Together With The Media Coordinator, And The District’S

According to ELCC Standard 2.4, “Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district..” In order to enhance my own knowledge in technology, I interviewed the Director of Education and Information Technologies, attended workshops on technology, conducted my own research, and explored technology available to staff in the Middle School.

The Board of Education for the Rowan Salisbury Schools are fully aware of how twenty-first century technologies can affect the manner in which our teachers teach and our students learn. It is the goal of the district to provide a safe and nurturing atmosphere that is technologically rich. Providing every student and employee with access to these tools is meant to enhance and improve the learning experience that will ultimately improve the academic achievements of all of our students. The use of the District’s resources are not a right, but come with responsibilities for proper care and use of all district owned technology. The Board also reserves the right to place restrictions on the proper care and use of its devices.

As another work week approaches, many teachers struggle with how they are going to accommodate to many of their student’s needs within the classroom; however, with adequate planning and the amazing ability of technology today I will succeed. As my third graders scurry into the classroom they immediately feel the atmosphere with laughing and a sense of innocence. On the outside they all look like a normal 8 year old who loves recess and intriguing science projects; however, their learning ability is vastly different which is where different learning resources come in to play.

Through the conclusion of this artifact, the pre-service teacher learned numerous technology resources that are available. There are inclusive of software, materials, and websites that support students with or without

The first component of this multiyear plan is to create the short-term goal of assessing and improving accessibility of technology because “Inadequate access to and/or underutilization of instructional technology impedes students’ learning” (Ford & Moore, 2013, p. 407). The “digital divide” that exists among schools is a notable factor and this could help narrow the disparities among student achievement (Ford & Moore, 2013). Therefore, in a two-month timeframe, administrators and the school leadership team would determine the infrastructure of existing technology and analyze funding options for immediate and future needs. This strategy not only enhances the equitable use of technology in the classroom; which affects the school’s accountability ratings, it also provides an evaluation tool to document student achievement. The next step involves the principal collaborating with the Information Technology (IT)

Since 2010, I have inspired, coached, and mentored fellow educators in the purposeful use of technology to engage students and improve student achievement beginning with the first 1:1 mobile technology program, iEngage, at Aliso Elementary in the Saddleback Valley Unified School District. What began as simply having students record themselves reading aloud into iPods to develop reading fluency expanded into a tool used across all content areas to not only engage students but to facilitate active participation from all students all the time. Due to the success of iEngage in improving student achievement, Saddleback Valley expanded the program K-12 with funds from the ETT grant. Consequently, I, along with Principal Crystal Turner, was awarded Apple Distinguished Educator and the following year iEngage was honored as an Apple Distinguished District program. As the Instructional Technology Coordinator for the OCDE, I would continue to support, inspire, and motivate districts to use technology to enhance student engagement and improve student learning. Ensuring schools receive access to information and technology resources to create the learning environments necessary for our students to graduate with the skills to be competitive in a global workforce.

In the ITEC 7460 Professional Learning and Technology Innovation course, I completed an Individual Teacher Technology Assessment using Knight’s (2007), Partnership Approach. The purpose of this artifact was to assess the technological need of a teacher and coach that teacher in effectively implementing digital tools. Using a Loti Questionnaire, six-point Likert Scale, and interviews, I assessed Mrs. Smith, an AP Calculus Teacher, to determine her level of technology use, her attitudes towards change, and identified her needs as well as those of her students.

With developments in technology growing exponentially, teachers must show students how to think critically and problem solve, using factual information as a primary resource. By mastering these skills, students become prepared for their college and careers, which will most likely involve some form of technology that has not yet been invented. This will influence many of the decisions I make as a teacher. Instead of assigning a reading passage and then comprehension questions to answer after, I can encourage students to discuss what they read and make connections to their own lives, research a topic for different perspectives or deeper details, or give students opportunities to present what they know to their peers and me in creative ways.

Stile allowed the teacher to include a variety of media they were able to access in class or in their own time. While video had been used in Semester One, it was used with the whole class only. In Semester Two the students appeared to be engaged at another level. Students were very positive about their ability to access this media and resulted in the opportunity to completing a greater variety of tasks.

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

The education world has been greatly influenced by rapidly changing technology and the increasing availability of information. Schools have advanced by leaps and bounds when it comes to incorporating technology into the learning environment, however, many more advances need to be made. In all areas of the country, educators are trying to help students keep up with technology, but there are more changes that are essential for preparing the next generation for the future.

A leader must first of all be able to model the techniques and processes that they want their teachers to employ with the students. For this reason leaders should use an effective board spectrum of educational tools to help teachers reach students of the 21st century. One of the great tools being used today is the increase in the amount of technology used in the classroom. From iPad to chromo books to cellphones teachers are using these forms of technology to enhance and deliver grade level curriculum (Korach, Agans 2011 216-233).

To prepare faculty for this transition the Instructional Technology department, in conjunction with the Technology Learning Committee, will provide a 6-phase implementation, training, support and communications plan. The rollout to faculty will be gradual, allowing for time to learn and adapt to the new interface as well as design courses and course content for those not yet utilizing a learning management system. In the first year, there will be a minimum requirement for all teachers to post Course Syllabus and all homework assignments two weeks in advance. Each year the minimum requirement will increase with a goal to be fully adopted and in full use with all courses will be taught entirely in a blended/hybrid fashion through the Canvas LMS within 3 years. All teachers will be expected to attend at least 1 training on Canvas, and one training pertaining to online, flipped or blended learning. Although the training requirement is low, the Instructional Technology department will host a consistent and wide range of

The vast majority said they wanted more time learning about the tools I mentioned in my presentation. This is something I discussed with my instructional coach as a possibility for next year’s professional development days that are built in throughout our school year. She mentioned that in a survey the instructional coaches recently did that she noticed a similar trend that teachers wanted more time to work with creating instructional tools. By focusing on the tools used in small groups it would allow this project to continue into next year and would continue to help foster student growth and independence. It would also help teachers to find time to create the tools necessary to feel confident going into a small group and would hopefully ensure collaboration across teachers, grade levels, or even the district because if this work was done during a professional development day then there would be more opportunity to share the workload and to bring together minds to create the best tools possible to promote student

On the Internet teachers have set plans or guidelines for other teachers to look at and get ideas on what to do for their classroom. I think this is a great idea for teachers to use especially for new and young teachers to get some great ideas. By using this tool, teachers could hopefully get better and new ideas on how to teach certain subjects or try new things with the students. Teachers can get hints on how they can give tests, or how to help the students become better test takers on the Internet. The web site http//www.schoolnotes.com showed many different ways teachers could help the students. The site gives teachers ideas on the best ways to give oral test, true and false tests, by giving the teacher instructions on how to successfully present the material. Class Webs are another way teachers and students can get involved with the Internet and technology; students can help their teachers create a web page for their class. Many teachers use the Internet to find Resources for the classroom. They can find many things for the class to do on the Internet like games and projects.