EDLD+5398+Internship+in+Administration

Week 1 As I reflect on my internship, I had the opportunity to administer Online TELPAS Reading to our English Language Learner and compile all the data from 1-5. This gave me the opportunity to work with students in several grade levels and assist teachers in compiling the writing samples. This activity amazed me because some teachers were unprepared with the required data by the due date while others lack the understanding of how to assemble the data in the folder. I learned from this activity that adults are no different from the students we are held accountable for on high stake assessments.

The next activity of the greatest learning was when I assisted students with accessing, learning, and using online lessons using Envision Math and Pearson Success Net. This activity demonstrated the importance of teaching and providing strategies to meet the diverse needs of all students. While learning how to address the needs of all students, I realized that some students performed better using technology. “Research indicates that technology’s use in the classroom can have an additional positive influence on student learning when the learning goals are clearly articulated prior to the technology’s use” (Pitler, Hubbell, Kuhn, & Malenoski, 2007; Ringstaff & Kelley, 2002; Schacter, 1999). Two goals I hope to accomplish was if other teachers saw me utilizing technology that they would implement them in their classroom and how to get others to buy into the change.

The third activity that was valuable to me was serving as the campus coordinator for Classworks I had the responsibility of monitoring, updating, and importing data into the program. I had the experience of training the campus staff about how to use Classworks to develop individualized lessons using TEKS and how to implement Classworks into the classroom for reinforcement or extra help with the TEKS objectives. I learned that some teachers never used the programs and others used them occasionally. The district had spent several thousands of dollars to have these programs to help our students with math, reading, and science in grades 1-5. I experienced teachers and students not remembering passwords and usernames. Some teachers thought the computer lab was the only place these programs could be utilized and others allowed their students to use them in workstations.

Reference

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruciton that Works. Denver, CO: Mid-continent Research for Education and Learning.

Week 2
One of the biggest surprises I experienced in my internship is how some teachers are reluctant to learning new technology or using it with their students.I had provided workshops on how to use Smart Notebook and interactive whiteboard activities.Some teachers complained about having to attend the training and refused to participate in any of the activities.Their attitudes and behavior surprised me because I have always admired how well they managed their classrooms.This experience provided me with some insight about how some teachers refused to change because they lack the knowledge about technology skills they will need to meet the 21 st Century learners’ needs.

Another surprise was teaching my students about cyber ethics and legal issues.My students were unaware that they could not just copy pictures, music, and other information from the internet.These students shared stories about their family members downloading music.I explained to them that it is illegal to take credit for other people work even music.Children will practice what they see the adults doing on the internet, unless they have been taught about the legal and ethical issues related to the cyber.

Week 3 At Bramlette Elementary, I identified eight areas of growth our campus needs to enhance and recommend training to achieve these improvements.

1. Planning and designing learning environments and experiences for implementing technology in the classroom that support student learning.

2. Assisting teachers with ongoing development of knowledge, skills and understanding of technology, resources, and service to advance the diverse needs of students.

3. Teachers must play an active role in planning and leading professional and school development activities to support the diverse needs of learners, including adaptive and assistive technology.

4. Workshops and conferences are followed up by practice and review for classroom implementation.

5. Professional development opportunities for teachers to become knowledgeable about technology tools that can address the diverse needs of the students.

6. Identify time for all staff to become proficient in the use of technology tools and resources integrated within core subjects.

7. The district needs more than three elementary instructional technology specialists to adequately support each campus’ needs in technology.

8. Teachers need to model and teach legal and ethical practice related to technology usesuch as online safety, copyright laws, cyberbullying, and privacy.

The first is planning and designing learning environments and experiences for implementing technology in the classroom that support students learning. Teacher lack knowledge and understanding about how to integrate technology into the regular classroom instruction. We need to focus some training and practice on strategies and techniques for integrating student computer skills efficiently into instruction and training students how to use technology. Teachers also need to develop ways to manage resources and students with technology in the classroom. With the lack of identified time to become proficient in the use of technology tools and resources integrated within core subjects, some teachers will not use technology in the classroom beyond the basic.

The second program targeted for improvement is workshops and conferences are followed up by practice and review for classroom implementation. Many times programs are changed as often as administrators are changed. Sometimes workshops or conferences are scheduled without any input from the teachers. Programs are picked on “the flavor of the month” status. I believe administrators and districts should choose the best researched based programs for a stay with program. Many times a program isn’t given the proper amount of time to see if it is effective before it is changed. Other times certain programs are expected to be taught in the classroom. A workshop will be conducted and supplies given out and no one comes back to follow up on it or gauge its effectiveness. As a campus leader, I will choose the best research based programs, get input about the program from teachers and other administrators and once it is in place I will expect it to be taught. I will visit classes frequently to see that it is being taught and we will meet to discuss any concerns about the program.

The third target for improvement is teachers play an active role in planning and leading professional and school development activities to support the diverse needs of learners, including adaptive and assistive technology. As stated above, teachers need to have a more active role in planning professional development activities. Sometimes districts purchase programs without any input from teachers and the program ends up a failure because no classroom teacher input was put into the process. Classroom teachers are the best judges of the effectiveness of a program. If some teachers are forced to use a program and they feel it isn’t effective they will resent using it and the program winds up on the shelf.

Fourth, teachers need professional development opportunities to become knowledgeable about technology tools that can address the diverse needs of the students. Schools should increase their effort in becoming more knowledgeable about the different Web 2.0 tool available without any cost. I feel that this should be done because all races or cultures of people should feel that their cultural needs are valued by educators and schools. One step I would use to effectively implement this is to set aside time in weekly grade level meetings for teachers to have technology opportunities to practice the new Web 2.0 tools.

The fifth area is the lack of identified time to become proficient in the use of technology tools and resources integrated within core subjects is a campus need for all staff.

Sixth, the district needs more than three elementary instructional technology specialists to adequately support each campus needs in technology. If teachers and students are to become efficient in technology there should be some consistency in technology use and training.

Finally, teachers need to model and teach legal and ethical practice related to technology use to their students, such as online safety, copyright laws, cyberbullying, and privacy. It is important that teachers understand the social, ethical, and legal issues related to the use of technology practices in the classroom. The technology leaders should develop standards and guidelines that address these current local, state, and federal policies beside the acceptable use policy. These procedures should be updated regularly, and all stakeholders should be educated about key issues and changes.



=Week 4=

According to LCE, I need additional practice in Domain II: Competency 004.I feel that I need to be able to ensure the alignment of curriculum, instruction, and resources, and promote the use of varied assessments to measure student performance as a campus leader.

In Technology Leadership, I need additional practice with Standard VI. I needed more time to practice incorporating the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice. With the social use of technology changing rapidly, I feel that I need to continue working and understanding adaptive/assistive hardware and software for students and teachers with special needs and assist in the procurement and implementation. =Week 5= After conducting the comprehensive needs assessment, I improved my skills in understanding the factors that affect student development and achievement by applying the data to help promote the success of all students to all stakeholders. I learned about resources that I did not know existed in the district. I experienced why school leaders must advocate for equal access in technology, help to develop partnerships with families and communities, use data to bring a systemic change in the school, and advocate for the success of all.

Leading groups of adults are not always easy and conducting technology activities showed me that sometimes I might need to change my approach and develop another plan to be successful with achieving my goal. I improved my skills in listening to the stakeholders about their expectations and involving them in the decision making process which increased the interest in making sure the goals and visions of the project was embraced by all.I taught three Smart Notebook 10 training activities and each session had to be presented different because I surveyed the participants for their experience in technology.