Running Head: TECHNOLOGY INTEGRATION GOAL PART 2

Technology Integration Goal Part 2

Shannon White

CUR/545

Professor Lu Ann Lewis

April 24, 2017

TECHNOLOGY INTEGRATION GOAL PART 2

Name Technology Integration Goal Part 2

Goal I will incorporate and use technology in English Language Arts lessons to enhance the skills for working both independently and in collaborative groups by establishing learning center station rotations.

Plan To achieve this technology goal, I plan on establishing English Language Arts learning center stations. Students will rotate between independent station activities and collaborative station activities.

Examples of Independent center stations technology activities:

1) Read and annotate the current ELA text using district ELA curriculum. Annotations will be based on skill for the story.

2) Respond to a discussion post on Google Classroom.

3) Blogging- EX. Identifying the 5 W’s (who, what, when, where, why) of the text.

4) Finding evidence in the text to support the skill.

5) Responding to a writing prompt for an ELA story using the online ELA curriculum website and citing evidence as needed to appropriately respond to the prompt.

6) ELA BLAST- read, research, and respond. (A BLAST is a component of the ELA curriculum which supports the skills or frontloads issues addressed in the text. Students read a short text, complete some research links, and then respond to a question related to the text and research.)

Examples of Collaborative center stations technology activities:

1) Practice vocabulary using Quizlet.

2) Group to create a book review on an ELA story.

3) Using a mind-mapping tool such as Bubbl.us to identify evidence on ELA skill (Example- theme, plot, character analysis, connotation/denotation).

4) Infographic poster on an ELA story.

5) Word cloud for character traits on ELA story, novel study, or another piece of text.

6) Peer review and rating at least 5 other students- In the collaborative center station, students will read, rate, and then respond to a peers’ answer on the BLAST. Peer responses need to pose a new question or confirm, with evidence, why they agree or disagree with their peers’ response. (This is collaborative because it is done in real time. The students can continue to respond back and forth (as appropriate) to continue to support their answers.)

TECHNOLOGY INTEGRATION GOAL PART 2

Timeline March-April: I assessed my students using the 2nd semester district interim assessment in ELA. Based on these results, I began to use differentiated ELA station rotations that incorporated technology. (This was my “trial” run for next year.)

August: I will be assessing students and placing students in appropriate, homogeneous groups identified by the initial AR (Accelerated Reader) STAR placement test. This test will assess each students’ independent reading levels. Differentiated groups will be formed within the 1st month of school.

September-October: I will be introducing students to the following center activities: reading and annotating, setting up Google Classroom and learning to post/blog on the discussion thread, learn how to use the mind-mapping tool Bubbl.us, learn how to use word cloud on ABCya. I will also teach students how to complete their initial ELA BLAST’S and review and what constitutes an appropriate response to peers.

November-December: During these months, I will be introducing and teaching my students how to use different forms of multimedia and software such as infographics and google slides.

**By the second semester, I expect my students to show proficiency within their ELA technology center station rotations. All forms of technology introduced will be completed with proficiency. Proficiency is defined as needing minimal to no teacher support when using the different forms of technology.

Progress Monitoring

To monitor students in their ELA center stations, I will be requiring my students to submit their assignments, share their progress with me on google drive, or complete an exit ticket question on a Google Classroom post. This will be the expectation every day since during ELA center stations I will be pulling small group intervention and working with students. Exit ticket responses will occur the final 3-5 minutes of every center station.

The district’s ELA online curriculum component also allows for me to check in and monitor student’s progress with activities such as the ELA BLAST, the writing prompt, and annotating the text of an ELA story. This allows me to see who is working and who needs assistance in completing his or her assignments.

I will pull students as needed who need additional assistance to reach proficiency within their station centers.

*March- April progress: For these months, I monitored my students by requiring each student to submit an exit ticket in the independent technology station the last 5 minutes of each rotation. I had a large timer on display at the front so that each student was held accountable for submitting their exit ticket. The exit ticket typically was one, sometimes two, questions that were related to their individual assignment/task. Students were also expected to submit their assignments on the days I asked for them to be submitted. Typically this was every 2 days.

Success Celebration

 Success will be celebrated when students can work independently and collaboratively in their station centers. As my students show mastery in using ELA center stations, I

TECHNOLOGY INTEGRATION GOAL PART 2

plan on incorporating additional technology center stations in additional subjects, such as Math, Science, and Social Studies.

I will reward my students after then consistently complete class technology assignments like Google Classroom posts and ELA peer reviews. Student success will be celebrated and students will earn Eagle Tickets (school-wide weekly raffle tickets), 5 minutes early to lunch at the end of the month, and participation in the school-wide “Fun in the Sun” day (once a month) for classroom participation and behavior achievement. Additional classroom recognition will include earning the daily M.V.P. (Most Valuable Player of the classroom.)

March-April successes: I was hesitant on beginning stations so late in the school year. However, they worked out wonderfully. My students enjoyed the stations and looked forward to them each day. In fact, they would literally cheer on the days the stations occurred and “whine” on the days we had to skip centers (For example, on intervention days we had no stations since we rotated between four other teachers in grade 5th and 6th). Most of the students did a great job submitting their assignments on time. The students who struggle with reading and time-management were the ones I had to monitor more closely. Typically, I gave them an extra day or they had to stay in at recess and lunch to complete their tasks.

Brief Reflection

Becoming a 21st century technology-using educator means having the skills, knowledge, and confidence to teach the wide variety of technologies that are available. As I reflect on my responses to the self-assessment survey, I find myself split directly down the middle. There are many components to becoming a 21st century competent user of technology skills. In areas, such as using technology in the classroom for online interactive learning, problem solving, creativity with multimedia presentations, and differentiating instruction, I feel I am highly knowledgeable. I could use the knowledge and skills that I know in these areas to lead teachers with utilizing technology in their classroom. I also feel confident in providing resources and professional developments to other teachers so that they may also gain the confidence and skills needed to teach and lead 21st century technology skills and practices. Integrating technology into lessons is also an area that I excel in. When deciding which technology best fits a lesson, it is important to remember that technology needs to support the learning standards and objectives. Backwards planning is key when wanting to incorporate technology into the lesson. Decide what you want the students to learn from the lesson and then decide which form of technology best meets those needs.

Reflecting on my “somewhat knowledgeable” responses to the survey, I find that I am not very confident or familiar with the 21st century standards for technology content and the ISTE standards for the 21st century student outcomes. To lead other teachers in using technology, it is important to have the foundation of “why” we need to incorporate and use technology in the classroom. A great leader understands the why and how when presenting as a lead to other teachers. This is an area that I need to become more familiar with. Understanding the standards will also allow me to better chose the form of technology or technology skills that I must teach my students so that they become 21st century technology competent.

Self-Assessment

1) 21st Century Skills & Pedagogical Technological Content Knowledge- Somewhat Knowledgeable

TECHNOLOGY INTEGRATION GOAL PART 2

2) Educational Technology Issues and Trends- Somewhat Knowledgeable3) ISTE Standards and 21st Century Student Outcomes- Somewhat Knowledgeable4) Lesson Development/ Design with Technology- Highly Knowledgeable5) Internet Research, Technological Literacy, and Digital Citizenship- Highly

Knowledgeable6) Information Management, Digital Content, and Online Interactive Learning-

Somewhat Knowledgeable7) Problem Solving with Software, Apps, and Learning Games- Highly

Knowledgeable8) Communication and Collaboration with Social Media- Highly Knowledgeable9) Differentiating Instruction and Universal Design- Highly Knowledgeable10) Involving Students in Learning Assessments- Somewhat Knowledgeable11) Teacher Leadership in Technology Integration- Somewhat Knowledgeable

New Goal and Plan or Continuation of Current Plan

Since my goal is still in the beginning stages, I plan on continuing with this goal at the start of the new school year. I found that even though my ELA block of time was extended an additional 30 minutes, the students really benefited from the extra one-on-one and small group attention. I could really connect with my students and help them address their individual needs. Because of this, I will continue with the ELA station rotations the remainder of this year and next year.

Digital Portfolio or Website link (Access Code--if needed) and Screen shot or Photo or copy Title Page

 http://mrswhite6.weebly.com/