finally decided to come to me for a lesson on using these tools and ideas for implementing these tools via committees. Through these conversations, Dr. Jones recognized the benefits of creating a single document with many authors through the use of a wiki, monitor comments to a subject via a Blog, and the ease of editing in using Google Docs for spreadsheets (Krasnoff, 2006).

Both Standards I, //Technology Operations and Concepts//, and II, //Planning and Designing Learning Environments and Experiences//, apply to this task. TF-I.A.1 and TF.I.B.1 address fulfilling a learning need and offering appropriate modeling of the tools to achieve the tasks. Dr. Jones and I worked to set up a wiki that would allow multiple authors to compose and edit the site-based document, eliminating the need for massive printing of notebooks and iterations. TF-II.A.1 modeled curriculum for adult learning, i.e. the creation of the site-based document (Williamson, & Redish, 2009).

March, 2010
 * __LPAC Online Training__**

This online training was required for all ESL teachers via Region XIII. The use of the online Learning Management System was perfectly in line with distance learning opportunities such as the Lamar degree program. The term LMS (Learning Management System) is applicable to this training based on the inclusive nature of the content and the close feedback and assessment provided (Watson, & Watson, 2007). Each module was comprised on video, examples, feedback via quizzes, and online chatting capabilities (TEA, 2009). An online assessment at the conclusion of the course provided a certificate stating the professional development hours satisfied the requirements for the LPAC training. The online opportunity eliminated the need for me to be out of the classroom, which reduces the amount of lost instructional time for my students.

Standard VI, //Social, Ethical, Legal, and Human Issues//, ensures that teachers get the necessary training to assist teachers in applying these issues surrounding language learners in their classrooms (Williamson, & Redish, 2009). TF-VI.C.1 requires that technology facilitators be proficient in recommending appropriate technology resources to address language differences.

__**Elementary Facilitator Meeting**__ October 21, 2009 December 2, 2010 January 27, 2010 March 23, 2010

These meetings comprised of all the grade level facilitators at the elementary and intermediate grade levels meet to showcase ideas, discuss issues, explore new technologies, and share successes and frustrations. Each meeting focused on primarily Standards II and III, //Planning and Designing Learning Environments and Experiences// and //Teaching, Learning, and the Curriculum//. The vertical teaming efforts of the teachers and facilitators provided an opportunity to explore the continuum of knowledge and expertise employed by students in the classroom. Topics included presentations of Web 2.0 tools (Solomon, & Schrum, 2007), updates on strategic plan and bond planning issues for equipment, technology integration of ideas in the classroom, and technology showcase presentations. The topic of digital storytelling was also discussed, given the concentration of writing TAKS standards for fourth grade. Digital storytelling is an engaging and cost-efficient way to incorporate writing into the curriculum via technology according to Edutopia author, Jennifer New (2005). Standard III proficiencies included looking for ways that technology could enhance learning via media-based tools, looking for strategies to provide productivity tools, and looking at technology management issues in the classroom setting (Williamson, & Redish, 2009). Standard II was met via the modeling provided by the technology facilitators to share technologies introduced in the classroom.

__**Cut the KUD: What you want students to Know, Understand, and Do**__ February 15, 2010

This workshop was part of a two-day series of workshops presented by staff members across the district. While this workshop did not emphasize the technology aspect of teaching, it highlighted the backward design lessons so critical to ensuring that students employ higher order thinking skills in their learning through superior lesson design. One of the greatest achievements of NCLB is that schools are paying closer attention to aligning curriculum and instruction and using assessment data to drive teaching practices (Jennings, & Renter, 2006). Backward design considers both of these pieces in good design: alignment and assessment. Another consideration in designing via what we want students to know, understand, and do is how to differentiate instruction. In the planning stages, planning for differentiation via technology can reach all students (Pitler, 2007).

Standard II, //Planning and Designing Learning Environments and Experiences//, is the applicable standard ensuring proficiencies in modeling appropriate methods, curriculum units employing technology, and the use of appropriate lesson design principles (Williamson, & Redish, 2009).

February 15, 2010
 * __Technology Access for All Students__**

This workshop was presented by Dr. Linda Foster, principal of Alamo Heights High School. The presentation was a review of Alamo Heights District Strategic Plan to provide technology access equally to all students. Dr. Foster introduced a new policy of extended library hours for computer use by all students in the district and their families. This new approach may counter what Levin and Arafeh (2002) describe as "digital disconnect" describing how students can't fathom doing school work without the internet, yet have little opportunity to use the internet during school. Access extends beyond the "digital disconnect" to the "digital divide" as described by Solomon & Schrum (2007). Use of Web 2.0 tools can help bridge this gap with access to all students.

Standard VII, //Procedures, Policies, Planning and Budgeting for Technology Environments// addresses issues in this topic. TF-VII.A.8 addresses the evaluation of the need for support personnel to manage and enhance technology resources, specifically by making technology access available and providing resources such as tutorials on usage.

February 15, 2010
 * __AHISD Best Practices__**

This workshop focused on a review of best practices in the classroom, specifically addressing the integration and use of technology in the classroom. How to best integrate technology to achieve the goal of higher order thinking skills application and synthesis versus only having computers available was the primary topic of this workshop. Using design principles such as backward design to ensure that a clear understanding of what we want students to know and do is achieved. Pitler et al. (2007) states that technology can assist in the setting goals because the organizational and communication tools provided by technology make the learning objectives more clearly viewed. Assessing students and tracking the data regularly through the use of technological productivity tools was also addressed. Solomon and Schrum (2007) point out the differences between the revised version of Bloom's taxonomy and the traditional version, concluding that technology tools can enhance higher order thinking skills and more engagement in learning.

Standard VII, //Procedures, Policies, Planning and Budgeting for Technology Environments//, and more specifically TF-VII.A.1 and TF-VII.A.4, keeping current on what technology is available to enhance teaching and learning as well as utilizing productivity tools at the classroom and administrative level are applicable to this topic (Williamson, & Redish, 2009).

__**Words Their Way Webinar**__ November 18, 2009

Title I teachers and reading specialists at our campus, including myself, in conjunction with our district curriculum director decided to integrate a new spelling program called Words Their Way into the curriculum. Words Their Way is a phonics and vocabulary program that uses sorts, both textual and pictorial to teach phonics and vocabulary skills (Bear, Invernizzi, Templeton, & Johnston, 2008). School year 2009-10 would be a voluntary integration of the program, whereas school year 2010-11 would require that the program be implemented. As an introduction to the program, the Title I teachers invited interested teachers to a webinar that explains the program and offers a time for a question and answer session. This was the first attempt at a webinar on our campus. The teachers that attended, although only few in number, commented on the efficacy of using a webinar, the cost efficiency of a webinar compared to visiting presenters, and the ease of the interactive question and answer period. Arsham (2002) states that "the single biggest advantage in online learning programs is interactivity they offer." The ability of the webinar to pose a question and answer session with an expert in real-time was the single most benefit of the webinar.

Technology Facilitation Standard II, //Planning and Designing Learning Environments and Experiences//, is mostly applicable to this experience through the use of modeling new technologies to design curriculum units of study (Williamson, & Redish, 2009). TF-II.B.1 highlights the use of technology to encourage reflective thinking on teaching and research and TF-II.F.1 models appropriate instructional design principles.

__**iShuffles with Audio Books**__ October 2009

First grade teachers at Woodridge Elementary were awarded an Alamo Heights Foundation Grant to purchase 8 iShuffles for each first grade classroom. The iShuffles were to be used to create listening centers to be used to listen to reading as part of the daily Language Arts curriculum. According to Boushey and Moser in their book, The Daily 5, listening to reading and hearing good examples of literature builds stamina, vocabulary, and increases the proficiency of the reader (2006). Solomon and Schrum also suggest using iPods for English Language Learners in a language lab setting (2007). The innovative grant allowed the team to convert old audio tapes to iTunes format and load the stories on iShuffles. Books were then paired with iShuffles and listening centers were created to be used as part of the Daily 5, the adopted reading program in first grade. The challenges that teachers' faced with implementing this grant were complex given the varying proficiencies of teachers in using iTunes, creating playlists, autofilling iShuffles, etc. The greatest challenge was to take the boxes and boxes of books on tape and covert the audio format using Garage Band and then importing the MP3 file into iTunes to load onto the shuffles. I worked closely with several proficient teachers in developing a system for these conversions, and then each of us worked closely with other teachers to bring them on board with the procedures. The result is an extensive library of audio books that students can use with their iShuffles for the listening center.

Technology Facilitation Standard I, //Technology Operations and Concepts//, was the primary standard addressed by this task. First realizing that the task could be accomplished, and second, putting the technology behind the idea was key. Specifically TF-II.B.1 focuses on the modeling efforts of modeling appropriate technology skills to help advance teachers' technology knowledge (Williamson, & Redish, 2009).

__**Read Naturally Training**__ September 2009

Read Naturally is a web-based fluency software program. This program was originally available at all grade levels in a "paper" form, i.e. copies of stories were run off on the copier and students were able to listen to the stories via cassette tapes. The web-based software offers the program via web access, more easily tracks students progress, and eliminates the need for paper and cassettes. Repeated reading is at the heart of this reading program. According to Boushey and Moser, repeated reading helps build fluency and parsing in oral reading (2006). Richard Alington touts the power of repeated reading in building oral fluency (1983). This program was introduced by the Title I teacher, Amy Soupiset, at the fifth grade level, to each grade level technology facilitator. I modeled the use of the program on an "as-needed" basis in my classroom and with an after school tutoring group. As teachers at my grade level began to see the benefits of the program through modeling, many asked that I assist them in setting up the program with their students.

Technology Facilitation Standard II, //Planning and Designing Learning Environments and Experiences,// addresses this task via the power of modeling. Simply by providing a good example of how technology can enhance both teaching and learning, more and more teachers want to be let in on the secret. Specifically, TF-II.C.2 which considers the research behind choosing the appropriate technology resources to introduce and consider their impact on student learning is important before the modeling process even begins (Williamson, & Redish, 2009).

September 2009
 * __Daily 5 Wiki__**

Teachers in first and second grade attend a monthly meeting called "Chat and Chew" were we discuss the Daily 5 Reading program (Boushey, & Moser, 2006). We have snacks (the chew part) and discuss what is working in our classrooms, what challenges we face, what puzzles us, and what revelations or "aha" moments we've had when it comes to implementing this reading program. We found out quickly that a monthly meeting is not nearly often enough to establish good rhetoric and keep the train of thoughts on the tracks. So, I created a Daily 5 wiki, which embedded a blog for commenting, to centralize our thoughts and resources in between our monthly meetings. We were able to use the wiki to make comments at the moment (or after school) when the issues seemed relevant. We were able to revisit the blog to make sure we addressed all concerns and celebrations. For adult learning, the wiki provides group collaboration and the ability to bring in peer editing for the writing process where necessary (Solomon & Schrum, 2007).

Technology Facilitation Standard I, //Technology Operations and Concepts,// enabled us to reach our communication goals simply by knowing that the technology existed and how to apply the technology to meet our teaching needs (Williamson, & Redish, 2009). Specifically, TF-I.A.2 played a part in the decision to create a wiki, using modeling and providing help for teachers in identifying technology systems to meet their needs. TF-I.A.1 was met in determining through a needs assessment that teachers needed a better way to communicate more efficiently and frequently to reach their goals.

September 2009
 * __Education City Training__**

Education City is a server-based program that includes learning games for math and reading at various grade levels. Juan Guerrero, our Campus Technology Facilitator, introduced this subscription-based resource for teachers to use in their classrooms. Oftentimes teachers are reluctant to use "games" in their classroom, so through modeling and disseminating information through grade level technology facilitators, more and more teachers began to see the benefits of these learning games. Each user in the program is tracked, upon which assessment data is emailed to the teacher about mastered skills or skills that need more attention. Each grade level technology coordinator was charged with evaluating the program and offering suggestions and ideas to their team about how to integrate the system into their teaching. As described by Solomon & Schrum (2007), David Warlick is an advocate of using gaming in the classroom, but not without close examination of the outcome and purpose of using such a medium. Page (2002) reports findings by Swan, Guerrero, Mitrani, and Schoener (1990) concluded that technology provided immediate feedback, individualized diagnostics, and greater academic support led to increased productivity among economically disadvantaged students.

Technology Facilitation Standard IV, //Assessment and Evaluation//, is applicable in that technology facilitators help guide teachers to using the assessment data collected by the program to improve their instructional practice (Williamson, & Redish, 2009). Technology Facilitation Standard II, //Planning and Designing Learning Environments and Experiences,// also applies in the need for technology facilitators to explore and research the efficacy and design of the programs to ensure a good fit before introducing the program.

August 2009
 * __First Class Website Development Refresher Course__**

Year to year, upgrades are added to our First Class mail program, including ways to upgrade design principles on the website feature of the mail program. At the beginning of each school year, a refresher course is offered to help disseminate information about the upgrades available and share ideas about creating websites that are creative, yet cohesive to the overall design principles in the school website. Ideas about what is acceptable in design and content are shared and examples of different websites are shared as templates.Using basic design principles Kaiser (2006) describes as CRAP: contrast, repetition, alignment, and proximity creates a cohesive message across all web pages. Also discussed are the Web 2.0 possibilities for our sites, creating a more interactive link to students, parents and the community. Adding basic tools such as blogs, podcasts, and wikis can help a static site transcend itself to a web 2.0 entity (Solomon, & Schrum, 2007).

Time is given for participants to work together with assistance from the technology facilitators to design and create or update their sites. The objective is to have professional-looking and information efficient websites for all teachers that are easy for parents and students to navigate.

Technology Facilitation Standard I, //Technology Operations and Concepts//, and Standard II, //Planning and Designing Learning Environments and Experiences//, were addressed via the modeling and disseminating of information in a collaborative and supportive environment (Williamson, & Redish, 2009).

August 19, 2009
 * __Acceptable Use Procedures__**

At the start of each school year, Jennifer Faulkner, District Technology Leader, presents the Acceptable Use Policy and Internet Safety Policies for employees and students. She highlights any changes or adjustments to the policies and reiterates the importance of being diligent in following all guidelines to avoid problems with legal and ethical issues and problems with information that is shared in the community. Some of the areas of concern addressed were the use of copyright materials in student and/or teacher created presentation. Use of proper citations is addressed. Pitler et al. (2007) states that it is increasingly important for teachers to model and monitor copyright laws. In my experience, most students don't know what the copyright laws are and often see violations of copyright from their teachers. Educating teachers and students about what constitutes "educational purposes" and what falls under the Fair Use doctrine is important and ensuring that attribution is given where attribution is due is paramount (Solomon & Schrum, 2007).

Technology Facilitation Standard VI, Social, Ethical, Legal, and Human Issues, specifically TF-VI.A.1, dictates the need to provide professional development opportunities at the school and classroom level to foster appropriate use of technology resources (Williamson, & Redish, 2009).

__**Blood Borne Pathogens Online Training**__ August 18, 2009

The district has a yearly requirement that all employees review safety procedures dealing with blood borne pathogens. An online learning system is utilized to allow employees to self-pace through the training. An evaluative, online quiz follows the program and awards a certificate of achievement for passing scores. This achievement certificate is emailed to our principal and all employees must participate in the program. The use of this online platform for learning is directly in line with integrating technology operations with professional development related to teaching and learning (Williamson, & Redish, 2009). The term LMS (Learning Management System) is applicable to this training based on the inclusive nature of the content and the close feedback and assessment provided (Watson, & Watson, 2007).

Technology Facilitation Standard II, //Planning and Designing Learning Environments and Experiences,// addresses the need to provide relevant learning experiences and TF-II.B.1 addresses the modeling involved in integrating current research and technology (Williamson, & Redish, 2009).

__**MacBook Reimage Training**__ July 20, 2009

Employees met in the auditorium with their district-issued MacBooks to archive and back up all files to the server to allow for reimaging of all MacBooks. Information about reinstalling documents and files was disseminated to employees upon completion of their MacBook's reimaging (J. Guerrero, personal communication, May 9, 2010). Technology facilitators at each grade level served as liaisons to assist employees having difficulty with the process.

Technology Facilitation Standard I, //Technology Operations and Concepts//, (TF-I.A.2) required that technology facilitators demonstrated the knowledge necessary to implement these changes and assist others in these technology concepts (Williamson, & Redish, 2009).

__**Data Back-up Review Training for Grade Level 5**__ May 30, 2009

This meeting was an extension of the MacBook Reimage training, assisting at the grade level and often one-on-one. Based on teachers' proficiencies, more help was provided for some to back up files, including iTunes and pictures, to the server. Burning discs and saving files on external drives was also part of the instruction. Explaining the need for this back up (upcoming MacBook reimage) and the concept behind consolidating and managing files was part of the task. (J. Guerrero, personal interview, May 30, 2009).

Technology Facilitation Standard I, //Technology Operations and Concepts//, (TF-I.A.1) allowed me to assist teachers in developing their knowledge and skills and understanding of the district's technology system (Williamson, & Redish, 2009).

__**Data Director Training**__ January 2009

Data Director is the program that houses the conglomeration of data collected by teachers and administrators. The program merges with GradeSpeed and PEIMS, collecting data from multiple sources and compiling it in one centralized location. The Data Director training specifically focused on upgrades and changes made to Data Director for the current year and the use of templates to design unique reports. This program seems to be the most challenging for many teachers, so the need for technology facilitators to understand the program and assist users is paramount. Using the reports and templates generated from Data Director is an important part of analyzing assessment data and determining needs based on the results (J. Faulkner, Personal Communication, January 2009). According to Tolley and Shulruf, the difference between gathering data and the knowledge needed to use the data meaningful makes the difference between a "data-rich and a data-driven organization" (2009).

Technology Facilitation Standard IV, //Assessment and Evaluation//, in addition to Technology Facilitation Standard I, //Technology Operations and Concepts,// are the two most applicable standards. Specifically, TF-IV.B.1 guides teachers in using technology resources, i.e.Data Director, to compile and analyze data to improve instructional practice (Williamson, & Redish, 2009).

January 2009
 * __Study Island Demonstration for TAKS Support__**

Study Island is an online TAKS practice program. It includes components for Reading and Math. The interface looks like an online version of TAKS, but after a set of questions that students answer correctly, the student earns award animations, allowing them to play snippets of games like skateboard challenges or online mazes. The use of games in learning and assessment can be both educational and entertaining and are "anything but mindless" when properly planned into the curriculum (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Their scores are posted and all users work to be the top scorer. I used this program in remedial classes as the Title I teacher, and teachers began asking me how they could incorporate the program into their classrooms.Solomon and Schrum describe how the use of computer games can be a powerful formative assessment tool, offering immediate feedback to the user and providing valuable, timely information to the teacher (2007). I held a voluntary professional development for teachers interested in using the program, focusing on how to use the program, integrate it into the curriculum, and use the assessment and data feature to enhance instruction.

The following Technology Faciliation Standards apply: Standard II, //Planning and Designing Learning Environments and Experiences//; Standard III, //Teaching, Learning, and the Curriculum//; Standard IV, //Assessment and Evaluation//. Specifically TF-VI.A.1 applies, realizing and modeling the use of a variety of assessment techniques to enhance instruction (Williamson, & Redish, 2009).