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.