SSttaannddaarrdd II Technology Support for Teachers:
A crucial part of being an effective technology facilitator is the ability to seamlessly support
teachers and administrators. Because I am only scheduled to be at each of my campuses once a
week, communication is imperative for things to go smoothly when I am there. I make a point to
send emails weekly reminding teachers that I am going to be on campus, I highlight some of the
activities I will be doing with classes, as well as ask them to let me know if they need to make an
appointment with me. This helps to ensure that I meet with everyone that has a question and
allows me to keep track of my schedule for planning co-teaching lessons. The communication of
what other teachers are doing with their classes has proven to be very helpful in getting teachers
to try new things.
ESC Region 4/TCEA Presentation:
A co-worker and I created a training called “Beyond PowerPoint”. In this training teachers were
exposed to a variety of resources for presentation and then given the opportunity to experiment
and interact with the tools. As Burns (2002) suggests, staff development will need to move from
the traditional come and sit for 3-6 hours and listen to a staff development that allows for
learning centered activities where teachers have time to apply learning. The training was very
successful and well received by all the teachers. We got the opportunity to present this training
at ESC Region 4 Technology Apps Conference, TCEA, and multiple times within our district.
The experience has connected us with teachers from all over Texas as well as aided in improving
our presentation skills.
References
Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities
of learning. Phi Delta Kappan, 84(4), 295-303.
Texas Education Agency. (2006). Long-Range Plan for Technology. Retrieved on
January 25, 2009 from http://www.tea.state.tx.us/technology/etac
SSttaannddaarrdd IIII Planned and Implemented Trainings
Planning will always be a critical piece of integrating technology. Utilizing effective teaching
strategies that are suggested from Pitler, Hubbell, Kuhn and Malenoski, (2007), planning for the
effective use of technology will help build teachers confidence in themselves and students. This
year, I spent a lot of time planning and implementing staff development trainings across the
district. Many were held on campuses during conference times, while many others were done at
the district level after school. My favorite training I did 3 times was Introduction to Edmodo. It
had the highest attendance of all my trainings and the highest feedback from the teachers.
Creating Learning Stations
Building learning communities will help, as we have discovered in online learning, create
effective practices (Solomon & Schrum, 2007). When great minds get together for a common
purpose, wondrous occurrences will happen. When planning the goal should be to use
technology for higher-ordered thinking task and ensure student centered learning (Williamson &
Redish, 2009). My most memorable planning meeting was when I meet with two third grade
teachers and a reading facilitator to plan and create lessons for a novel unit they wanted to do
with their students. All four of us had an awesome planning meeting in which the reading
facilitator and I provided advice and recommendations for how best to make all their ideas
happen. This helped build a team work environment as well as makes them feel more confident
while seamlessly integrating technology into their curriculum.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: Association for Supervision and Curriculum
Development.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International
Society for Technology in Education.
Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the
classroom. Leading and Learning, 27(1). Retrieved November 30, 2009 from the
International Society for Technology in Education at
http://www.iste.org/content/navigationmenu/publications/ll/llissues/volume_27_1999_20
00_/september10/if_i_teach_this_way,_am_i_doing_my_job_constructivism_in_the_clas
sroom.htm
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What
every K-12 leader should know and be able to do. Eugene, OR: International Society for
Technology in Education.
SSttaannddaarrdd IIIIII Co-Teaching/Model Teaching
A huge part of my daily job is working with teachers on integrating technology into their
curriculum. A majority of that work is done through modeling and co-teaching with teachers in
their classrooms. One of the most memorable ones was Geocaching with seven classes 1st
graders. It is slightly challenging to take six year olds on a scavenger hunt and keep them
contained and on task. Add a new, fun piece of equipment and it gets that much hard. The first
class that I did was a little challenging. I quickly learned directions that I should have given
them at the beginning. As the classes came, I got better with my directions and the activity
went smoother. It was a great learning experience for both the teachers, students, and myself.
Facebook + Edmodo
I model lessons not only for students but facilitate as teachers use technology in the
classroom. This gives both the teachers and students more confidence with the technology.
One of my favorite lessons I modeled during my field experience was Edmodo + Facebook.
The students were very excited about the project and the idea of using something similar to
Facebook. In the lessons the students and the teachers alike asked excellent questions to help
guide the lesson. After the main lesson that was presented to 3 classes at one time, I
accompanied one class into the computer lab where they began the assignment. I was amazed
at the awesome, creative things the students came up with. Their excitement level was high;
therefore their creativity level was high. It was an overall great experience for all involved.
Facilitators must help teachers directly by effectively planning, providing resources, strategies,
and giving teachers feedback as they implement their curriculum. The technology facilitators
are cheerleaders and coaches as they guide the teachers using collaboration and modeling
(Williams & Redish, 2009).
References
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What
every K-12 leader should know and be able to do. Eugene, OR: International Society for
Technology in Education.
SSttaannddaarrdd IIVV ActiVote/ActivExpression Training
Throughout the last year, many of my campuses have purchased student response systems.
Because of that, I spent a great deal of time training teachers, model and co-teaching lessons, as
well as helping create materials for teachers. Of all my trainings and activities throughout out
the year, the student response systems have had the greatest impact. “With student response
systems instructors can quickly gather information about their students’ understanding of course
content. Instructors also can use the system to provide students with immediate feedback” (Univ
of Minnesota, 2009). One of the many benefits the teachers like the most is the instant data they
get. I think student response systems are so valuable because students instantly are alert and
paying attention to what is going on because they have all of a sudden be “plugged in.” Students
still have to “unplug” when they get to school and it is only going to continue to get worse as the
technology world outside the classroom zooms ahead. Putting something simple into each child’s
hand automatically draws them in. These devices also provide quick, accurate feedback for both
the students and the teachers. With the emphasis on student data collection, disaggregation, and
analysis to improve student learning, widespread, formal evaluation of technologies for
effectiveness will probably not occur until mandated by the state. As Williamson and Redish
(2009) conclude, the impact on learning should be evaluated to determine the usefulness and
effectiveness of the technology being purchased and implemented.
D2SC Scantrons
Along with the increased student response systems, our district implemented a scanning
application that is tied to our grade book which I was responsible for training and implementing
on all of my campuses. This application allows teachers to create an answer document for their
tests and quizzes, attach standards, and print a scantron sheet for each student. After the test has
been taken, the teacher scans it using one of two designated scanners to grade their students’
work. The grades are automatically inputted into the grade book and instant data is available for
disaggregation. I have had many teachers jump on board with this easy to use tool they now
have access to. I am still working on other campuses to get the teachers to see the value in the
application.
References
University of Minnesota. (nd). Student response systems. The University of Minnesota Office of
Information Technology. Retrieved on November 17, 2009, from
http://dmc.umn.edu/technologies/srs.shtml
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What
every K-12 leader should know and be able to do. Eugene, OR: International Society for
Technology in Education.
SSttaannddaarrdd VV Weekly CITS PLCs
There is no possible way for one person to know everything new in the world of education
technology. I work with an amazing team in which each of us had very unique skills and
interests. We use this to our advantage in our weekly PLCs. The first thing we do is share a
positive and negative from our week on campus. This is great because you hear techniques and
ideas others are using as well as get advice on things you are struggling with. The second thing
we do is called the best of RSS. This is where we each share something that caught our attention
in our reader from the week. Depending on the week and person, there is always something for
everyone. Sometimes it is new tools, great articles about teaching practice and sometimes it is
something fun for personal use. We are firm believers in the idea that if it is something you can
use in your personal life (like creating an Animoto video of your children), then you will feel
more comfortable and be more likely to use it in your classroom. Solomon and Schrum state that
“to be literate today involves acquiring new skills, including those of using technology,
understanding science, having global awareness, and most important, having the ability to keep
teaming”(p 20, 2007).
References
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR:
International Society for Technology in Education.
SSttaannddaarrdd VVII Technology Plans
This year it was my goal to work with administrators and create a technology plan for their
campus. The plans that were created include recommended activities for each grade level. The
plan helps teachers focus on specific technology tools and programs for them to be using with
their students. So often teachers are overwhelmed by all the choices of tools and software they
could be using and the students don’t get a firm grasp on how to use the programs. This was
something we were trying to fix. The technology plan also helps the administrator in what they
should be seeing in the classrooms during their walkthroughs and evaluations.
Appropriate Online Behavior
During my Edmodo + Facebook lesson, an integral part was the discussion about what is
appropriate and inappropriate conduct when on the internet. This discussion was very important
because of the social aspect of Edmodo. Williamson and Redish (2009) contend support from
district, state and legal agency is necessary when dealing with these issues. This standard covers
most aspects of teaching with technology. I also used the time to talk about things they shouldn’t
be doing if they have a real Facebook account. In this digital age, teachers, students and the
community need training concerning digital citizenship and protocol. At the elementary level,
students are in the beginning stage of technology use. There is a need for cyber safety training to
protect students from predators an online bullying.
References
Williamson, J. & Redish, T. (2009). Procedures, policies, planning, and budgeting for
technology environments. In L. Gansel & L. Brandau (Eds.), ISTE’s Technology facilitation and
leadership standards: What every K-12 leader should know and be able to do. (pp. 147-176).
Eugene, OR: International Society for Technology in Education.
SSttaannddaarrdd VVIIII Maintaining Equipment
TF-VII.A.4 addresses using and applying strategies for troubleshooting and maintaining various
hardware/software found in school settings (Williamson & Redish, 2009). My campuses have at
least 6 laptop carts that are used in classrooms throughout the building. The laptops are
constantly being used by students, and because of the use they often need to be fixed. Over the
past year and half as I have been consistently on my campuses, I have seen so many laptops on
the top or in the bottom of the carts with sticky notes saying why they don’t work. This
procedure the teachers were using was not effective for anyone. Techs didn’t know there were
problems and students couldn’t use the “broken” laptops. At most of my campuses we have put
grade levels in charge of “their” cart. If they have a problem with a laptop, it is their
responsibility to put a work order in for the tech to come and take a look at it. At the same time,
I have worked with teachers on quick troubleshooting items that constantly come up that make
them think something is wrong with the computer, like the wireless getting switched off. This
has really helped with reducing frustration with all parties.
Technology Purchasing
TF-VII.B. 1 details identifying software that will enhance curriculum (Williamson & Redish,
2009). As an instructional technology specialist, we are often the front runners for viewing new
software and deciding if it will be beneficial to our teachers and students. Over the last few
months, the director of technology has been working on creating new technology purchasing
procedure where we are more involved in the purchases our campuses make so that we can help
review possible software purchases.
References
Williamson, J. & Redish, T. (2009). Social, ethical, legal and human issues. In L. Gansel & L.
Brandau (Eds.), ISTE’s Technology facilitation and leadership standards: What every K-
12 leader should know and be able to do. (pp. 123-146). Eugene, OR: International
Society for Technology in Education.
SSttaannddaarrdd VVIIIIII INTERACT Planning and Implementation
A common task for technology is creating a vision that inspires action that is sustainable
(Williamson & Redish, 2009). As a technology department, we have tried really hard to increase
the professional development for teachers with technology. During the summer we do an
extensive, week-long training for a select few teachers from every campus that uses Marzano’s
Instructional Strategies that Work as the foundation and then we integrate technology into the
lessons we do. During the school year, we have some time of technology training every Tuesday
or Thursday offered to the whole district. Because of the increased opportunity, we have seen an
increase in teacher’s technology skills.
References
Williamson, J. & Redish, T. (2009). Leadership and vision. In L. Gansel & L. Brandau
(Eds.), ISTE’s Technology facilitation and leadership standards: What every K-12 leader
should know and be able to do. (pp. 177-199). Eugene, OR: International Society for
Technology in Education.
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