The adventure is only beginning...

Well, I have officially made it through my first Instructional Technology semester...at least I will have after I post my final assignment in the next few days! 

After reading through my posts from this fall, I'm actually amazed at what I have learned.  I don't know if I've ever gained so much from a single college semester.  I'm definitely taking great strides towards becoming a technology facilitator.

So, here are a few tidbits I will take away from this semester:

• Technology and leadership go hand and hand.
• Technology shouldn't just be used in the classroom, but used to ENGAGE students in the classroom.
• Be familiar with and follow the Copyright Act laws.  Seriously.
• There is a difference between Educational Technology, Instructional Technology, and Integrating Technology.
• Be a trailblazor!
• A good technology plan is necessary to guide our technology use.
• Not all grants require hours of never-ending paperwork.  Some grants are actually quite short and simple.
• Lipstick is not going to make a bulldog look any better...or something along those lines.  (A metaphor from The Principal as Technology Leader.)

While that doesn't cover all of the things that I have learned so far, it definitely is a great starting point.  I really can't wait to see what is coming next down the line.  As the subject line so whimsically says, this adventure is truly just beginning...

Weekly SmartBoard Lesson Development and Implementation (for Team Use)

Description: This field experience consisted of creating and implementing writing and math lessons and supplementary activities using SmartBoard Notebook software that could be used to guide and support the team’s instruction in their own classroom.  SmartBoard files were created and accessible to all teachers on the fourth grade team.  Lessons included interactive activities, links to video clips and games, and charts for students to reference.  All materials were standards-based. 

Standards: TF-II.A – F (Planning and Designing Learning Environments and Experience); TF-III.A – E (Teaching, Learning, and the Curriculum)

Semester: Fall 2010

Hours: 10+ Hours (Ranging from August 2010 to Present)

Population: 4^th Grade Team Teachers (General Ed. and Special Ed./4^th Grade Students (Diverse – Including Students with Disabilities and English Language Learners)

Reflection: This field experience allowed me to gain deeper knowledge in creating content-based Smartboard files.  It also encouraged and supported technology use through out the fourth grade classrooms.  This helped me gain leadership experience, because I was modeling and guiding implementation of the lessons.  Standards for writing and math were determined in a curriculum mapping team meeting; therefore, I based the Smartboard files on our previous discussions.  Ultimately, technology resources were available for the use of the teachers in the 1^st and 2^nd quarters of the school year.  Reflecting back on the standards, this experience not only allowed me to design and plan technology-enhanced lessons, but I also got to implement the plans and strategies in my own classroom with my students.  The impact of the students was great as they were motivated to participate in mini-lessons and activities and they were involved in technology use.

Data Team Analysis Team Lead

Description: This field experience consisted of the following roles: preparation of data analysis sheets and assessments using available technology, collection, analysis , and interpretation of team wide data, facilitation of team discussions and meetings about data and strategies, collaboration with administration in regards to team data, and reflection through meeting minutes.

Standards: TF-IV.A, TF-IV.B (Assessment and Evaluation)

Semester: Fall 2010

Hours: 10+ Hours (Ranging from November 11, 2010 to Present)

Population: 4^th Grade Team Teachers (General Ed. and Special Ed.)

Reflection: This field experience gave me the opportunity to take a leadership role on my fourth grade team.  At our school, each grade level collaborates on Data Teams.  During Data Teams, the teachers determine what area the students did not master in previously taught standards.  We choose one area to focus on and improve in a three to six week range.  As the Data Analysis Team Lead, I facilitated the Data Team meetings as well as created collected, analyzed, and interpreted data results.  This was done using technology resources available at the school.  This opportunity directly aligns with the Assessment and Evaluation Technology Facilitation Standards.  By completing this field experience, I was able to develop the necessary skills to guide a team of teachers through data and assessment analysis.  I learned that, as the lead for the team, it is important to maintain an enthusiastic attitude while also being very supportive.  For some teachers, item analysis, grade wide averages, and excel sheets can be overwhelming.  Some teachers need flexibility as well as patience as they might not be as comfortable with technology use and data analysis as others.  The student impact is evident.  Our team chose to focus on multiplying 3-digit by 2-digit numbers.  As the students were very level from the results of the initial pre-test, there has been monumental growth through the strategies that we developed and discussed during Data Team meetings.