Internship+Field-Based+Activity+Reflections

=__Field Based Experiences__=

Reflection:
Participating in the Technology Integration Initiative allowed me to attend selected training workshops to train other teachers other teachers to integrate technology into instructional practices. My principal selected a co-worker and I to participate in a series of technology workshops for the Interactive Classroom System technology package. The workshops that were required for Smartboard Level 1 and 2 and the eInstruction Student Response System and were very interactive. I received nine hours of professional development hours as well as training resources to share with my campus. After attending the specified workshops I then had to produce a model lesson and provide a response on how the technology allowed me to enhance my classroom instruction. The information I learned was shared with administration and teachers to buy new technology equipment for the upcoming school year. As a learner I was able to take away a wealth of knowledge and valuable resources to share with my students and teachers.

Reflection:
Our campus received a total of 10 smartboards during the past two school years that were hardly every used due to lack of teacher training of how to use it. I was able to hold two different trainings that allowed teachers to sign up to learn how to use the interactive boards as well as the functionality of how it could be used to impact student learning. Teachers were amazed at how easy it was to setup the smartboard and use all of the interactive tools that were available for their use. The lesson activity toolkit was informative and provided content-based clip art, tools, interactive media and games, as well as educational templates, and videos. The Technology Initiative allowed me to participate in this workshop and gave access to SMART lessons and access to multiple interactive learning sites and lessons that can be tweaked for their content. As a lifelong learner I learned how students can be engaged while learning the curriculum. The old traditional format of teaching will no longer apply to 21st century learners.

=Standard III-Teaching, Learning, and the Curriculum=

Reflection:
The fourth grade team which I'm apart of decided for the students to experience a cumulative project across the curriculum. The Mountain Animal Adaption project was a six week project in which the students would work in groups of 2 or 3 to collaborate and research required information on their mountain animal of choice. The fourth grade teachers were hesitant at first to allow their students to work independently using technology skills to research because of their unfamiliarity of how to teach using 21st century technology skills. The fourth grade team decided to have the librarian teach the students how to take notes and use district online resources and databases. Students were to use technology to research a mountain animal and other key characteristics: diet, physical appearance, adaptations, habitat, and three wow facts. Students were also able to find a picture and map that corresponded with their mountain animal to include their presentation. I recommended to the teachers that after students collected this information they type a report and bibliography using Microsoft Word, use Kidspiration to create a Venn Diagram, and various other websites to gather images and other data. I created a lesson plan for the entire six week unit as well as self-checklists and rubrics to evaluate student work. Teachers and students enjoyed using technology to enhance 21st century learning. Reflecting upon the activity I noticed that even though students had to complete the presentation individually they enjoyed sharing their research with each other to share the knowledge they inquired during the duration of the project. My personal satisfaction came from the fact in knowing that they thoroughly enjoyed researching all of the different mountain animals and learning unique characteristics from their peers.

Reflection:
For the past three summers I've had the opportunity to teach summer school. This summer was different because the school district received a grant for project-based learning. All summer school personnel had to receive a two day, 8 hour training sessions to teach project-based instruction. My role was to ber the campus technologist and Technology Applications summer school teacher. I worked daily with summer camp teachers to select technology-based projects that would support the curriculum for 3rd and 4th grade students. Almost daily the teachers and I would meet to play authentic projects that supported the summer school curriculum planning guides (CPGs). The third grade's theme was Heroes. They had to use the internet to research 4 different heroes and the influence they had on society. I showed the students how to type up their information about their hero to include in Kidspiration-Max Show. After the students were finished with their responses they were able to create their own picture in MaxPaint that corresponded with their reflection. Fourth grade's theme was Journey across Texas. The fourth grade had the opportunity to use PowerPoint to create a multimedia presentation about the state symbols of Texas. They were able to gather pictures from the Department of Texas, Pics for Learning, and various other websites to include their collage. Last they created a brochure about one of the Texas Regions. The students presented their projects to their peers and the summer school staff at the end of summer camp presentations. As the campus technologist, I was asked to create a PowerPoint presentation of images from all classes for the end of summer camp student presentation. I enjoyed capturing precious moments that other classes provided to me to showcase their summer learning experience. As a learner I learned how to use my technology skills not only to teach others but to produce a masterpiece of my own.

Reflection:
I saw a personal need to show teachers how to use the LAN School feature on the main teacher computer in the lab. Modeled for teachers how to use LAN school for whole-class instruction and student monitoring while promoting a safe learning environment in the computer lab. LAN school is a classroom management software that enhances learning in a computer lab by replicating the teacher's monitor to all computer monitors as well as allow a teacher to control a students computer. The software makes it easy to teach whole class demonstrations as well as step-by-step visual instruction. To save time the software provides teachers an option to broadcast a particular web address or software application. It has reliable safety controls where a teacher can block a student from using the internet, monitor student desktops, or brodcast a selected students work to others.

Reflection:
Internet Explorers is a class that I teach after school to K-5 students. They learn how to use 21st century skills to create authentic products using Microsoft Office, Movie Maker, and podcasts. Students also maintained an online ePortfolio to share with family and friends at the end of the year. Since our campus no longer has a technology teacher due to budget cuts I create culminating projects for the students that are based off of the Technology TEKS. Each year I can see the growth in the students technology skills and how much they retain the information that they've learned. Team work and partnerships are important in the after-school program as the students are required to help each other before they ask me for help.

Reflection:
The eInstruction workshop was apart of the Technology Integration Initiaitive. I was excited to learn how to effectively use the eInstruction system to promote student engagement, check for mastery, and increase student interest in the content. Also, I as able to learn how to prepare lessons, use the eInstruction technology system with students, and generate reports to document student progress and mastery of the standards. Using the eInstruction classroom response system is a very easy way to quiz students to see how they are mastering certain objectives. The students enjoy watching the classes scores and how each of their classmates answered the questions. The workshop connected with the readings from the master's program because students love being hands-on with their learning. Students scores can be uploaded into our district's gradebook so that is a plus for any teacher. I had an opportunity to model to other workshop participants how to correlate the Curriculum Planning Guides to create two quizzes/tests to assess student mastery of essential content standards. Not only is learning fun but it can be engaging as well!

=Standard V- Productivity and Professional Practice=

Reflection:
Went to professional development training to become a Gradespeed Administrator for my campus. Trained all staff on how to use the district’s online gradebook. My school district had implemented a new online gradebook for all students. I had to attend training to train teachers on how to use the new system. I was able to create a tutorial cd that showed teachers how to use the new system step-by-step for the Spring implementation. It was alot of work to design the tutorial and make sure that it could be understood and followed by the staff. Teachers were invited to come to the computer lab where I showed them how to log in, set up grading category weights, add assignments, and input grades. The feedback I received was positive regarding the training and the cheat sheet that I made for the teachers to inform them of detailed procedures that they could utilize going forward. I enjoyed being the go to "technology" person that teachers could refer to for questions.

Reflection:
Learned and introduced Google Docs, an online collaborative tool, to support our campus learning community. This tool created communication among campus staff, teachers, and other district personnel. Our campus was going through a transition period this summer where our office manager was relocating to another position. One of her duties was to update the Eagle Call board which was where the upcoming announcements were provided each week for the faculty/campus events. The instructional team met together and decided to try Google Docs. I thought it was an excellent recommendation to correspond and sent documents to all of the staff. One of Its greatest feature is how you can communicate real time. 24/7 to share documents and our school calendar. Now we no longer have to have a e-mail and we can access important dates from home. One of things I learned is that Google Docs provides a relevant use for communication among campus staff, teachers, students, and parents. It also can be used to support faculty collaboration and or parent/teacher collaboration.

Reflection:
I shared with teachers how to use various software applications and technology resources to create authentic student products. I especially worked with my 4th grade team to discuss computer lab procedures and possible curricular projects that we could use during the school year. They are also interested in using other software applications besides Microsoft Word. Even though word processing skills are important students must be exposed to other software applications such as Windows Movie Maker, Photostory 3, Kidspiration 2, and Microsoft PowerPoint. I also showed my team some resources that I was given during the summer school training which had alot of great resource templates.

Reflection:
Based upon campus technology needs I recommended that the campus purchase more technology equipment for all grade levels including smartboards, document cameras, projectors, and IVC carts. Every semester as the campus technologist I have to complete a technology inventory of all of the equipment that is located in our building. One of the needs that I found that our campus desperately needed was a 1:1 ratio of in-focus projectors, and document cameras I was able to work with my principal and campus instructional leadership team (CILT) to purchase one of each of these items for every teacher on our campus. With any money left over I proposed to spend on additional SMART boards and laptops to share amongst grade level teams.

Reflection:
Liaison between the Instructional Technology department, Technical Assistance Center (TAC), campus administration, and faculty. Responsible for basic campus troubleshooting, input and manage TAC tickets, manage campus Novell accounts, prepare and manage campus connectivity for TELPAS, and updating campus inventory.

Reflection:
Helped to develop a computer lab rotation schedule so that all classes have equal access to the computer lab. I saw the need to create a classroom computer lab rotation schedule to allow all teachers to have access to use the computer lab. Teachers are able to sign up for their designated times that they would like to use the computer lab for research and various other computer needs. The computer lab rotation schedule allowed a proactive way for teachers to plan to use technology resources and plan for their instructional needs. It also gave students equal access to use technology to enhance the curriculum and provide them practice with practicing the NETS.

Reflection:
My duties included providing trainings to campus staff in the following areas: STaR Chart, Integrating Technology into the curriculum with Moodle, Student Assessment using Technology Resources, Smart board, Document Cameras, Airline Slate, and Microsoft Office 2007. As the Technology Integration Mentor (T.I.M) my primary role was to serve as a liason between the Instructional Technology department, campus administration, and staff. I had to communicate district initatives, tecnology integration intiatives, transfer of ownerhip, and training opportunities. Staff were able to sign up for TIM trainings through the district Moodle page. This was the first year that the district implemented this position. I was able to learn alot about my personal strengths when I had to train other teachers how to use various technology equipment and software programs.