11-3 QR Code Posters

Click here for my QR Code Posters.

11-2 Digital Tools Wiki

Click here to see my Digital Tools Wiki.

11-1 Reflection

Teachers must reflect on our teaching practices because we constantly need to find ways to connect with our students.  Integrating technology exemplifies means through which we can connect with our students.  Reflection, observations, and surveys, provide us with data needed to improve our teaching.  We don’t teach in a bubble and shouldn’t expect that everything we do works perfectly the first time; we must model for our students that reflection offers us the opportunity to improve.  For example, currently in social studies, my students are working on a menu of items from which they choose activities to earn points toward their final grade.  This menu consists of activities that incorporate Gardner’s Multiple Intelligences.  One year after we completed the unit, I asked kids how they felt about the opportunity to choose how they wanted to learn.  Overall, they loved the options but proposed the point distribution was a little unfair.  Some of them felt they spent much more time on certain options and didn’t receive what they felt were accurate points compared to activities that required much less of a time commitment.  We evaluated their feedback and the next year balanced out the point distribution.  

For one of my classes as SNHU, I read if a person from 100 years ago walked into a school today, s/he wouldn’t see that much has changed.  I beg to differ, the physical structure may look the same, but within our school very little looks like it did even when I was in school.  The library immediately draws your attention as it provides a physical learning space with the digital availability of ebooks, audiobooks, computers for research, and QR codes for additional information.  

Within our classrooms kids have 1:1 laptops for learning, communicating, practicing, and reading.  Teachers have document cameras, digital cameras, iPads, and laptops.  We use technology to communicate with our students, parents, and the community.  We update our webpages with links, resources, student work, and current events.  In our team meetings we discuss students, student work, and common core.  In our content area meetings we plan, reflect, research, and align what we do to standards.  Our administrators model technology use as they walk through our classrooms for observations.  They create presentations for staff meetings using the same programs teachers use in the classroom.  Our technology integrators teach summer courses based on the ISTE standards and continuously share links they find that connect to grade level curriculums.  Clearly, every aspect of our day revolves around refection and current practices all while focusing on what’s best for today’s kids.

10-2 Sharing NETS Portfolio

Using AR-media (augmented reality media)

I must admit, I bit off way more than I could chew with this project.  I thought it would be a great idea for teachers and administrators to complete a survey written in user-friendly language, and then get a print out of how the lesson or artifact aligns with the NETS.  I ended up with a survey that is more time consuming than I'd like.  I compromised with myself that if our administrators gave us time (10-15 minutes) at the beginning of each of our Monday meetings, teachers would become more familiar with the language and be able to run through a lesson while completing the survey.  I also need to figure out how to turn the report/print-out into a template so that each entry into the results page creates a new print-out.  Like I said, more than I could chew.  I know this is our Critical Task, but I guess it will have to be a work in progress...oh well.

Here is the link to my wiki.  I added it to the wiki I created for EDU 640 -they're all tools and resources, right?

10-1 Measuring NETS Competencies

I think a perfect way to know if teachers meet these competencies is to incorporate the standards into our digital professional portfolio.  This year, we had to evaluate ourselves using Kim Marshall’s Teacher Evaluation Rubric and then choose our goals based on our self-evaluation.  This would be a great place to include the ISTE-T (I don’t think any of the teachers in my building have even heard of them) and have teachers also choose a technology goal.  All our students in grades 2-12 are 1:1 so it is imperative that we integrate technology into our curriculums.  Using the NET-T and the NET-S would be a perfect format.  Afterwards teachers should reflect on their technology goal once a month.  I also think that the administrators should use the NETS-T as a basis for their observation and reflection when they complete their mini-observations; one administrator completes a mini-observation each month for each teacher.  For our professional portfolios, we also have to request student feedback.  As part of that survey, teachers should include questions based on the NETS-T.  Who better to ask if we're meeting these standards?  

In regards to measuring how administrators meet the competencies as found in the NETS-A, I think they should elicit feedback from their staff.  I also think that administrators should self-reflect on a monthly basis so as keep these standards in the forefront of their minds.  

Below is a write-up provided by my administrator from this past week.  It would be a perfect place to make a connection to the NETS-T, especially since the “list of options” include many digital choices.  Click here for this menu of options.

12.3.13-Social Studies

posted Dec 4, 2013, 5:25 PM by JA   [ updated Dec 4, 2013, 5:26 PM ]

The students were focused on you, pausing to take notes as you talked through the information regarding prominent figures of the Gilded Age.  You provided them with descriptions of Frank Baum, JP Morgan, Andrew Carnegie and Rockefeller. The students added pieces of character trait information to the discussion.

I liked how you facilitated a conversation about the word epitaph, explaining that it’s a way to sum up a person’s life. You asked the students if they wanted to try to write an epitaph for one of the people being discussed. The kids came up with, “I like money”, “Oil, oil, oil”, and “The true wizard of Oz”.

The students were able to clearly explain the assignment, and their task to me. They told me that they had a list of options for work that they could complete to earn points as they learned about this era in history. They shared some of their work with me, and told me about plans to create a review game.

The students flipped to the back of their sheets when you asked them to, and quickly understood the valuable review tool you had created for them. They were engaged with the builders/dreamers format, and began to talk with their tablemates about the problem the dreamers were trying to solve by building the specific items outlined on the page.

Of special note during this observation was the engagement of every single student in the room. The students emanated a seriousness of purpose, while clearly enjoying the independence that this work allows.”

9-2 Sample Virtual Courses

As I stated in my 9-1 discussion post, I think the virtual schools could mesh well, but should not replace brick and mortar schools.  That being said, our high school is part of the VHS program and “students who are interested in taking a class that [is] not currently offer[ed],” (Hall, 2013) can participate online.  I didn’t realize until now that VHS also offers middle school courses.  The only classes our students have accessed, that we don’t offer at the middle school level, is high school math and Spanish.  In those situations, our kids go up to the high school, which is conveniently on the same street.  

I looked at three, To Kill a Mockingbird (TKAM), Physics (Honors), and World War II Through the Eyes of Dr. Seuss.  Both and the Dr. Seuss History course look awesome - in fact, if I may have to contact them about the lessons because I’d love to use Dr. Seuss’ books to connect my kids to history.  Both these course’s syllabuses offered activities (journal entries, research, discussions, and internet explorations) that I’d expect to see in a traditional classroom.  The Physics class, however, just had a list of topics, similar to a textbook’s Table of Contents, so I don’t know how a virtual program facilitates a hands-on based curriculum.  For both the Dr. Seuss and TKAM courses, the students were responsible for acquiring, either purchasing or borrowing, the required texts. 

I did look at a few of the other science courses to investigate the lab/investigation component.  In several the shipped media kit was a textbook; in one the required text was available online.  In regards to the labs, I found a required purchase of a Virtual Lab CD.  I could run a bunch of my labs online, in fact, some of the simulations we’ve found are awesome because kids can push the limits they couldn’t with real materials, however, kids do have a genuine curiosity that only a hands-on lab can encourage.  Also, there is a component of the lab group, the dynamics, collaboration, and problem solving that an online discussion board does not provide.  

Reference

Hall, T. (2013). Welcome Back 2013-14 - YHS. [online] Retrieved from: http://yhs.yarmouthschools.org/Principals-Office/welcomeback2013-14 [Accessed: 23 Nov 2013].

9-1 Educational Value of Virtual Schools

Found on Middlebury Interactive Languages Website

Virtual Schools mesh well with brick and mortar schools but should not become a replacement model. Students who desire flexible scheduling due to outside commitments (gymnastics, horseback riding, skiing) deserve an educational format that recognizes their chosen athletic achievements.  These specific examples either can not occur during the evening or require excessive hours of training so a student's education must adhere to their needs in order to facilitate them becoming well-rounded, educated, successful individuals.  By attending a virtual school, students follow a curriculum, participate in labs and activities, and collaborate with other students. Their school “day” looks different than the traditional model, because it occurs at different hours, but they acquire an equivalent education while still participating in their preferred daytime activity.

While virtual schools do not feature a constant face to face learning experience, some have incorporated a hybrid style that allows students to meet in a facility in order to work on labs, collaborate with their peers, or discuss material with a teacher. An adult or learning coach in the home is also an important function in the virtual experience, however, the “learning coach time typically decreases to about 2 hours per day as [the] child becomes more independent,” (K12, 2013).  Finally, “students who are interested in taking a class that [is] not currently offer[ed] at,” (Hall, 2013) their public school can successfully follow their interests and passions outside of the brick and mortar schoolhouse.

I believe that at certain ages, kids need physical teachers or adults (learning coaches) to educate them. I think that if students miss out on these experiences, they risk losing out on a social component necessary to survive in our society. Schools lay the foundation for the skills and habits that people need in order to socialize with peers as well as colleagues when they get older.  An "employer survey, this one by staffing company Adecco... says ... “44% of respondents cited soft skills, such as communication, critical thinking, creativity and collaboration, as the area with the biggest gap,” (White, 2013, ¶4).  Teachers don’t just teach kids content, we model “honor, respect, integrity, [and] ethics,” (Gollnick, 2013, p. 130).  While virtual schools offer some wonderful opportunities for many kids, it is not a panacea for our current education system.

References

Gollnick, D. and Chinn, P. (2013). Multicultural education in a pluralistic society. New Jersey:Pearson Education

Hall, T. (2013). Welcome Back 2013-14 - YHS. [online] Retrieved from: http://yhs.yarmouthschools.org/Principals-Office/welcomeback2013-14 [Accessed: 23 Nov 2013]. 

K12. (2013). Online Public Schools. [online] Retrieved from: http://www.k12.com/schools-programs/online-public-schools.

White, M. (2013). The Real Reason New College Grads Can’t Get Hired | TIME.com. [online] Retrieved from: http://business.time.com/2013/11/10/the-real-reason-new-college-grads-cant-get-hired/ [Accessed: 23 Nov 2013].

8-3 Library Debate

 (There is sound and viewed best in full screen so you can read the text at the end.)

7-1 Debriefing Technology Usage Statistics

Here is a link to all the data I collected; I created a survey for this assignment.  I initially sent it to family and friends and asked them to send it onto anyone they thought might answer it.  I also sent it to my homeroom students and one of my science classes so I could get some Generation @ responses.  I must admit, I have no idea what to do with this data, which is exactly how I feel about all the test data we collect at school.

I did average all the responses and came up with this graph...

I found this interesting because I assumed that the older generations would have more average calls per week, but found that all generations call and receive about the same amount from friends per week.
I also assumed that the younger generations would have more devices, I'm wondering if my students didn't understand the question and that I should have provided examples.
I also put this data into TimeToast, but don't really see it as helpful as I had hoped.  I think the overall data presents a clearer picture, but I couldn't figure out how to get it into a timeline.  After working with all this data, I remember why I didn't do that well in statistics, although at least this data is relevant, I just have no idea what to do with it.

I surveyed 116 people:

The generation labels stirred some conversation.  My Aunt was upset to be labeled the Silent Generation, as she was pretty involved in politics and knew others from her generation who stirred the pot as well.  I also heard from some people who thought they fell in the Me Generation, which they thought fell between the Baby Boomers and Generation X.  I also thought it was quite funny that several of my students didn't understand the question, I guess I should discuss that in social studies...

I also wish I could have created more pie charts with all the data and then separated by generation.  Once I started looking at the charts, I realized I should have had people choose ranges instead of inputting their own numbers.  In order to organize all the data, I had to use formulas, which was fun.  I then put all these results into the first sheet.  Unfortunately, I don't know where to go from here.

  

Not surprising in this day and age, a majority of the people surveyed find their news from the internet while almost half use a mixture of both seeking it out and having it come to them.

One outlier was in the Generation @ under emails received, over 1000.  It seems that more of that generation text, so I'm curious as to whether or not this number is accurate.  Also, there was a Baby Boomer who receives between 500-1000 emails per week and one who receives over 1000.  My guess, with the population I surveyed that those are either administrators or technology integrators.

One of the most surprising graphs, relates to the number of devices each generation uses on a daily basis.  I expected the younger generations to have more, but when I compared them all, I was startled by the number of Baby Boomers who have multiple devices.  I guess I expected one or two (computer and phone) but my data proved otherwise.

6-1 Technology Configurations

Click here for my matrix.  I rearranged it a little to show how each activity could be adapted depending on the classroom configuration, instead of looking at the potential problems.  I hope this meets the criteria.  I felt like it was a more optimistic approach instead of looking at the drawbacks of each.
P.S.  I misinterpreted BYOD to be a district or school's choice and not whatever the student could bring. In my interpretation, the school, or at least the classroom, would all have the same devices.  In the case where kids may have different platforms, the teacher would have to allow for any program that could satisfy the requirement while letting some kids pair up if necessary.

By the way, I ran across this image recently and thought it aligned with this class very well...

http://www.phoenix.edu/forward/perspectives/2013/01/the-evolution-of-technology-in-the-classroom.html

Scratch in Science

Tried Scratch on Friday with my kids...some have had an introduction in STEAM, others had never seen it before.

Here are a few examples of what they did:

5-1 Debriefing & 5-2 Organizing Data

I used Google Spreadsheet and Forms.  I tried Zoho, but since I've never done anything like this before, I felt like I needed to start from scratch.  I didn't understand what I wanted the final product to look like, so Zoho was too advanced for my neophyte level.  It took me several hours to get the spreadsheet to look the way I wanted it, and then I imported data from one sheet to another.  My team teacher and I have been dabbling in this, so that basic premise was the smallest of my hurdles.  Once I had the form created, and that data imported into the collection sheet, I set up conditional formatting for the incorrect answers to stand out.  Finally, I had to call my brother, the software consultant, to explain how the "if" statements work.  I wanted the one sheet to import the names of students who missed each standard into a list on another - he helped me with this.  I must admit, it felt great when he was rattling off symbols and phrases that I understood.  Who knew we actually can speak the same language (he's five year my junior)?

Live form for teachers to fill in data:
https://docs.google.com/a/yarmouthschools.org/forms/d/18tp9KDnPtoCzqRj8nYVh0PDgrTpLdbxxqwBOalR7ODg/viewform

Student Data:

https://docs.google.com/spreadsheet/ccc?key=0As-OQpU74y-pdGdsYnFlU2psdEJZckcwcUpldjdfLXc&usp=sharing

The Student Data spreadsheet is broken down into several sheets.  The standards from the assignment are on one, so additional standards can be added if necessary.  DataCollection contains the answers from the form the teachers complete based on their students' responses.  Incorrect answers are color coded so they stand out.  The form remains live so teachers can input additional student data.  Finally, the Student to Standard Missed sheet contains a list of each standard as well as the students who missed it.  Each sheet is formatted for up to 50 students.

As you can see from the data, M:01:NO:6.4 (S) seems to be answered incorrectly most often.  I also noticed that Zorian and Zamsung missed quite a few of the questions and would probably benefit from additional support.  I'd strongly suggest daily review skills; there are some great programs available for practice on basic skills.

Now that the spreadsheet is set up, I could use this for any standards and for any content.  I'd love to include a list of websites that would accompany each standard as well.  I'd like to think our Lead Math teacher has resources for each standard categorized somewhere, but since these standards are for NH, I didn't bother asking her.  The whole process was much more interesting than I expected.  From a teacher's perspective, I despise data collection.  My students are kids, not numbers.  I know that the numbers collected will help me determine their skills and abilities, but to get the numbers we rely on so much testing.  My poor kids are tested out after the first month of school!  I just wish the whole process didn't require them to test three hours a day for four straight days.  I wish there was a more practical, less intrusive way to collect the data.  I'm get off my soapbox now.

My team teacher and I have used spreadsheets with one of our social studies units quite extensively.  During the unit, students pick and choose from a list of assignments in order to earn points toward their final grade.  The grading used to be a nightmare; everyone turns assignments in at different times, the score sheet were in individual folders, and the criteria for each assignment on a separate sheet.  In the end I had to record scores in multiple places.  

To alleviate a lot of the paper work, we created a spreadsheet with a list our kids, the list of assignments, the criteria, and the possible points per assignment.  Then, we created a spreadsheet for each kid that imports the data from their line on the master spreadsheet.  Consequently, each time I grade something, my kids immediately see their score.

Student View

It also facilitates an emphasize on submitting work prior to the deadline, so they can revisit an assignment if they want more points.  Another benefit is that I'm not inundated with 5-10 assignments for 20-24 kids at the end of the unit.  It also reinforces the idea that completing a variety of assignments increases their overall understanding of the material and ultimately more helpful on the final assessment.
Click here for the "menu" of options from which the kids can choose for our Gilded Age unit.
Click here to see my grading spreadsheet.

4-2 Teacher Training

Click "Open in Blendspace"

4-1 Building Relationships

First and foremost, in order to build a relationship with a colleague, you must have trust.  An integrator or strategist must be approachable, open, creative, calm, and patient.  If a teacher doesn't sense these qualities, s/he won't access you and, "we will have wasted every dollar we have spent on classroom technology," (Smith, 2000) if a classroom teacher refuses to use it.  

The other day our TI introduced our new Digital Professional Portfolio at a staff meeting.  As he literally flew through the directions, I immediately sensed the tension in the room rising and the levels of anxiety on the verge of disaster.  I immediately started wandering my way through the room and answering any questions I could.  I pointed some people in the right direction, guided others through individual steps, and sat even had to sit down with others one as he laboriously struggled through each phase of the process.  Interestingly, when the meeting concluded, many of my colleagues thanked me for the help and support.  In addition, as soon as these same people had trouble, they came to me with their questions.  

The strategies I noticed that did not work that day, when the TI jumped into the process, he hadn't typed up any directions for those people who need to go at their own pace; he didn’t show a few steps and wait for people to repeat them, he cruised right through from beginning to end and then showed his frustration when people had questions; and finally, he spoke so fast, people couldn’t watch what he was doing and then reproduce the same action before he had already gone onto the next step.  

Most of the time, I let my actions speak for themselves.  I observe other teachers in our faculty groups or in our learning area meetings, and then share resources with them whenever I find something they could use, whether a website, a program, or an article.  Whenever I'm in a small group that needs to present our work, I offer to pull it all together to show others how engaging and helpful technology can be.  In the past, I’ve shown teams of teachers, what I consider basics, but others see as revolutionary; for example:  how I organize my email into folders, how I save parent emails by labels, and how I create groups in email so I can contact my students quickly.  The purpose is to show everyone that the use of technology is meant to be helpful, inspiring, interactive, and rewarding - it shouldn't be an additional component, but rather a tool that weaves itself into our other required tasks.  Finally, I watch people to see how they use technology and offer suggestions when I see them going about processes in a round about fashion, or provide guidance as to how technology may benefit their current plan - actions I wouldn’t think of doing if I hadn’t established a prior rapport.

Smith, M. (2000). Strategies That Work: One school technology leader’s winning strategies for staff development in technology integration. [online] Retrieved from:  http://www.scholastic.com/browse/article.jsp?id=60 [Accessed: 17 Oct 2013].

3-1 Collaboration Scenarios

Scenario One: Upon walking into the classroom of a new eighth grade English language arts (ELA) teacher, the teacher informs you that she will be teaching a lesson on fate versus free will the following week. She plans on using excerpts from Oedipus Rex and Dante’s Inferno. She has not put the lesson plan together yet but intends to have the students present examples from the readings to support their case through a persuasive essay.

I have no idea what these books are about, but would suggest several sites to help kids plan out their essays:

• https://bubbl.us/ - Allows kids to map out their ideas, add support, and see a visual of their arguments. 
• Thinglink - Allows users to create interactive images to reinforce content using links, music, video, or voice. Students are able to find pictures to summarize content, use text/links to reinforce learning. Might be a building block to a persuasive essay because it allows kids to personalize the situation by making connections visually. 
• iMovie - Students could create a "movie trailer" as a hook for their essay. A great way to make their ideas concise and add music and/or pictures for effect. Again, all scaffolding for their written essays.

Scenario Two: A high school science teacher is presenting a unit on astronomy, specifically on how Polaris is no longer the central point of the northern sky. The teacher is confident that he can teach it out of a book but is anxious to give the students a better experience from the lesson. He is hoping that the technology integration specialist will be able to help make a more authentic study for the students.

• StarSafari - An app on the iPad that allows the viewer to travel through the Milky way.  You can make any celestial body the center of the screen and see specific facts about it.
• StarTracker - An app on the iPad that allows the viewer to see what is above them in the sky at any point from any location.
• NASA.gov - A great resource for current information - except for right now because of the government shutdown.
• Sky & Telescope website - Provides awesome images and articles regarding Polaris.
• http://www.cosmotions.com/

Scenario Three: In a fourth grade social studies class, the class is discussing the role of landscape and surroundings on early natives—what type of food they ate, the type of dwellings they built, and of course defensive systems or escape routes. Many of the students have never traveled out of their own state and are not familiar with alternate surroundings. The social studies teacher has requested that the technology integrator help her create a new lesson.

• Google Earth - Allows kids to pick any location and zoom into street level views or just hover from the air.
• ePals - Connect with kids of the same age and have the kids interview each other to compare and contrast their surroundings.  Shows kids how different people live know so they can hopefully open their minds to the historical component of the lesson.
• Native American Facts for Kids - Contains tons of information, through which a teacher would have to browse in order to pick and choose appropriate grade level material.
• American Indian Children's Books and Literature - A list of resources about and/or by Native Americans.
• Abbe Museum - Museum about the Wabanaki Nation - has some great brochures discussing their online exhibits and education programs.

Scenario Four: According to the math teacher, math is everywhere. The teacher is concentrating on a geometry unit discussing area and volume. The teacher is hoping to have the students design a home consisting of 1500 square feet of living space with three bedrooms, two bathrooms, a family room, and a kitchen. A playroom or dining room are nice to have but are not needed. In the past, the teacher has asked the students to draw it out with paper and pencil; however, this proved to be a poor choice for reasons he has not given. The teacher is currently thinking of using craft sticks and glue to have the students build models, but this does not fall within the budget. The teacher is turning to the technology integrator for help. 

• SketchUp - A free program that allows users to create 3D structures.  In doing so, they calculate measurements, can add wallpaper, paint, carpeting, and furniture, as well as choose the building material (brick, clapboard, siding, etc.).  Kids can create not only buildings, but detailed drawings of any object they'd like.  The detail is incredible.

2-5 Motivation to Collaborate

Not being the Technology Integrator for my building, but rather the person teachers come to with questions, I can attest to the fact that, “it doesn’t matter how much (or how little) technology a teacher  might be using in their classroom, what does matter is that they see you as approachable, dependable, collaborative, friendly, and above all, willing and able to support their needs,” (Cofino, 2009).  Last week, I was helping a sixth grade teacher (who has been teaching in our district since the year I was born) during a faculty meeting, and not only did he thank me then, he reiterated it later in the office, and again in a team meeting to his colleagues the next day.  Being nice, helpful, patient, and genuine can go a long way when working with struggling and often stubborn adults.

Kim Cofino also says that “successful collaboration with one classroom teacher begins to create a ripple effect among other teachers at the grade level...By sharing the results of quality collaboration more teachers may become interested, spreading the effects far and wide throughout the school, helping move the entire school community forward,” (Cofino, 2008).  In our district, the technology integrators started a new program last year for Technology Lead Learners.  Teachers in each building had to apply for this role, which provided us with an iPad for use in our classroom, but also put us in a role of liaison between classroom teachers and the Tech. Integrators.  Many teachers feel as though the integrators are out of touch because they aren’t in the classroom day in and day out.  This new program brings two groups together nicely.  Teachers who are intrinsically interested in technology and typically spend many hours dabbling in new ideas, meet once a month to discuss new discoveries, have an iPad to use in the classrooms, and share whatever they can with the colleagues.  I do all the same things I did, since teachers saw me as their initial resource anyway - but now I have an iPad and an official title.  Luckily, I jumped at the chance when I did, as they had hoped to add new teachers every year, but expanding the program was cut from the budget. 

Finally, “teachers say that more opportunities for collaboration with other teachers and greater access to technology and other instructional tools would significantly improve their ability to help diverse learners succeed,” (Staff and Wire Reports, 2011).  Technology integrators need to have a vast toolbox and allow teachers time to bounce ideas off of their colleagues as well as provide time to practice in order to feel comfortable using the technology and taking it back into their classroom.  Teachers need to become the learners and brainstorm with others as to how the technology weaves into a curriculum while not adding more to their plate.  Technology is not a panacea for education today, but rather a powerful tool that engages students while preparing them "for jobs and technologies that don’t yet exist . . . to solve problems we don’t even know are problems yet," (Fisch & MacLeod, 2007, p. 2).

References

Cofino, K. (2009, August 2). Lessons Learned: Tips for New Technology Facilitators [Blog post]. Retrieved from Always Learning website:  http://kimcofino.com/blog/2009/08/02/lessons-learned-tips-for-new-technology-facilitators/

Cofino, K. (2008, January 13). Work With the Willing: Moving Teachers into the 21st Century [Blog post]. Retrieved from Always Learning website: http://kimcofino.com/blog/2010/03/20/creating-a-culture-of-collaboration-through-technology-integration/ 

Fisch, K., & McLeod, S. (2007).  Text for did you know presentation. Retrieved July 21, 2013, from Shift Happens website:  http://shifthappens.wikispaces.com/file/view/Text%20of%20Did%20You%20Know%2020.pdf 

Staff and Wire Reports. (2011, March 23). Survey: Teachers want more access to technology, collaboration. Retrieved October 6, 2013, from eSchool News website: http://www.eschoolnews.com/2011/03/23/survey-teachers-want-more-access-to-technology-collaboration/ 

2-2 Conrad Wolfram's Talk

Conrad Wolfram makes a great point, “what is the purpose of teaching kids how to calculate math when we have computers that can do it all for them anyway?” (Wolfram, 2010).  However, isn’t that similar to saying, why do we need to teach kids how to handwrite if they have computers on which they can type everything?  I appreciate the fact that math is difficult, but isn’t there a sense of accomplishment when a problem is calculated correctly? 

Doesn’t it instill a sense or drive or perseverance?  Even though kids can use a calculator, they still need to understand which number is divided by which, just like they still may need to sign their name or be able to read an application.

I believe Wolfram’s message extends across all subjects, the point is to make content more relevant to the real world and everyday life.  There is a clear product when someone learns programming; you see the results of your labor.  I saw a presentation by a gentleman who teaches at an alternative school and teaches programming and film production.  Through his content, he teaches math (ie. ratios for filming and production); the kids just don’t see it that way because they are learning a skill that uses the content and not just the content in isolation.  Teachers think we're teaching real-life situations because we present the information through word problems that present realistic scenarios.  Unfortunately, kids don't see it that way, they still don't see a connection, hence the typical question, "when are we ever going to use this anyway?"  Why is it that kids at an alternative school appear to receive a more useful, realistic education than the mainstream, public school kids?  Is that because our state-wide and national assessments are based on process and basics and not outcomes, engagement, or hands on situations?

Specific points I would make when beginning to work collaboratively with teachers would revolve around Kim Cofino’s idea of a technology coach (Cofino, 2008, ¶4).  The role of a coach is to guide a player through drills and routines to provide a foundation through which the needed skills become natural.  I’d like to give teachers time for practice with my guidance or with kids and accessing my support.  I would then push them to try new skills or strategies and challenge them to practice on their own so they can become more proficient.  Finally, I’d  reassure them from the sidelines when they launch a new idea in their classroom while offering a voice of guidance.  Technology integration is a process, we don’t expect athletes to perfect a skill after one attempt, we can’t expect teachers to embed a new tool into their curriculum without practice, support, more practice, more practice, and more support.  Teachers also need to realize they need practice and just because they have years of classroom experience, they aren’t going to become technology experts without a few stumbles along the way. 

Reference

Cofino, K. (2008, January 13). Work With the Willing: Moving Teachers into the 21st Century [Blog post]. Retrieved from Always Learning website: http://kimcofino.com/blog/2010/03/20/ creating-a-culture-of-collaboration-through-technology-integration/ 

Wolfram, C. (2010, July). Conrad Wolfram: Teaching kids real math with computers | Video on TED.com. TED: Ideas worth spreading. Retrieved October 2, 2013, from http://www.ted.com/talks/conrad_wolfram

2-1 Motivation

As a technology integrator, I would create a survey that lists various websites and programs and see how often teachers have used each.  By doing this, I could get a feel for different teacher’s comfort levels and experience.  Then, I’d like to do classroom walkthroughs to see what each teacher in a grade level is studying as well as what technology they already use on a daily basis (iPad, Elmo, laptop).  Finally, I’d like to sit in on content area meetings so I can hear about the upcoming units, content, and plans.  

Next, I’d brainstorm some ideas and bounce them off various teachers.  I’d ask if they’d like me to sit down and walk them through an integration tool or if they’d rather I introduce it to kids and have them watch.  They could also introduce it while I walk around the room and interject additional support or be there if a student asks a question with which the teacher needs support.  I would not go into a classroom and have the teacher use the time for anything but watching, assisting, teaching, or learning side-by-side with the students.  We have evolved from the old model when classroom teachers dropped their kids off in the computer lab and went to do something else.  Our 7th and 8th grade students have 1:1 computer that they can take home throughout the school year.  New to our district this year, every student in 2nd through 6th grade is also 1:1, but the computers remain at the school.  I would love to eventually work myself through each grade level so kids become more familiar with me and my role and don't just see the computer lab teacher as the "go to person" when something doesn’t work.  

In addition to modeling in classrooms and observing in content meetings, I’d like to hold weekly technology drop-by sessions so teachers who have time or ideas can use me to help write criteria or problem solve possible strategies for integration.  I’d like teachers to know my door is always open for collaboration and team-teaching.  Ideally, it would be great if I could hold a weekly technology content meeting per grade, but with time crunches the way they are now, I don’t see that working.  I actually foresee having to join teachers while they are on duty or eating lunch just to have some face to face time.  I also know how often teachers suddenly decide they want to try something new and need a resource.  My goal is to create a website or Diigo list that teachers could access when they want a fresh idea.  The website would be categorized by content and skill level (and whether or not kids have used it before and can then assist the process).  I'd love to see teachers willing to take risks and use me as their spotter or safety net.

1-1 Challenges of Serving All Communities

     I’m not sure if working with the public, school board, administration, and teaching staff does differ from working with students.  My students often think they know much more than I do about technology, how it works, and how to get around the rules.  They are often surprised that I am as fluent as I am and that I can answer many of their questions without even looking at their screen.  They also try and claim they’ve lost something as if I don’t know how to do a search and look in other folders or in their trash.  I’ve had very little experience with school board members, but from what I remember, they often think that since they went through the education system, they know everything there is to know about the topic.  When working with my administration, they know I know my stuff and routinely come to me with questions.  I find that when working with my staff, they need more specific and much slower directions, as well as more time and repetition in order to retain their learning.  I find that adults are curious, but not as likely to take the risks that my students are when working with technology.  

     The biggest challenges I see that a technology integrator faces from the community is the support for time and professional development.  After twenty-one years, I find I'm able to draw the line and not take schoolwork (papers and projects) home with me.  However, when it comes to exploring the technology, I can’t stop myself.  I think that many teachers don’t embed technology into their curricula more often because they don’t have the time to become proficient and comfortable with it enough to use it in their classrooms.  I feel lucky that I enjoy the challenges technology brings me, but other who are less at ease give up without having the opportunities to explore and become proficient.  Adults need more practice than our students when it comes to technology.  Our kids are used to the fast pace, the immediacy of material, and the multi-tasking; adults are not.  They need time, time which our administration feels should be focused on assessments, data collection, and now, Common Core.  The single biggest obstacle I have encountered is the lack of understanding as to how much time it takes to learn how to use the technology the State of Maine puts into our hands and into the hands of our students.  They want us to use it, to teach it, but in order to become experts, or highly qualified, we must use our own time, while keeping up with the daily requirements of the classroom.

     Not having been in an integrator’s shoes, I don’t know how to best tackle these challenges.  I know that data seems to run many of the decisions made in education these days, so surveying and interviewing teachers about their needs would be a fitting start.  Unfortunately, unless a community starts seeing test scores devoted to the use of technology, I don't foresee much change.  I think that providing as much support to classroom teachers and promoting success stories is another strategy.  The community needs to see the technology we’re implementing; they need to see results other than test scores and state grade reports that are routinely printed in the newspaper.