Saturday, December 18, 2010
Wednesday, December 8, 2010
Field Experience 7410 10 hours
Looking for Websites
TF-II C.
1 hour
The Computer teacher wanted to compile internet sources for the students to interact on during their Specials or at home. I spent an hour finding websites that are interactive with the skills that are being taught in the classroom. I went through some of the games and interactive lessons that were on each website. I found some websites that are useful for both students and teachers. The ones that made it to the school website are Cool Math, Math Playground, and Gamequarium. I did use one of the website that I found that had a lesson on how to subtract with regrouping. I shared it with one of the EIP teachers and assisted her on setting it up for her Math group. It helped with my ESOL group as well as her group to subtract while regrouping.
Teacher Website
TF-II A.
1 hour
The principal had planned on a professional learning on creating a teacher website. It was never rescheduled but the Media Specialist was trained so she can facilitate the training. I talked to her about the training and she trained me on the features. She gave me the criteria the websites must have. I told her I would train the 2nd Grade teachers. On November 18th during their planning, I went through the requirements to set up their website. I borrowed one of the teachers' computer that was hooked up to the Interwrite Board, so I can visually show them the steps. As the teachers were the steps, I walked around to make sure they understood the steps and answer the questions they had. Each of the teacher has different years of experience from 5 years to 20 years.
Troubleshooting
TF-I B.
30 minutes
One of the 2nd Grade teachers, who is new to our school, have trouble with accessing her technology equipment. She had questions about her power cord to her computer, the cord to connect to the Interwrite Board, and the Interwrite Board itself. I showed her that she must click on the board to make it active rather than clicking on the program on her computer. She had a problem with her printer. I went to her room to see what the problem was. The printers take a minute to start printing in the morning. I explained to her that after the printer print a few copies, that she will not have to wait if she prints again. Our printers are slow in the morning but once they warm up, it takes a second every time you want to print. For one her lessons, she was trying to use Easiteach for a math lesson. I demonstrated for her and her class how it work and the features we can use for the lesson. A few days later she was using it with ease. She is not the only one that has technology problems. One of the other 2nd Grade teachers had technical problem with her computer connecting to the Interwrite Board. I spent time to see what the problem was. My only suggestion was to restart her computer and try connecting again. She was able to connect to it after that.
Yearbook
TF-I B.
7 hours and 30 minutes
I am the lead for the yearbook committee. The teachers I'm working with are from Kindergarten, 2nd Grade, 3rd Grade, 5th Grade, Art, and three Kindergarten Paraprofessioanls. We had a 15 minute meeting, already posted, to show how to access the on-line yearbook and chose a cover. Instead of showing the teachers as a group the features to build their pages, I would teach them individually. I tried last year and I had to go back to teach them individually. I have been spending an hour with each teacher and paraprofessional. I help them with setting up the pages by choosing a background and template for the pictures. I also taught them how they can upload pictures to the site and how to input them on their pages. One of the teachers, Art Teacher, needed a refresher course on the yearbook website. She needed to refresh her memory on doing the layout for her pages which only took 15 minutes. The teachers need to upload any pictures taken for their grade level. Two of the Kindergarten Paraprofessionals got a grade level to work with so they are not left out. The other Paraprofessional is the photographer for certain events and needed to know how to upload photos to the website for the teachers to use.
TF-II C.
1 hour
The Computer teacher wanted to compile internet sources for the students to interact on during their Specials or at home. I spent an hour finding websites that are interactive with the skills that are being taught in the classroom. I went through some of the games and interactive lessons that were on each website. I found some websites that are useful for both students and teachers. The ones that made it to the school website are Cool Math, Math Playground, and Gamequarium. I did use one of the website that I found that had a lesson on how to subtract with regrouping. I shared it with one of the EIP teachers and assisted her on setting it up for her Math group. It helped with my ESOL group as well as her group to subtract while regrouping.
Teacher Website
TF-II A.
1 hour
The principal had planned on a professional learning on creating a teacher website. It was never rescheduled but the Media Specialist was trained so she can facilitate the training. I talked to her about the training and she trained me on the features. She gave me the criteria the websites must have. I told her I would train the 2nd Grade teachers. On November 18th during their planning, I went through the requirements to set up their website. I borrowed one of the teachers' computer that was hooked up to the Interwrite Board, so I can visually show them the steps. As the teachers were the steps, I walked around to make sure they understood the steps and answer the questions they had. Each of the teacher has different years of experience from 5 years to 20 years.
Troubleshooting
TF-I B.
30 minutes
One of the 2nd Grade teachers, who is new to our school, have trouble with accessing her technology equipment. She had questions about her power cord to her computer, the cord to connect to the Interwrite Board, and the Interwrite Board itself. I showed her that she must click on the board to make it active rather than clicking on the program on her computer. She had a problem with her printer. I went to her room to see what the problem was. The printers take a minute to start printing in the morning. I explained to her that after the printer print a few copies, that she will not have to wait if she prints again. Our printers are slow in the morning but once they warm up, it takes a second every time you want to print. For one her lessons, she was trying to use Easiteach for a math lesson. I demonstrated for her and her class how it work and the features we can use for the lesson. A few days later she was using it with ease. She is not the only one that has technology problems. One of the other 2nd Grade teachers had technical problem with her computer connecting to the Interwrite Board. I spent time to see what the problem was. My only suggestion was to restart her computer and try connecting again. She was able to connect to it after that.
Yearbook
TF-I B.
7 hours and 30 minutes
I am the lead for the yearbook committee. The teachers I'm working with are from Kindergarten, 2nd Grade, 3rd Grade, 5th Grade, Art, and three Kindergarten Paraprofessioanls. We had a 15 minute meeting, already posted, to show how to access the on-line yearbook and chose a cover. Instead of showing the teachers as a group the features to build their pages, I would teach them individually. I tried last year and I had to go back to teach them individually. I have been spending an hour with each teacher and paraprofessional. I help them with setting up the pages by choosing a background and template for the pictures. I also taught them how they can upload pictures to the site and how to input them on their pages. One of the teachers, Art Teacher, needed a refresher course on the yearbook website. She needed to refresh her memory on doing the layout for her pages which only took 15 minutes. The teachers need to upload any pictures taken for their grade level. Two of the Kindergarten Paraprofessionals got a grade level to work with so they are not left out. The other Paraprofessional is the photographer for certain events and needed to know how to upload photos to the website for the teachers to use.
Field Experiences 7400 10 hours
Technology Teacher for the Day for Kindergarten and 1st grade
TF-III A
1 hr 20 min.
I was given the opportunity to cover for the computer teacher in the computer lab for about four hours. Instead of having the students play games on the computers, I had them work in the paint program. Some of the Kindergarten students were able to find the program and open it up while I was assisting the students opening the program. For the 1st graders, I had them open the program up by following my directions and displaying the steps on the projector. Both the Kindergarten and 1st grade classes were able to play with the features to make creative pictures, colorful abstract pictures, and paint their names. I walked around and help the students to clear the pictures, make the paper bigger, and find the tools they are looking for. At the end of class I had the students stand by the computer and have the teacher walk around to look at their pictures. This was an opportunity for the students to expand their technology skills on creating a picture of their own on the paint program.
Technology Teacher for the Day 2nd Grade
TF-III D.
40 minutes
Since the 2nd grade class I had were working on friendly letters, I showed them step-by-step process on how to type a friendly letter in Microsoft word. I had my computer hooked up to the projector to show the steps while explaining it. I had them type a letter to their teacher about how they were happy to be in her class or explain how they will do better in class. They had to have a greeting, body, closing and signature. This helped to re-enforce all the components of a friendly letter in typed form. When the teacher decided to wrap up the lesson and display some of the letters, I asked if the students could type it up to see if they can remember how to type it up. The students are typing them for the academic gallery board.
Book Summaries
5th Grade
TF-III D.
8 hours
During there Specials, Ms. Moultrie's class started to work with Publisher and I gave them step-by-step on how to create a background and played with the size and style of the font for their book reviews. Three more 5th grade classes started the same process. Two of the fifth grade classes I had during the day that I was substituting for the computer teacher. The second class that wanted to do the book reviews were able to get further by adding their unique names and played with the font. Ms. Moultrie's class went further into the book review process. They worked on their reviews in Microsoft Word. I explained to the students individually what the different lines meaned that were underlining some of the words. I worked with the students individually during my planning time daily until November 9th to show them how to transfer their book review to Publisher. They watched as I turned their work into an PDF file and uploaded onto the internet. For this project that I took on, I was trying to enhance their way for writing a summary for the books they have read into a unique way to display their summary. I had them add an opinion to their summary to create interest. It was a challenge to encourage them to write but they and to assist them with little spare time I had, but it was worth the struggles to get their work published on the internet.
TF-III A
1 hr 20 min.
I was given the opportunity to cover for the computer teacher in the computer lab for about four hours. Instead of having the students play games on the computers, I had them work in the paint program. Some of the Kindergarten students were able to find the program and open it up while I was assisting the students opening the program. For the 1st graders, I had them open the program up by following my directions and displaying the steps on the projector. Both the Kindergarten and 1st grade classes were able to play with the features to make creative pictures, colorful abstract pictures, and paint their names. I walked around and help the students to clear the pictures, make the paper bigger, and find the tools they are looking for. At the end of class I had the students stand by the computer and have the teacher walk around to look at their pictures. This was an opportunity for the students to expand their technology skills on creating a picture of their own on the paint program.
Technology Teacher for the Day 2nd Grade
TF-III D.
40 minutes
Since the 2nd grade class I had were working on friendly letters, I showed them step-by-step process on how to type a friendly letter in Microsoft word. I had my computer hooked up to the projector to show the steps while explaining it. I had them type a letter to their teacher about how they were happy to be in her class or explain how they will do better in class. They had to have a greeting, body, closing and signature. This helped to re-enforce all the components of a friendly letter in typed form. When the teacher decided to wrap up the lesson and display some of the letters, I asked if the students could type it up to see if they can remember how to type it up. The students are typing them for the academic gallery board.
Book Summaries
5th Grade
TF-III D.
8 hours
During there Specials, Ms. Moultrie's class started to work with Publisher and I gave them step-by-step on how to create a background and played with the size and style of the font for their book reviews. Three more 5th grade classes started the same process. Two of the fifth grade classes I had during the day that I was substituting for the computer teacher. The second class that wanted to do the book reviews were able to get further by adding their unique names and played with the font. Ms. Moultrie's class went further into the book review process. They worked on their reviews in Microsoft Word. I explained to the students individually what the different lines meaned that were underlining some of the words. I worked with the students individually during my planning time daily until November 9th to show them how to transfer their book review to Publisher. They watched as I turned their work into an PDF file and uploaded onto the internet. For this project that I took on, I was trying to enhance their way for writing a summary for the books they have read into a unique way to display their summary. I had them add an opinion to their summary to create interest. It was a challenge to encourage them to write but they and to assist them with little spare time I had, but it was worth the struggles to get their work published on the internet.
Monday, December 6, 2010
Summary of the Semester
At the beginning of the semester, I was a little scared but excited. I surprised myself being able to handle teaching, coaching and going back to school. My secret was working on my assignments while waiting for the parents to pick up the students and staying up late. The beginning of my journey opened my eyes to the negatives and positives of my county. There is potential to grow and take the plan the county has and make the goals happen. The negatives are the direction the county wants to head toward and the leadership at my school. Support is minimum when the concentration is on small groups, rigor, and hands-on activities. Technology is on the back burner for the moment until the direction changes. I do feel the need to grow as a technology driven educator to improve how the students learn. I do plan to add in technology into my lesson plans and show the administration that I'm taking what I have learned and continued to learned seriously. I want to show that creating an engage learning assignment into a project the students would remember and have them to grow as learners. Since I am with ESOL students, I want them to explore the possibilities and relate to the content the teacher is trying to teach them as well as myself.
I have noticed a change in myself. I have less tolerance of lack of direction, lack of organization, and lack of strong leadership. I know my school needs a clear direction, and organizing the importance of the direction we need to succeed as a school. As for lack of leadership, I can only display my leadership as an upcoming leader with technology lessons. I am ready to expand our technology tools and show a new way for engage learning.
I have noticed a change in myself. I have less tolerance of lack of direction, lack of organization, and lack of strong leadership. I know my school needs a clear direction, and organizing the importance of the direction we need to succeed as a school. As for lack of leadership, I can only display my leadership as an upcoming leader with technology lessons. I am ready to expand our technology tools and show a new way for engage learning.
Tuesday, November 16, 2010
Funding, Grants, and Partnerships
Last school year, we were constantly asking students to pay for certain activities to help raise money for different functions. To me this is unfair since a lot of the families were effected by the economy or just trying to make ends meet. Some of the teachers were not branching out to our Partners in Education for donations or funding. It is important to use the different companies for the things we need to support the student for in school or after school activities. These companies are willing to give us something to show they are supporting education in many ways. This could help us to stop asking students and parents, also teachers, for money.
As I was looking for Grants and Partnerships, a lot of companies that I came across have programs that are doing more than donating supplies. They have Grants for schools with special needs to help with a variety of improvements. I can think of million ways we can improve my school from the inside and outside.
I know our school funding is being stretched out and we need to find ways to get more funds. I know we our there for the students and giving them opportunities to be social, athletic, or artistic. We need to prioritize more and do some research to expand our funds and Partners in Education. We are there to support student achievement.
As I was looking for Grants and Partnerships, a lot of companies that I came across have programs that are doing more than donating supplies. They have Grants for schools with special needs to help with a variety of improvements. I can think of million ways we can improve my school from the inside and outside.
I know our school funding is being stretched out and we need to find ways to get more funds. I know we our there for the students and giving them opportunities to be social, athletic, or artistic. We need to prioritize more and do some research to expand our funds and Partners in Education. We are there to support student achievement.
Tuesday, November 9, 2010
Found the Internet safety policy
I had to e-mail a few people from the Instructional Technology Department. I e-mailed one person again and they finally sent me the Interet Safety plan. The plan was from 2001 and hadn't updated it yet since our schools received more technology equipment. I e-mailed them back to see why our plan had not been updated and received a question about which part of the plan needed to be updated. It looks like I am going to at the plan thoroughly to see what it needs to reflect the technology we have now and show that we are presently reflecting safety of advance technology.
Monday, November 1, 2010
Internet Safety
Trying to help the teachers with internet safety isn't that big of a deal. In my school district, they keep us locked down real tight when it comes to working on-line. It is hard to get to certain websites because they block a lot of sites, especially the educational ones. We have to fill out a form to see if the county will allow us to go to educational websites. We still need to make sure that we are keeping the students safe while being on-line.
There are many people out there that will take advantage of kids through e-mail, blog and twitter. We can teach the students what to look for when it comes to being at home on-line. Staying away from those who they do not know, and only opening e-mail from the friends and family they know. They also need to only go to websites that are age appropriate. As educators, practicing internet safety in the classroom might help the students to use their knowledge from the classroom to their home. The only way they are going to learn is by guiding them through websites the teacher knows is safe. The district just needs to trust the teacher's judgement on site that are appropriate and useful for the students.
I have tried to look at the district internet safety for my county and the result is a link, but the link goes to a blank page that is not up and running. I have tried to e-mail the head hanchos about the link and I haven't heard anything yet. It looks like I might be e-mail the entire Instruction Technology Department to get the answer that I am looking for. I have tried to look at other district safety plans and one of them has a link that is connected to a website that is all about internet safety for students: netsmarz.org and netsmarzkids.org.
There are many people out there that will take advantage of kids through e-mail, blog and twitter. We can teach the students what to look for when it comes to being at home on-line. Staying away from those who they do not know, and only opening e-mail from the friends and family they know. They also need to only go to websites that are age appropriate. As educators, practicing internet safety in the classroom might help the students to use their knowledge from the classroom to their home. The only way they are going to learn is by guiding them through websites the teacher knows is safe. The district just needs to trust the teacher's judgement on site that are appropriate and useful for the students.
I have tried to look at the district internet safety for my county and the result is a link, but the link goes to a blank page that is not up and running. I have tried to e-mail the head hanchos about the link and I haven't heard anything yet. It looks like I might be e-mail the entire Instruction Technology Department to get the answer that I am looking for. I have tried to look at other district safety plans and one of them has a link that is connected to a website that is all about internet safety for students: netsmarz.org and netsmarzkids.org.
Tuesday, October 26, 2010
Field Experience
I am working on the Yearbook Committee again this year. Our yearbook is on-line. We looked at the different covers to choose one for our yearbook. I told them that I would work with them individually to help design their pages for the grade level. We only met for 15 minutes since this is my last week coaching for Cross Country. Yeah!!! I told them that we will get the yearbook done before January. They are very excited about getting involved.
Tuesday, October 19, 2010
Technology Plan
Reading all these technology plans is tiring when the plans are more than 100 pages long. I did find some good things about each plan that I have read. I have looked over the technology plan for my district as well as Cobb and Cherokee. With the plan from my district, it sounded like they just put together a plan and post it on the county website. I did ask a few teachers if they knew we had a district technology plan. No one knew we had a technology plan with the exception of the media specialist. I even asked one of the county technology instructor and he didn't know either but he was glad I informed him. With the other district plans, there were great differences. Cobb and Cherokee County has lots of results of data from what it looks like a variety of surveys. Cobb showed the percentage of technology being use by teachers and how often they are used. Cherokee showed the different software and websites they use. The only data we have is how much technology we have in the county. I wish we could show how it is being dispersed throughout the county by the number of teachers, administrators and other county personnel. Each plan did have goals as well as strategies, benchmarks, budget and projected dates. With the hopes of the district plan being renewed in 2012, hopefully they can add data from the technology usage the teachers are implementing in their classroom.
Comparing the technology plan with the state, was completely different. I was impressed by the results of Georgia's ranking with the usage of technology compared to other states. It is showing we are trying to move in a positive direction but we still have a ways to go to compare with the northern states as being well educated. Georgia's plan is showing that we are using other data gathered around the states to see if we can improve the way we use technology. Also they added questions that could help those reading it, to understand the direction that Georgia wants to go. One question that stands out is "Do we have sustained state funding sources to support the technology needs in our school?". This showed that there is funding there but we need more funding and are currently still searching for it to support technology in schools. This plan also showed the strengths and are weaknesses that we need to overcome to be successful.
The National Technology Plan was the longest or seemed like the longest. I'm glad it reviewed our past in education and how education is changing with the use of technology. We are trying to improve education in the U.S., but there are obstacles with budget, politics, and importance. Some minor obstacles on the education level is the income level, english lanuage learners, and students with disabilities. We are trying to make sure all students are being educated, but what the plan pointed out was the time limit to educate the students. Not all students can learn on the same level and in the same time frame. It proposed a more flexible classroom based on whole group, small group, hands-on activities, and drills for those who need extra skills and attention to master the standards. The technology that this incorporated into the classroom is being able to upload student data and utilizing it for to fine their strengths and weaknesses in a particular subject area. This plan does show some examples on using technology as an instructional tool and project tool for students to work with. I am glad that the plan had the potential of using cell phones in the classroom as a technology tool since majority of the high schools students have one. There is a lot of potential goals that we could meet with this plan as a nation if we get the states on the same technology level.
I am glad each plan has realistic goals and show where we need to step up through technology. They reflect data on which subgroups that have may technology access at home, how teachers are utilizing the technology in the classroom, and how we can communicate outside of school. I just wish my district could have more of a reflection of the state goals, and input more data on how we are utilizing technology. I am glad to see that the district is on the same page with having a flexible classroom grouping and hands-on activities of the National Technology Plan. I am also glad that the district wants the mastery of technology before the students reach 8th grade which coincides with the Georgia Technology Plan. My district needs to catch up a little more with the implementation of technology projects and have the technology reflect more on a timeframe to reach our goals.
Comparing the technology plan with the state, was completely different. I was impressed by the results of Georgia's ranking with the usage of technology compared to other states. It is showing we are trying to move in a positive direction but we still have a ways to go to compare with the northern states as being well educated. Georgia's plan is showing that we are using other data gathered around the states to see if we can improve the way we use technology. Also they added questions that could help those reading it, to understand the direction that Georgia wants to go. One question that stands out is "Do we have sustained state funding sources to support the technology needs in our school?". This showed that there is funding there but we need more funding and are currently still searching for it to support technology in schools. This plan also showed the strengths and are weaknesses that we need to overcome to be successful.
The National Technology Plan was the longest or seemed like the longest. I'm glad it reviewed our past in education and how education is changing with the use of technology. We are trying to improve education in the U.S., but there are obstacles with budget, politics, and importance. Some minor obstacles on the education level is the income level, english lanuage learners, and students with disabilities. We are trying to make sure all students are being educated, but what the plan pointed out was the time limit to educate the students. Not all students can learn on the same level and in the same time frame. It proposed a more flexible classroom based on whole group, small group, hands-on activities, and drills for those who need extra skills and attention to master the standards. The technology that this incorporated into the classroom is being able to upload student data and utilizing it for to fine their strengths and weaknesses in a particular subject area. This plan does show some examples on using technology as an instructional tool and project tool for students to work with. I am glad that the plan had the potential of using cell phones in the classroom as a technology tool since majority of the high schools students have one. There is a lot of potential goals that we could meet with this plan as a nation if we get the states on the same technology level.
I am glad each plan has realistic goals and show where we need to step up through technology. They reflect data on which subgroups that have may technology access at home, how teachers are utilizing the technology in the classroom, and how we can communicate outside of school. I just wish my district could have more of a reflection of the state goals, and input more data on how we are utilizing technology. I am glad to see that the district is on the same page with having a flexible classroom grouping and hands-on activities of the National Technology Plan. I am also glad that the district wants the mastery of technology before the students reach 8th grade which coincides with the Georgia Technology Plan. My district needs to catch up a little more with the implementation of technology projects and have the technology reflect more on a timeframe to reach our goals.
Wednesday, October 6, 2010
Found a helpful site for teachers
I was excited to find more interactive websites to gather for our school website. The one site I came across had a video on demonstrating how to subtract with regrouping. The second graders always have trouble with it. The video came from http://www.mathplayground.com/. I helped the EIP teacher set up the video from her computer so she can show her small group. I am hoping this helped the students understand how to subtract with regrouping. The site has more math videos for k-12. Check it out.
Chapter 5-10
Chapter 5-This chapter was relatable for me. My school has always been result driven. Just last school year we have failed one of our sub-groups and now we have to change to make sure we are assisting all of our sub-groups. When I think of change, I think of the book my school read "Who Moved My Cheese?" It actually is a good book if want to get motivation for any change in your life. Not too many teachers have made changes especially when it comes to technology. We never have many Staff Development on using technology during school hours or during our faculty meetings. I wish we could, so we can master using some of the software program and interwrite programs with our classes. Our principal is the one who is suppose to set up these Staff Development, but she does has so many other things to focus on to make sure our school stays on the right track through the directions of the School District. If we could have one person to set up the Staff Development for technology, this could help the teachers to allow themselves to be more comfortable with the technology tools we have.
Chapter 6-This chapter represents my fears on becoming a technology leader. Resisters and Saboteurs. I am afraid that someone at my school would be a saboteur. There are already some resisters and don't want to make any changes whether it comes from the county or the administration team. As a leader, I would have to make the changes subtle so it does not seem overwhelming for them. I may need to show them how to incorporate technology into their lesson plans so they can plan to set up the software or programs needed for the lesson. As for the saboteurs, I would have to make sure that they can express their concerns and make sure there is a Plan B.
Chapter 7-When it comes to evaluating technology, we need to step up. We need to look beyond the basic computer drills and have students use the computers as another resource to retrieve information about different subjects. We need to make sure that the schools are focusing on Categoris A and B in the NCREL learning and technology framework. Students need to become explorers with the help of teachers as their facilitator and guides to come up with engaging and authentic projects. This could help keep their interest and build their confidence to learn more technology base projects.
Chapter 8- Managing technology or leading technology can be confusing when you don't know which one to flip on. We can start by leading the technology programs in our school by coming up with the mission and vision, as well as the goal(s). Once we started leading the new ideas and programs, we need to manage the technology programs we started. This can be a challenge when we must maintain our path to reach our goal(s). We must stay up-to-date on the latest technology whether it is a program, software, or a useful website that allows students to interact with class sites or teacher sites.
Chapter 9-To make sure we are effective leaders, we must beware of our saboteurs and/ or resisters. We need to make sure we set up Staff Development for teachers when new techniques or software can benefit the students. We should be flexible when it comes to constant change especially through technology. Technology is constantly changing with new software and techniques for the classroom. We can support the teachers by getting them away from a full 15-20 minutes of daily computer drills and have the students use the computers as extended learning tools for web based projects.
Chapter 10- Our dream as educators is to be able to reach out to the students and show them the choices they have for the future. If we had wishes, we would reduce the drop out rate, close the gap for all sub-groups, help the ELLs to comprehend in English faster, and have students go to college. Technology could help to push our wishes into reality if we use it more for authentic projects instead of drills. This could help the students to become familiar with basic computer skills they will need for high school and college.
Chapter 6-This chapter represents my fears on becoming a technology leader. Resisters and Saboteurs. I am afraid that someone at my school would be a saboteur. There are already some resisters and don't want to make any changes whether it comes from the county or the administration team. As a leader, I would have to make the changes subtle so it does not seem overwhelming for them. I may need to show them how to incorporate technology into their lesson plans so they can plan to set up the software or programs needed for the lesson. As for the saboteurs, I would have to make sure that they can express their concerns and make sure there is a Plan B.
Chapter 7-When it comes to evaluating technology, we need to step up. We need to look beyond the basic computer drills and have students use the computers as another resource to retrieve information about different subjects. We need to make sure that the schools are focusing on Categoris A and B in the NCREL learning and technology framework. Students need to become explorers with the help of teachers as their facilitator and guides to come up with engaging and authentic projects. This could help keep their interest and build their confidence to learn more technology base projects.
Chapter 8- Managing technology or leading technology can be confusing when you don't know which one to flip on. We can start by leading the technology programs in our school by coming up with the mission and vision, as well as the goal(s). Once we started leading the new ideas and programs, we need to manage the technology programs we started. This can be a challenge when we must maintain our path to reach our goal(s). We must stay up-to-date on the latest technology whether it is a program, software, or a useful website that allows students to interact with class sites or teacher sites.
Chapter 9-To make sure we are effective leaders, we must beware of our saboteurs and/ or resisters. We need to make sure we set up Staff Development for teachers when new techniques or software can benefit the students. We should be flexible when it comes to constant change especially through technology. Technology is constantly changing with new software and techniques for the classroom. We can support the teachers by getting them away from a full 15-20 minutes of daily computer drills and have the students use the computers as extended learning tools for web based projects.
Chapter 10- Our dream as educators is to be able to reach out to the students and show them the choices they have for the future. If we had wishes, we would reduce the drop out rate, close the gap for all sub-groups, help the ELLs to comprehend in English faster, and have students go to college. Technology could help to push our wishes into reality if we use it more for authentic projects instead of drills. This could help the students to become familiar with basic computer skills they will need for high school and college.
Tuesday, September 21, 2010
Creighton Chapters 1-4
After reading the chapters, I remembered the principal telling us that we need to use the technology we have in the classroom. We were trained on the interwrite board as a crash course into technology last year. We had an option to get retrained recently, but it was during school hours for one hour. Many of the teachers were in class teaching. I don't know how it would benefit those who didn't attend, but it did put a few of us in a position to teach or review with those in their grade level. I am wondering if the teachers are going to be the technology leaders or followers. Is our technology going to succeed or fail in this way?
A principal is there at our schools to lead us in the upward direction to reach our yearly goal to meet or exceed AYP. Counties have spent a lot of money to put in technology in our classrooms to assist us and help challenge the students to help meet our goals. We are suppose to be train to make sure we know how to use it. When I walk into some of the classrooms, I see students on the computer playing educational games and reading drills. We have a computer lab, but the students are playing educational games and drills. With the use of the interwrite boards, the teachers do use it as a visual tool to teach their lessons. We are stuck in these techniques of technology. The principal says nothing as long as we use all the technology that was put into the classroom. We need to start thinking outside of the box and putting more effort into how we can use the technology we have in new ways. We also need a leader to ensure we are coming up with ways to teach the students how to use the computers to find answers instead of drills.
Being in a Title I county is a challenge when majority of our students don't have computers at home. Students get their technology experience at school. At my school, we have the highest ELL population for elementary schools. In the classrooms, half of the computes have updated software. In the ESOL Resource Center, none of the computers have been updated since we recieved them a few years ago. They are unable to run Rosetta Stone which is valuable to the ESOL program. The county can tell when we don't use the programs in the ESOL Resource Center. If we don't use it, we lose it. How can we get a newcomer to catch up with the english speakers when they can't get the technology assistance to help them learn english?
As long as my county doesn't try to find the next big reading series or math series, we can try to concentrate on technology training and updates. We need to encourage teachers to take a risk with their technology to find new ways to have all students understand how to do research on-line, using software to print out information for visual projects, or creating a visual project on-line. They need these skills to get the students to start using technology for themselves instead of games and drills. We also desperately need a technology mission statement to keep everyone focus on the goal which can coincide with our school goal to exceed AYP. I am excited about the process but also worried about having the support. I would like to produce our technology mission statement with the help of every faculty and staff so we can all focus on the same school goal/ goals.
A principal is there at our schools to lead us in the upward direction to reach our yearly goal to meet or exceed AYP. Counties have spent a lot of money to put in technology in our classrooms to assist us and help challenge the students to help meet our goals. We are suppose to be train to make sure we know how to use it. When I walk into some of the classrooms, I see students on the computer playing educational games and reading drills. We have a computer lab, but the students are playing educational games and drills. With the use of the interwrite boards, the teachers do use it as a visual tool to teach their lessons. We are stuck in these techniques of technology. The principal says nothing as long as we use all the technology that was put into the classroom. We need to start thinking outside of the box and putting more effort into how we can use the technology we have in new ways. We also need a leader to ensure we are coming up with ways to teach the students how to use the computers to find answers instead of drills.
Being in a Title I county is a challenge when majority of our students don't have computers at home. Students get their technology experience at school. At my school, we have the highest ELL population for elementary schools. In the classrooms, half of the computes have updated software. In the ESOL Resource Center, none of the computers have been updated since we recieved them a few years ago. They are unable to run Rosetta Stone which is valuable to the ESOL program. The county can tell when we don't use the programs in the ESOL Resource Center. If we don't use it, we lose it. How can we get a newcomer to catch up with the english speakers when they can't get the technology assistance to help them learn english?
As long as my county doesn't try to find the next big reading series or math series, we can try to concentrate on technology training and updates. We need to encourage teachers to take a risk with their technology to find new ways to have all students understand how to do research on-line, using software to print out information for visual projects, or creating a visual project on-line. They need these skills to get the students to start using technology for themselves instead of games and drills. We also desperately need a technology mission statement to keep everyone focus on the goal which can coincide with our school goal to exceed AYP. I am excited about the process but also worried about having the support. I would like to produce our technology mission statement with the help of every faculty and staff so we can all focus on the same school goal/ goals.
Wednesday, September 8, 2010
My first blog
This is my first blog ever.
After reading Chapter 1, I never knew they used computers in the classrooms in the late 70's. It amazes me that the computer industry is always trying to improve and incorporate educational programs in classrooms. With bringing in technology and incorporating into lessons, is a challenge for educators. Some teachers have trouble setting up for the lesson, the technology doesn't want to work, or they don't know how to use it. When I walk around the school between classes, I can see the teachers who uses the technology we have in each class and there are a few teachers who may not use it as often.
As we move into the technology education age, we still have to worry about teaching the standards until the state decides we need to teach more skills that are useful for the students. With the state breathing down our necks, we have to worry about other critics who believe that technology is useless in the classroom. When we have people do research, they only use standarized testing to see if the students are understanding the standards. I have yet to see the results of students learning from a lesson using technology. All we have are opinions instead of facts. The only ones that can see actual results are teachers, but should we put a price on learning.
Incorporating technology into schools is expensive. When my county was putting in wireless and interwrite boards, I thought they were a little crazy considering the economy was starting to shake or falling apart. We had to get trained on the new programs. Not everyone could understand the steps the first time because they were more hands-on. The head of the technology department went to different grade levels to have the teachers play with the boards so they could try to incorporate into the lessons. It did get the students attention. Some of the teachers found on-line educational games for the students to interact with. Our students love video games because that might all that they do at home.
This year, we are getting a refresher coarse on using the interwrite board. I am very excited because I'm going for the second grade team. I am hoping to lead them into refreshing their memories on the board or finding new sites they may use it. It gives me a chance to starting getting my feet wet into leading a meeting. I usually don't like to talk to a group of adults because some of them are too critical. I will let you know how it goes.
I did find an article on edutopia about leaving students leaving their footprint into the digital world. It talks about putting a portfolio on-line on social networking sites other than facebook. The teacher wants his students to become socially involve in the media to get ahead in the job market. Its a good read. www.edutopia.com/blog/using-social-media-for-interview-20.
After reading Chapter 1, I never knew they used computers in the classrooms in the late 70's. It amazes me that the computer industry is always trying to improve and incorporate educational programs in classrooms. With bringing in technology and incorporating into lessons, is a challenge for educators. Some teachers have trouble setting up for the lesson, the technology doesn't want to work, or they don't know how to use it. When I walk around the school between classes, I can see the teachers who uses the technology we have in each class and there are a few teachers who may not use it as often.
As we move into the technology education age, we still have to worry about teaching the standards until the state decides we need to teach more skills that are useful for the students. With the state breathing down our necks, we have to worry about other critics who believe that technology is useless in the classroom. When we have people do research, they only use standarized testing to see if the students are understanding the standards. I have yet to see the results of students learning from a lesson using technology. All we have are opinions instead of facts. The only ones that can see actual results are teachers, but should we put a price on learning.
Incorporating technology into schools is expensive. When my county was putting in wireless and interwrite boards, I thought they were a little crazy considering the economy was starting to shake or falling apart. We had to get trained on the new programs. Not everyone could understand the steps the first time because they were more hands-on. The head of the technology department went to different grade levels to have the teachers play with the boards so they could try to incorporate into the lessons. It did get the students attention. Some of the teachers found on-line educational games for the students to interact with. Our students love video games because that might all that they do at home.
This year, we are getting a refresher coarse on using the interwrite board. I am very excited because I'm going for the second grade team. I am hoping to lead them into refreshing their memories on the board or finding new sites they may use it. It gives me a chance to starting getting my feet wet into leading a meeting. I usually don't like to talk to a group of adults because some of them are too critical. I will let you know how it goes.
I did find an article on edutopia about leaving students leaving their footprint into the digital world. It talks about putting a portfolio on-line on social networking sites other than facebook. The teacher wants his students to become socially involve in the media to get ahead in the job market. Its a good read. www.edutopia.com/blog/using-social-media-for-interview-20.
Subscribe to:
Posts (Atom)