ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY



Name: Kayla Jones Semester: Spring 2016ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,Student-Centered Learning ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.Guiding Questions: How is technology being used in our school? How frequently is it being used? By whom? For what purposes? To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs, CCSs)?To what extent is student technology use aligned to research-based, best practices that are most likely to support student engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based best practices? StrengthsWeaknessesOpportunitiesThreatsCherokee County is a Microsoft school district and provides all teachers and students with a free Office 365 account which can be accessed from anywhere with a Wi-Fi connection. All CCSD teachers have a county issued laptop. All classrooms at Creekland Middle School have 5 desktop computers and a printer.All teachers have access to the new teacher website platform. All classrooms at CMS have an LCD projector and interactive white board. CMS just received a wireless connectivity upgrade. Not all teachers understand how to use the Office 365 account in their classrooms. Not all teachers utilize the Microsoft 365 features. All teachers do not utilize the new website platform. The county technology department is in the process of updating all computers to Windows 10. The county is beginning to offer classes for teachers to become Microsoft Innovative Educators. Some teachers prefer to use traditional methods of instruction instead of trying new things. New teachers do not understand how to use the interactive white boards. Summary/Gap Analysis: Cherokee County is a Microsoft school district and has gone to great lengths to provide all students and teachers with Office 365 accounts. These accounts provide access to various programs such as Microsoft Word, PowerPoint, Excel, OneNote, Sway, and other programs. Students and teachers can access their Office 365 accounts from anywhere with an internet connection. In order to effectively utilize these tools, professional development courses should be required. Many teachers do not know how to use the features in Office 365, which keeps them from effectively utilizing it in their classrooms. If teachers do not know and understand how to effectively use this account, how can the students be expected to utilize it? Teachers should be required to attend trainings for Office 365 and required to use it in their classrooms. Follow-up support sessions should be given to ensure that teachers have the support they need to implement this program into their classrooms. Data Sources: Informal observations, informal interviews, Creekland Middle School SIPESSENTIAL CONDITION TWO: Shared VisionISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community. Guiding Questions: Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision? To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance student learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice? To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing tomorrow’s workforce? For motivating digital-age learners? What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to improved student achievement? StrengthsWeaknessesOpportunitiesThreatsCherokee County has a clear 3 year technology plan for the school district. The plan took effect on July 1, 2014 and is on track to being completed by June 30, 2017. Creekland Middle School (CMS) has a technology committee that is formed of teachers and administrators. For the 2015-2016 school year, all teachers were required to deliver a lesson focused on internet safety and cyber bullying during the teachers as advisors time. Many teachers do not read the technology plan or consult it when implementing technology into their classrooms. CMS does not have a technology plan, but they do have a Technology Use Plan. Teachers are frequently given the opportunity to attend after-school professional development classes which are focused on various forms of technology including document cameras and software. Some teachers prefer a traditional method of instruction instead of trying to implement new technology into their classrooms. Summary/Gap Analysis: Even though CCSD has a technology plan, many teachers do not read it or reference it. Teachers are given the opportunity to attend after-school technology training, but many teachers do not have the time to dedicate to attending this. More follow-up support should be implemented to ensure that teachers feel the necessary support in order to integrate a new form of technology into their classrooms. Data Sources: Informal observations, informal interviews, Creekland Middle School SIP, CCSD Technology PlanESSENTIAL CONDITION THREE: Planning for Technology ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources. Guiding Questions: Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?) What should be done to strengthen planning? In what ways does your school address the needs of diverse populations in the school or district to include how race, gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.StrengthsWeaknessesOpportunitiesThreatsAll teachers and students have access to free Office 365 accounts that provide access to Word, Excel, Access, PowerPoint, Publisher, Outlook, and OneNote. All students are able to keep track of their grades by using the Aspen Student Portal. Solo Literacy Suite is available on all school computers. This program helps struggling readers. According to the SIP for CMS, 100% of 6th graders will have an electronic portfolio Some students do not know how to navigate the Aspen Student Portal, and they do not ask anyone to show them. CMS does not have a technology plan. Students do not understand the benefits of the Office 365 account. After school technology sessions could be held to give students who do not have access to technology at home time to work on their school assignments. Some teachers may not want to stay after school to supervise students who stay to use computers. Summary/Gap Analysis: All students and teachers at CMS have access to Office 365 which can be accessed from any device with an internet connection. Students and teachers have access to Microsoft products such as Word, PowerPoint, Excel, OneNote, Sway, and more. Students keep track of their grades through a program called Aspen Student Portal, which is also where students access their teacher’s websites. Many students do not understand how to use the various tools available to them via Office 365. More instruction should be given to both the teachers and students to ensure that all of the benefits are reaped from this valuable resource. Data Sources: Informal observations, informal interviews, Creekland Middle School SIPESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups)ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.Guiding Questions: To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based, student-centered learning? To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered learning? What tools are needed and why? To what extent are strategies needed to address equity issues among low SES and gender groups? Do students/parents/community need/have beyond school access to support the shared vision for learning? StrengthsWeaknessesOpportunitiesThreatsAll classrooms at CMS are equipped with 5 desktop computers and a printer. The school has two computer labs with 32 desktop computers available for reservation by the teacher. The media center has two laptop carts, each consisting of 25 laptops, available for student use while in the media center. The media center has an iPad cart available for teachers to check out and use in their classrooms. CMS is a BYLD school and allows students to bring their learning devices. CMS has various programs and software available for special needs students. CMS was recently upgraded to a larger bandwidth to support connectivity. Not all teachers allow learning devices in their classrooms. Every teacher in the building does not have access to a mobile lab. The computer labs often book up quickly. Students are often distracted by their learning devices and do not use them for educational purposes. By allowing students to bring their learning devices, more school owned technology is available for students who do not have a learning device. Technology training sessions could be offered to parents to teach them how to use the resources provided to students. Not all students have access to a computer or printer from home, which makes it difficult to complete assignments while not at school. Summary/Gap Analysis: There is a strong, reliable internet connection available to all students and teachers while inside the school. There are computer labs and mobile labs available for students to use to complete projects and classwork. Students are allowed to bring learning devices to school, but it is currently at the teachers discretion to decide if they are permitted in their respective classrooms. Currently, only 30 teachers, out of 81 certified teachers, allow students to bring their learning devices into their classrooms. Data Sources: Informal interviews, informal observations, Creekland Middle School SIPESSENTIAL CONDITION FIVE: Skilled Personnel ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities. Guiding Questions: To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities? What do they currently know and are able to do? What are knowledge and skills do they need to acquire? (Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists, and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.)StrengthsWeaknessesOpportunitiesThreatsNew teachers are required to attend a training that shows them how to set up their gradebooks in the Aspen program. “Refresher” courses on gradebook setup are offered at the beginning of each school year. All teachers attended a professional development course on Microsoft OneNote during the 2015-2016 school year. All teachers were trained on how to use the new teacher website platform. Many of the ways in which technology is utilized is teacher centered instead of being student centered. Most teachers use technology for drill and practice instead of project-based learning. During the weekly PLC time, teachers could focus on one form of technology per week. Teachers could share best practices while using technology and help their colleagues understand how to better use technology in their respective classrooms. Some teachers will not feel comfortable using technology in their classroom because of being afraid to try something new. Teachers do not attend optional technology courses. Summary/Gap Analysis: Most teachers do not feel supported when integrating a new form of technology. More training should be given to ensure that teachers are knowledgeable about the technology initiatives the county pushes out. While some teachers will simply refuse to integrate technology into their curriculum, other teachers would be willing if they felt supported.Data Sources: Informal observations, informal interviews, Creekland Middle School SIPESSENTIAL CONDITION SIX: Ongoing Professional Learning ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas. Guiding Questions: What professional learning opportunities are available to educators? Are they well-attended? Why or why not? Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see Skilled Personnel) Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)? Do educators have both formal and informal opportunities to learn? Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate topic? How must professional learning improve/change in order to achieve the shared vision? StrengthsWeaknessesOpportunitiesThreatsCreekland Middle School participates in a weekly PLC (professional learning community) in order for teachers to collaborate and share lessons and best practices. Teachers attend required technology professional development, however, many teachers do not attend classes if they aren’t required to. Technology courses that are required are always during teacher planning times, which makes teachers resent having to attend. CMS has an IT, but she is split between several schools and is not able to follow-up to address concerns once teachers are able to implement a new form of technology. Technology savvy teachers can meet with teams before or after school to help out with any technological concerns. Many teachers feel as if there is not enough time to learn how to use a new program and implement in their classrooms. Summary/Gap Analysis: All teachers attend a weekly PLC meeting to share best practices and ideas about the curriculum. It would be a nice idea to allow a technology savvy teacher to help their fellow teachers with technology issues during this time. While teachers attend required PD classes, very few teachers choose to attend non-required classes. Teachers attend required professional development but seldom choose to attend a non-required class. Taking away teacher planning times often causes feelings of resentment. More instructional technologists are needed to ensure that all teachers feel supported when implementing a new form of technology. Data Sources: Informal observationsESSENTIAL CONDITION SEVEN: Technical Support ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources. Guiding Questions: To what extent is available equipment operable and reliable for instruction? Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down time” averages acceptable? Is tech support knowledgeable? What training might they need? In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology in the classroom? StrengthsWeaknessesOpportunitiesThreatsK-Box, the CCSD technology helpdesk, is convenient and easy to use. Most of the computers and technology equipment is operable and can be used. The CMS Media Specialist is knowledgeable of technology issues and can assist when needed. Schools share instructional technologists and technology specialists which cause delays in repairs and getting assistance with technology. Teachers who are technology leaders can step in and help fellow teachers when needed. More instructional technologists and technology specialists could be hired to reduce the stress put on current ones. The school and/or county may not be able to hire any more employees due to budget constraints. Funds for new technology equipment is limited. Summary/Gap Analysis: CCSD has a great online technology help desk, known as “K-Box”. K-box usually has a quick turnaround, but when there is only one technology specialist available and he or she is split between schools it can take longer to get help with equipment issues. Technology leaders of CMS are great about stepping in to help when needed. Data Sources: Informal interviews, informal observationsESSENTIAL CONDITION EIGHT: Curriculum Framework ISTE Definition: Content standards and related digital curriculum resources.Guiding Questions: To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction and not teach technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the GPS/CCS as appropriate? How is student technology literacy assessed? StrengthsWeaknessesOpportunitiesThreatsTeachers are aware of technology requirements as they are related to their own curriculum. Business and Computer Science teacher is aware of NETS-S and technology standards for teachers. Some grade levels and subjects have access to online textbooks. Parents are not aware of student technology standards. Teachers are not aware of NETS-S. Teachers can learn about how to align NET-S with their own curriculum standards. Technology leaders can explain what NETS-S are and how they can be intertwined with other curriculum standards. Many teachers will feel reluctant or overwhelmed if they are required to learn another set of standards. Many of the school textbooks are outdated and need to be replaced. Summary/Gap Analysis: Many teachers do not know what technology standards are. Most teachers are only aware of the technology embedded in their standards. It’s important for all teachers to understand what the NETS-S are and how they can be integrated into their classrooms. Online textbooks are being used by some subjects, but all subjects need to have updated textbooks. Being able to access textbooks from online will be the most cost effective way to purchase new textbooks. Technology literacy is not assessed outside of Business and Computer Science class. In order to prepare students for the 21st century workforce, it’s important to ensure that students are technology literate. For this reason, it’s important that we begin to place more of an emphasis on technology literacy throughout all subject areas. Data Sources: Informal observations, informal interviews, Creekland Middle School SIPReferencesBlount, B. (n.d.). Three Year Technology Plan (Cherokee County School District, Technology Department). Retrieved March 07, 2016, from Creekland Middle School (2014) School Improvement Plan 2014-2015. ................
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