Technology Reflections

What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

When entering this course, I knew that I had a lot of needs in the area of technology usage. I use so many different programs for the job that I perform on campus, but I am “out of the loop” when it comes to creating assignments and assessments through the use of technology. I had envisioned a course where the first couple of weeks we would have visited the importance of technology, the research behind it, as well as safety measures. I was hoping that at least in one of the weeks, we would have been taught some of the software programs out there, the function they have, and utilized them in our course content. We did use a blog of which I created in one of the earlier courses. I would have liked to have seen more software used as well as discussed on how each one could be put into practice in the classroom. I want to become more proficient in the use of technology, and from the pre-assessment, there are significant areas in which I am lacking.

To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

I was able to really get a closer look at my current involvement through the use of technology when I took the pre-assessment. From the results, I have really been able to work with my co-teachers to utilize more of the pieces that I was missing in the classroom. In one of the science classrooms in which I co-teach, the general education teacher and I were able to use Vernier probes in order to track speed. That was definitely not something that we had used in the past, but it really gave students much more access to the curriculum with regard to measuring speed and velocity. Upon the completion of that unit test, the teacher and I compared the results with those of the students last year who did not get to use the probes. The scores this year were much higher, and we contribute it, at least in part, to the usage of the Vernier probes.

What outcomes did you not achieve? What prevented you from achieving them?

As stated earlier, the usage of some of the technology software that is on the market right now was one of the outcomes that I did not achieve in the course. I believe that my perception about what the course was going to entail prohibited me from achieving that goal. I was assuming that the class was going to be a bit different than it actually was. Admittedly, I was not excited about taking the course. The vision for the past three years has been on technology, and frankly, it is very difficult to put all of that into place especially when it comes to the other duties that teachers are assigned. However, from the course content, I was able to gain a better appreciation of the use of technology and how it could be used to help me compete some of the other tasks of which I am required. I gained perspective on using it for differentiation purposes, which is another driving force right now in our district. I believe that this class has prepared me for which it was designed-for the aspiring administrator.

Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

I was successful in completing the course assignments. I did have a death in the family during Week 2, but I was able to use the time to get caught up on what I needed to accomplish. I did have an issue with the grading of last week’s assignment. Throughout the entire course, we have been asked to cite in the use of APA. I can admit that I have not done my best to make sure that all of my citations were accurate. I can also attest that most of the assignments that were graded were not even carefully looked at with regard to APA. What bothered me about the grading last week, was why it was just now being really enforced. I think that if we are going to decided that APA needs to be used regularly, then it needs to be carried throughout the program and not picked up during course 8. Again, I did make a mistake and take full responsibility for not citing as I should have, but it is keeping me from a perfect score in the class in which I really work to attain.

What web 2.0 resources have you used? What instructional strategies would you recommend to teachers to implement Web 2.0 tools (blogs, wikis, Google Docs, Google Sites, Animoto) in the PK-12 classroom with students?

As mentioned previously, our campus as made it the vision for the past three years to implement more and more technology into the classroom. I had the privilege of sitting in on interviews the past couple of years, and one of the questions that is so frequently asked is about the usage of technology in the classroom. It is really a focus here on campus. In some of the classrooms in which I co-teach, I have used the following: Animoto, Wiki, Google Docs, Voicethread, blogs, Edmodo, as well as some of the software that we have for designing lessons and keeping up with data: KMAC and AWARE. Our campus uses Web 2.0 tools on a regular basis. We use Google Docs for surveys with regard to student input, Animoto for assessment pieces, Voicethread for things as simple as giving directions to gain student attention, and blogs to answer open ended, higher order thinking questions. Our campus utilizes Edmodo for blogging as it is similar to facebook but is secure. Each classroom teacher also has a teacher web as well as a Wiki in order to keep students and parents up to date with assignments, notes, videos of lessons as well as upcoming tests and quizzes. Our campus really tries to steer clear of only using the Web 2.0 tools for the assessment piece of instruction.

What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

The pre-course evaluation really honed in on the skills of which I was lacking. Overall, I am comfortable with the software as well as the hardware of the systems in place. As a co-teacher, I simply never use them for my own instruction. I go into others’ classrooms and teach from their lessons. I do not even see the same teachers all day. I am in 4 different classrooms with 4 different teachers throughout the day. Even if I wanted to plan with them, I could not make all of the planning times. I did learn that as an administrator, it is my responsibility to ensure that I am practicing the Web 2.0 tools, especially if I am expecting my staff to do the same. I have always lived by the rule that if I expect it of others, then I must be willing to do it myself. The same applies to the use of technology. If I am expecting my staff to use it for whatever purpose they see fit, then I should be utilizing it as well. My attitude as definitely changed throughout the course. I have been more willing to step up in the general education classroom and try different technologies that we would not have normally used, like the Vernier probes.

How many hours have you completed on your Action Research Project? What have you accomplished with this project? What tasks do you need to do to complete the project?

I have completed over 45 hours with the project. I have pre-assessed for learning each six weeks, created and distributed graphic organizers for student use, collected work samples and test scores to analyze for learning through the use of the organizer and without its use, as well as taught students beginning this six weeks how to create their own organizers for STAAR. I still need to compete intervention planning as well as take the final data before we hit the science STAAR in March. Following that test, I will have to wait until what the state is saying will be January in order to analyze the data from the past two years with regard to STAAR scores to see if any improvement was made. Upon the completion of the data analysis, I can then make changes to the plan for continued implementation as well as modify the plan for other areas that need assistance. I had planned on bringing it into other content areas if there was success found in science.

Web Conference from February 11, 2012

This was the first web conference for the technology class that I had attended. It became quite informative as we began discussing some of the technological aspects required of the program in which most students seemed to be unclear. I walked away with a better understanding of what was expected of me with regard to TK20. Most of the discussions centered around the technology requirements rather than the course content. We all got a better picture of the ILD, PDAS, TK20, and timelines that we are required to meet in order to make graduation requirements. I think that most of us are sitting very close to graduation, so we are all trying to get our ducks n a row, so to speak. I think what I am still unclear on is the artifacts that need to be filed in TK20. Do I need an artifact for each internship activity that I complete, or will the summary logs suffice? If I need an artifact for each, then I will have to go back and complete one for the 105 hours that I have already completed...

Technology Action Research Plan and Evaluation Template

Timeline	Task to be Completed	Resources/Tools	Persons Responsible for Implementing/Reporting
1st Week of School	Technology training to begin; teachers will sign up for times to attend training with their grade level teams for 6 software tools (teachers will only choose six tools; more than 6 software tool trainings will be provided);  training will be held weekly during the conference periods as well as after school for 30 minute sessions	Sign in sheets as well as technology specialists being used in the classroom; computer labs will be used for teaching of the tools.	Curriculum and Instruction Principal will oversee the implementation; technology specialists will be called in by the campus principal from the district level; both the technology specialists and campus principal will choose tools relative to the district improvement plan.
End of the 1st 6 Weeks	Each teacher will have had training in the six software tools being introduced that school year	Sign in sheets as well as technology specialists being used in the classroom; teachers will complete surveys indicating their level of comfort with each of the tools as well as their projected use of each tool in the classroom	Curriculum and Instruction Principal will oversee the trainings that the technology specialists provide; teachers will be responsible for attending and signing in.
End of the 2nd Six Weeks	Teachers will implement 1 tool from their toolbox as an assessment piece	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 3rd Six Weeks	Teachers will implement 1 tool while students are learning the content and 1 different tool for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 4th Six Weeks	Teachers will implement 2  tools while students are learning the content and 1 different tool for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 5th Six Weeks	Teachers will implement 2 tools while students are learning the content and 2 different tools for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
Middle of the 6th Six Weeks	Debriefing	AYP/AEIS Data/STAAR Scores as well as indicators teachers used in the STaR Chart rating scales; the use of Project Tomorrow to build upon the use of technology from the 2012-2013 school year.	The curriculum and instruction principal with the help of the instructional coaches will develop a presentation showing the use of technology and the resulting campus indicators for the school year as well as set goals for the following school year.

When looking at the information gathered from week 3, I can see some areas in which professional development planning needs to take place in order to implement technology efficiently and effectively in the classroom. As modeled in the chart below, the professional development plan outlined will take planning on the part of the leadership on campus first. However, I think there needs to be some precursors to the plan below. First, I think teachers need to have some professional development opportunities that discuss how technology can be utilized throughout the curriculum and not simply for the assessment piece. I can envision learning the technology while at the same time learning the appropriate uses of the software and how it can be integrated on a daily basis in the classroom. When looking at data collection pieces that render technology usage, the AYP, SSI, and AEIS data seem like the first logical choice. Once that data is desegregated, a campus can see where technology needs to be implemented at the forefront. For example, looking at the campus data from last school year, the special education population had a difficult time with the math and science TAKS tests. If a campus was to develop a training regimen centered around increasing student achievement, then technology integration would provide the hands on approach that population needs in order to be successful.

If we as a campus are going to create professional learning activities for teachers on campus, then surveys need to be completed in order to see what would be beneficial in helping us meet the provisions of the campus improvement plan. I would have the instructional coaches for each core area create a survey that seeks to find out the technology use that is currently occurring, the software pieces that are used in order to gain information from students, and how often it is used. I would also like to find out how the use of technology is determined for use – is it for assessment only, through the learning of curriculum, or a combination. I would also like to see a committee set up to research other stakeholders’ thoughts about technology use in the classroom. Project Tomorrow would be a great place to start. Conducting student interviews as well as getting ideas from the PTA as well as community business leaders may lend itself into a direction in which a campus needs to move.

As stated earlier, professional development needs to take place before technology training can begin. The campus needs to create a presentation focusing on how to use technology in the classroom. I can envision the use of staff development days where the instructional coaches along with the curriculum and instruction principal lead whole group instruction into the specific technologies and how and when they should be utilized. The afternoon session of the training can include breaking up into core teams to discuss the next six weeks and where and how technology can be utilized to enhance the curriculum. Each six weeks needs to be able to lend itself to this model. Teachers need time to sit down and really look at the data to see where students are struggling. They also need to look at the subpopulations to incorporate that hands on learning that they so desperately need. With that being said, professional development needs to occur on a recurring basis with time to debrief at the conclusion of the school year.

Timeline	Task to be Completed	Resources/Tools	Persons Responsible for Implementing/Reporting
1st Week of School	Technology training to begin; teachers will sign up for times to attend training with their grade level teams for 6 software tools (teachers will only choose six tools; more than 6 software tool trainings will be provided);  training will be held weekly during the conference periods as well as after school for 30 minute sessions	Sign in sheets as well as technology specialists being used in the classroom; computer labs will be used for teaching of the tools.	Curriculum and Instruction Principal will oversee the implementation; technology specialists will be called in by the campus principal from the district level; both the technology specialists and campus principal will choose tools relative to the district improvement plan.
End of the 1st 6 Weeks	Each teacher will have had training in the six software tools being introduced that school year	Sign in sheets as well as technology specialists being used in the classroom; teachers will complete surveys indicating their level of comfort with each of the tools as well as their projected use of each tool in the classroom	Curriculum and Instruction Principal will oversee the trainings that the technology specialists provide; teachers will be responsible for attending and signing in.
End of the 2nd Six Weeks	Teachers will implement 1 tool from their toolbox as an assessment piece	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 3rd Six Weeks	Teachers will implement 1 tool while students are learning the content and 1 different tool for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 4th Six Weeks	Teachers will implement 2  tools while students are learning the content and 1 different tool for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 5th Six Weeks	Teachers will implement 2 tools while students are learning the content and 2 different tools for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
Middle of the 6th Six Weeks	Debriefing	AYP/AEIS Data/STAAR Scores as well as indicators teachers used in the STaR Chart rating scales; the use of Project Tomorrow to build upon the use of technology from the 2012-2013 school year.	The curriculum and instruction principal with the help of the instructional coaches will develop a presentation showing the use of technology and the resulting campus indicators for the school year as well as set goals for the following school year.