Newsletter Design

Description: This field experience consisted of designing and creating a weekly team newsletter that is sent home to all fourth grade parents.  The newsletter were created using technology and following design principles.  The newsletters also included tips and websites that parents would help parents incorporate technology at home.

Standards: TF-V.C (Productivity and Professional Practice)

Semester: Spring 2011

Hours:  5+ Hours (Ranging from January 2011 to Present)

Population: Created for Fourth Grade Teachers (General and Special Ed.), Parents of Fourth Graders, and Fourth Grade Students

Reflection: As I started taking my web design class, I asked my team how they would feel about a weekly newsletter.  I decided to apply some of the design principles that I had been learning in creation of the newsletter.  Also, to include another key technology element, I decided to put links and tools on the newsletter that could help parents better implement technology at home.  This field experience allowed me to hone in on designing and it allowed me to use advanced word processing skills.  As the newsletter became more detailed and included more multimedia, I was also able to apply the guidelines for fair copyright use within the newsletter.

Weekly Smartboard Lesson Development and Implementation (For Team Use)

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: Spring 2011

Hours: 10+ Hours (Ranging from January 2011 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 3rd and 4th 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 Analysis Team Lead

Data 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: Spring 2011

Hours: 10+ Hours (Ranging from January 2011 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 dividing 3-digit by 2-digit numbers and fractions.  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.

VoiceThread Demonstration

Description: This field experience consisted of using the technology tool VoiceThread in my own classroom to gain experience using the tool in the classroom.  Then, I shared the lesson I created with my team and demonstrated the use of VoiceThread in the classroom.  This field experience allowed me to gain knowledge in technology leadership and further my expertise in a technology tool.

Standards: TF-1.A, TF-1.B (Technology Operations and Concepts), TF-II.A - E (Planning and Designing Learning Environments and Experiences), TF-III.A – E (Teaching, Learning, and the Curriculum), TF-IV.A (Assessment and Evaluation)

Semester: Spring 2011

Hours:  1 Hour

Population: Fourth Grade Teachers (General and Special Ed.)

Reflection: I created a VoiceThread lesson for my students, because I found the experience to be enjoyable for myself and I wanted to see how my students could use VoiceThread to further their understanding.  I also wanted to develop a lesson so I could test it out in my classroom.  Then, share my experiences with other teachers so they too would want to use the Internet tool with their students.  After implementing the lesson, my students were very excited.  They really enjoyed using VoiceThread and I knew that other teachers would be on board after they saw the enthusiasm from my students.  I shared the tool with my team at a team meeting.  I explained how to create a sign in for VoiceThread and took them through the steps of creating their own discussions that students could comment on.  I answered any questions and concerns they had as well as showed them the example from my class so they could see what the end result may look like.

Interactive English/Language Arts Enrichment (For Team Use)

Description: This field experience involved creating and implementing technology-driven English/Language Arts lessons to best prepare students for statewide assessments that were coming up.  The lessons were to be taught over a three week time frame and should implement technology to improve student learning and test scores.  The lessons were created using SmartBoard Notebook software as well as internet tools, resources, websites, and computer games.  Materials were all standards based and available for use by the fourth grade teachers.

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

Semester: Spring 2011

Hours: 10+ Hours (Ranging from March 2011 to April 2011)

Population: Lessons created for Fourth Grade Teachers and Students

Reflection: Research states that students who are engaged in learning will yield the best results.  As English/Language Arts can be a weaker area for many of our students, I decided to created a series of lessons that would review standards from the year and engage students.  The lessons were planned to be taught over a three week period; therefore, they needed to pack a punch.  I chose to focus on technology as a means to engage the students.  I planned interactive activities using a wide range of strategies and tools.  Students were exposed to different concepts using SmartBoard Files, PowerPoint Presentation, videosharing, BrainPop, and online games.  Since there were many standards to cover, it was important that the students remained focused and engaged.  Overall, the lessons were effective.  To include a technology facilitation element to this field experience, I provided the lessons and materials to all fourth grade teachers.  At team meetings, we discussed using the different resources with students and I answered any questions at that time.

iRespond Training

Description: This field experience consisted of attended two iRespond training sessions.  The trainings consisted of ways to use iRespond in the classroom and for productivity.  This field experience allowed me to further implement iRespond in the classroom and with students as well as help my colleagues and coworkers through their iRespond questions.

Standards: TF-I.A, TF-I.B (Technology Operations and Concepts), TF-V.A-C (Productivity and Professional Practice)

Semester: Spring 2011

Hours: 2 Hours (February 17 and February 24)

Population:  Elementary School Teachers (General and Special Ed.)

Reflection:  This field experience allowed me to gain deeper understanding in using iRespond Response Systems.  This is important because I can implement the use of iRespond in my classroom with my students and help my coworkers develop a deeper understanding as well.  Professional learning opportunities allow me to grow stronger as a technology facilitator and leader in my school as they give me an opportunity to teach others what I have learned.  Also, they are allowing me to become an expert in the field I plan I getting in to.

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.

Legal and Ethical Technology Use Presentation

Description: This field experience consisted of using the information and research from an assignment in class to present legal and ethical technology use practices to the fourth grade team.  The presentation focused on information that was unknown or not correctly followed in the classrooms.  Also, I facilitated a decision on how the best practice technology use in the classroom.

Standards: TF-VI.A

Hours: 0.5 Hours

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

Reflection: This field experience is a reflection of wanting to share information that I just recently had learned myself.  I had completed an assignment for class about legal and ethical technology use, and I was quite surprised about the information that I had learned.  The information presented included the county’s acceptable use policy, information in regards to the Copyright Act, and Internet safety.  I think some of my team members were also surprised by the information.  Overall, I think I increased my knowledge and my colleague’s knowledge.  Now, as a technology leader, I am given the opportunity to model how to follow these acceptable use policies.  I am also going to spend more time teaching my students appropriate Internet and computer behavior, because I am realizing that my students are probably not receiving this information from home.

Blog Training/Redelivery

Description: This field experience consisted of attending a blog training, redelivering the training to team members , presenting blogs and their use in the classroom to parents at PTA, and updating and maintaining a blog as a means of parental communication for my classroom.

Standards: TF-V.A – D (Productivity and Professional Practice)

Semester: Fall 2010

Hours: 5+ Hours (Blog Training on September 1 – 1 Hour, Redelivery to Team – 1 Hour, Preparation and Presentation to Parents – 1 Hour, Updating/Maintaining Classroom Blog – 2+ Hours)

Population: Redelivery – Fourth Grade Team Teachers, PTA Redelivery – Fourth Grade Parents

Reflection: This field experience gave me the opportunity to get some professional learning.  My school had not really implemented blog use before.  I created my own blog using Google Blogger for my classroom before, but the training was based on the district preferred blog.  I enjoyed the opportunity to learn about something new, but also share the information with my team.  Many of my team mates have created really outstanding blogs that are used regularly by their students and parents.  This experience was also important, because the parents were given the opportunity to learn about the blogs in the person at a PTA meeting.  I was able to present information on the blog using a projector; therefore, I could show the blogs from the internet and go through how to find a blog for each classroom step-by-step.  As the standards state, this experience allows me to apply technology to increase productivity.  Blogging is a very efficient tool for communicating with parents.  The students are impacted because they now have access to tools and information right from their computers at home.