Standard TF-VIII. Leadership and Vision. Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.
A. Utilize school technology facilities and resources to implement classroom instruction.
Artifacts: Basic iPad Skills, iPad Apps, and Apps for Science
Although students were going to be receiving iPads, most teachers at my school are not receiving an iPad until August. This creates a disconnect between teachers and students that we discussed in several of our courses, such as Educational Innovations. Our research showed that teachers must be a part of the change process in order for change to be successful. Therefore, I designed my Basic iPad Skills Presentation to address those skills that teachers would need in order for them to become more comfortable with students using the iPads in the classroom. The presentation focused on how to turn it on and off, use the home button to change between apps, how to control the volume and some other basic settings. Students have claimed to "know" how to use the iPad, however, one of the most commonly asked questions has been "Why won't my screen change direction?" Students must also be shown the basic settings, and by showing the teachers how to navigate the iPad, not only the teacher but also the students are assisted in using a new technology in class.To further the development of teacher skills, I also presented some apps for teachers to use in class in the iPad Apps Presentation and the Science Apps presentations. Only 10 teachers in our school received district iPads, although many others have purchased personal devices. These presentations shared some easy-to-use applications for teachers who might not have an iPad but wanted to use the device in their classes. Teachers without iPads do not have the time or resources to do the research needed on their own. I spent a considerable amount of time researching the apps I chose, through blogs and message boards of other teachers, in order to choose apps that were previously tested by others. In addition, I created sample showing teachers how easy it was to use the tools. I have shared these presentations electronically with the staff through my staff wiki so that the teachers can access the information at their own convenience.
Artifacts: Basic iPad Skills, iPad Apps, and Apps for Science
Although students were going to be receiving iPads, most teachers at my school are not receiving an iPad until August. This creates a disconnect between teachers and students that we discussed in several of our courses, such as Educational Innovations. Our research showed that teachers must be a part of the change process in order for change to be successful. Therefore, I designed my Basic iPad Skills Presentation to address those skills that teachers would need in order for them to become more comfortable with students using the iPads in the classroom. The presentation focused on how to turn it on and off, use the home button to change between apps, how to control the volume and some other basic settings. Students have claimed to "know" how to use the iPad, however, one of the most commonly asked questions has been "Why won't my screen change direction?" Students must also be shown the basic settings, and by showing the teachers how to navigate the iPad, not only the teacher but also the students are assisted in using a new technology in class.To further the development of teacher skills, I also presented some apps for teachers to use in class in the iPad Apps Presentation and the Science Apps presentations. Only 10 teachers in our school received district iPads, although many others have purchased personal devices. These presentations shared some easy-to-use applications for teachers who might not have an iPad but wanted to use the device in their classes. Teachers without iPads do not have the time or resources to do the research needed on their own. I spent a considerable amount of time researching the apps I chose, through blogs and message boards of other teachers, in order to choose apps that were previously tested by others. In addition, I created sample showing teachers how easy it was to use the tools. I have shared these presentations electronically with the staff through my staff wiki so that the teachers can access the information at their own convenience.
B. Apply strategies for and knowledge of issues related to managing the change process in schools.
Artifacts: Change Process Paper, Fossum Technology Survey
While teaching at Harper's Choice Middle, I looked closely at the skill levels of teachers who used technology in the classroom. I found that teachers were at all levels at my school, with only a few at the highest level of using technology in the classroom. This analysis can be found in the Change Process Paper. I was then able to apply this information to the staff at my new school, using the results from my Fossum Technology Survey. It showed that although there was a higher percentage of teachers at the higher levels, there are still many teachers at the lowest levels. In developing my internship plan, I hoped to work to bring those teachers at the lowest levels up to a higher level. By giving the teachers assistance with simple iPad apps that allow the students to become engaged in their own learning, both the teachers and the students benefit. Teachers who were originally hesitant are now using the iPad in class regularly. Consequently, their students are engaged and eager to use the tools to promote learning. The first few weeks have definitely been a learning process for both students and teachers, but all are becoming more comfortable daily with the technology and the responsibility that goes with it. Our school is rich in its use of technology, and as we move through the next few years with the TLC3 initiative and full implementation to all students, our teachers will be growing in their technology skills as well. Once all teachers have an iPad of their own, I expect to continue to work with teachers until all teachers are implementing the iPads in their everyday teaching.
Artifacts: Change Process Paper, Fossum Technology Survey
While teaching at Harper's Choice Middle, I looked closely at the skill levels of teachers who used technology in the classroom. I found that teachers were at all levels at my school, with only a few at the highest level of using technology in the classroom. This analysis can be found in the Change Process Paper. I was then able to apply this information to the staff at my new school, using the results from my Fossum Technology Survey. It showed that although there was a higher percentage of teachers at the higher levels, there are still many teachers at the lowest levels. In developing my internship plan, I hoped to work to bring those teachers at the lowest levels up to a higher level. By giving the teachers assistance with simple iPad apps that allow the students to become engaged in their own learning, both the teachers and the students benefit. Teachers who were originally hesitant are now using the iPad in class regularly. Consequently, their students are engaged and eager to use the tools to promote learning. The first few weeks have definitely been a learning process for both students and teachers, but all are becoming more comfortable daily with the technology and the responsibility that goes with it. Our school is rich in its use of technology, and as we move through the next few years with the TLC3 initiative and full implementation to all students, our teachers will be growing in their technology skills as well. Once all teachers have an iPad of their own, I expect to continue to work with teachers until all teachers are implementing the iPads in their everyday teaching.
C. Apply effective group process skills.
Artifact: Grants Funding Paper, Fossum iPad Rules
Partnerships and grants are one way to fund technology expenses that cannot otherwise be met within a typical school budget. In ET680 I wrote a Grant Funding Proposal to apply for 3 different grants, 2 local and one national. All 3 proposals would provide needed equipment for a middle school science classroom that would promote engagement and hands-on inquiry learning while exposing the students to newer technologies. One grant funds Vernier Labquest data collectors and probes used for physical sciences, chemistry, and biological sciences. All of the probes connect through the Labquest to electronically record and save data on the Labquest and/or the computer itself. Students at all middle school levels have difficulty with these science process skills; Labquests would be one way to boost these skills through technology.A group of teachers at my campus recently gathered to create a list of student guidelines for the use of the iPad in the classroom. As a group, we wanted to guide students to appropriately use the tool for educational purposes, extending what they know to include new opportunities for learning. The group conversation first began with a long brainstorming list of "rules". I was able to create a Google Doc that allowed each member of the group to see, edit, and format the list until it became a student-friendly list of guidelines that can be posted in each classroom. My current school district has been able to establish the iPad TLC3 program through a partnership with Apple and Abilene Christian University. The entire program started with a conversation between two people, led to the development of a partnership, and grew into an initiative that will eventually place an Apple iPad or iPod touch in every student's hands. Electronic texts will become the norm and students will be exposed to a variety of formats of information including news sources, blogs, electronic books and yes, even YouTube and Twitter. Without this partnership and the financial support of all three, combined with the training resources provided for teachers and students, this program would not be possible in a lower-income community such as this. Districts from around the country are watching as they consider implementing similar programs of a lower magnitude. It is exciting to be a part!
Artifact: Grants Funding Paper, Fossum iPad Rules
Partnerships and grants are one way to fund technology expenses that cannot otherwise be met within a typical school budget. In ET680 I wrote a Grant Funding Proposal to apply for 3 different grants, 2 local and one national. All 3 proposals would provide needed equipment for a middle school science classroom that would promote engagement and hands-on inquiry learning while exposing the students to newer technologies. One grant funds Vernier Labquest data collectors and probes used for physical sciences, chemistry, and biological sciences. All of the probes connect through the Labquest to electronically record and save data on the Labquest and/or the computer itself. Students at all middle school levels have difficulty with these science process skills; Labquests would be one way to boost these skills through technology.A group of teachers at my campus recently gathered to create a list of student guidelines for the use of the iPad in the classroom. As a group, we wanted to guide students to appropriately use the tool for educational purposes, extending what they know to include new opportunities for learning. The group conversation first began with a long brainstorming list of "rules". I was able to create a Google Doc that allowed each member of the group to see, edit, and format the list until it became a student-friendly list of guidelines that can be posted in each classroom. My current school district has been able to establish the iPad TLC3 program through a partnership with Apple and Abilene Christian University. The entire program started with a conversation between two people, led to the development of a partnership, and grew into an initiative that will eventually place an Apple iPad or iPod touch in every student's hands. Electronic texts will become the norm and students will be exposed to a variety of formats of information including news sources, blogs, electronic books and yes, even YouTube and Twitter. Without this partnership and the financial support of all three, combined with the training resources provided for teachers and students, this program would not be possible in a lower-income community such as this. Districts from around the country are watching as they consider implementing similar programs of a lower magnitude. It is exciting to be a part!
D. Lead in the development and evaluation of district technology planning and implementation.
Artifacts: Technology Committee Plan Paper, Technology Plan Paper, TLC3 User Agreement, and TLC3 Student Orientation
During the winter of 2011 I looked at the lack of a Technology Plan or Technology Committee at my school and created a proposal for a Technology Committee and a Technology Plan. In each I examined the needs of the school staff and the desires of the principal, the other stakeholders such as parents and students, and created a proposal for the implementation of each. In forming a technology committee, I planned to include members of the staff, student body, parent association, and other community members. A representation of the different groups would add many viewpoints to developing a plan for the school to move forward. Together, we could choose priorities and begin to upgrade the use of technology in the classroom in both equipment and usage. In developing the technology plan, I suggested several examples of middle school plans that had relevance to my school's situation and the potential within our school to improve the use of technology. Although both the principal and I both have since moved away from Harper's Choice, I look forward to hearing how they move forward in the next wave of technology integration in Howard County and would be willing to share these resources with them.
As part of the district planning of the iPad distribution, I worked to proofread and comment on the initial draft of the TLC3 Student Agreement. In order for a student to receive an iPad, their parent must agree to these regulations and agree to pay the $40 deposit. A yearly user fee was discussed at length, and may be implemented at some time in the future. The district chose a deposit, refundable upon leaving the district and returning the iPad. Over 50% of students within the district are low income and the goal was to make the iPad available to everyone regardless of socio-economic status. Once parents had begun to agree to the terms of the policy, I explained those requirements to students in class through the district TLC3 Presentations. Students had many questions, some of which I could answer based on previous research, yet all students were acutely aware of the responsibility that possessing an iPad would carry.
Artifacts: Technology Committee Plan Paper, Technology Plan Paper, TLC3 User Agreement, and TLC3 Student Orientation
During the winter of 2011 I looked at the lack of a Technology Plan or Technology Committee at my school and created a proposal for a Technology Committee and a Technology Plan. In each I examined the needs of the school staff and the desires of the principal, the other stakeholders such as parents and students, and created a proposal for the implementation of each. In forming a technology committee, I planned to include members of the staff, student body, parent association, and other community members. A representation of the different groups would add many viewpoints to developing a plan for the school to move forward. Together, we could choose priorities and begin to upgrade the use of technology in the classroom in both equipment and usage. In developing the technology plan, I suggested several examples of middle school plans that had relevance to my school's situation and the potential within our school to improve the use of technology. Although both the principal and I both have since moved away from Harper's Choice, I look forward to hearing how they move forward in the next wave of technology integration in Howard County and would be willing to share these resources with them.
As part of the district planning of the iPad distribution, I worked to proofread and comment on the initial draft of the TLC3 Student Agreement. In order for a student to receive an iPad, their parent must agree to these regulations and agree to pay the $40 deposit. A yearly user fee was discussed at length, and may be implemented at some time in the future. The district chose a deposit, refundable upon leaving the district and returning the iPad. Over 50% of students within the district are low income and the goal was to make the iPad available to everyone regardless of socio-economic status. Once parents had begun to agree to the terms of the policy, I explained those requirements to students in class through the district TLC3 Presentations. Students had many questions, some of which I could answer based on previous research, yet all students were acutely aware of the responsibility that possessing an iPad would carry.
E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.
Artifacts: Internship Proposal and Internship Blog
My internship planning began nearly a year ago, when I first met with my principal in Maryland and designed a plan that would focus on working with the Harper's Choice staff on implementing the new grade book program with Aspen. A move halfway across the country, and a change in school and principal, evolved into a totally different plan for my internship. When I accepted the job at a school with a technology emphasis, I was excited to become a part of the staff. When that emphasis on technology turned into a 1:1 iPad implementation, I became ecstatic! My internship focus suddenly changed to the iPad technology and implementing that technology into the classroom. The research done in my program and the discussions of 1:1 programs suddenly came to life before my eyes! The desire to take all of the class discussions and turn them into a way to help my fellow staff members become familiar and utilize the iPad led to the creation of my Internship Proposal. My principal met with me formally several times and again informally as I was planning and adjusting my professional development sessions. Fortunately, the staff received my offers of assistance willingly and my internship has grown to include teaching teachers, as well as the occasional parent, on the many ways to use an iPad in the classroom with students.
During the busy months of implementing my internship, I kept an Internship Blog which allowed me to make notes of the positive and negative outcomes due to the technology changes or my internship sessions. This blog was an excellent way for me to keep track of the rapid changes that are taking place at school and the different activities that are now happening on a regular basis. Some highlights have been the ability to reflect on each professional development session, which apps were well received, and to document the process both the teachers and the students followed during the registration and distribution periods of the iPads. Students will keep these iPads until graduation, and so the foundation of school guidelines, district policies, and classroom management will stay with these students for the next 4-6 years, and hopefully beyond.
Students at my school with iPads are now able to use their iPads as whiteboards, participate in online discussions, create web organizers, and email their work to their teacher without asking how to do this. Teachers are now able to monitor student work on the iPad, grade online assignments, and restrict student access from inappropriate use with ease. Our campus has grown in its use of technology in just the last several months, and I expect that the sessions I began with this internship will continue well into the next year. The consultations with the Apple representative, conversations with the lead technology teacher informally during morning duty, and regular communications from the district Director of Technology regarding student use of the iPad will continue to lead to both teacher and student growth. I feel fortunate to be a part of an exciting project!
Artifacts: Internship Proposal and Internship Blog
My internship planning began nearly a year ago, when I first met with my principal in Maryland and designed a plan that would focus on working with the Harper's Choice staff on implementing the new grade book program with Aspen. A move halfway across the country, and a change in school and principal, evolved into a totally different plan for my internship. When I accepted the job at a school with a technology emphasis, I was excited to become a part of the staff. When that emphasis on technology turned into a 1:1 iPad implementation, I became ecstatic! My internship focus suddenly changed to the iPad technology and implementing that technology into the classroom. The research done in my program and the discussions of 1:1 programs suddenly came to life before my eyes! The desire to take all of the class discussions and turn them into a way to help my fellow staff members become familiar and utilize the iPad led to the creation of my Internship Proposal. My principal met with me formally several times and again informally as I was planning and adjusting my professional development sessions. Fortunately, the staff received my offers of assistance willingly and my internship has grown to include teaching teachers, as well as the occasional parent, on the many ways to use an iPad in the classroom with students.
During the busy months of implementing my internship, I kept an Internship Blog which allowed me to make notes of the positive and negative outcomes due to the technology changes or my internship sessions. This blog was an excellent way for me to keep track of the rapid changes that are taking place at school and the different activities that are now happening on a regular basis. Some highlights have been the ability to reflect on each professional development session, which apps were well received, and to document the process both the teachers and the students followed during the registration and distribution periods of the iPads. Students will keep these iPads until graduation, and so the foundation of school guidelines, district policies, and classroom management will stay with these students for the next 4-6 years, and hopefully beyond.
Students at my school with iPads are now able to use their iPads as whiteboards, participate in online discussions, create web organizers, and email their work to their teacher without asking how to do this. Teachers are now able to monitor student work on the iPad, grade online assignments, and restrict student access from inappropriate use with ease. Our campus has grown in its use of technology in just the last several months, and I expect that the sessions I began with this internship will continue well into the next year. The consultations with the Apple representative, conversations with the lead technology teacher informally during morning duty, and regular communications from the district Director of Technology regarding student use of the iPad will continue to lead to both teacher and student growth. I feel fortunate to be a part of an exciting project!