Mrs. Dew's English Classes Holiday Assignment

Hello to All,

Thank you for doing the assignment I created for you. I hope you're keeping current on each day's work. We have a lot to do to improve our test scores, but we can do it!!! Beginning in January I will start having Saturday tutorials for those of you in need of extra writing help. Plan to be there and plan to work. Follow the links I have posted for extra online help in the form of grammar quizzes. Particularly, we need to work on subject-verb agreement. Thanks Tannin, Faynikia, Darrius, Ashley, Rosemary, Diamond, Priscilla and Ricarra for giving me the idea to use texting and/or e-mailing as an assignment. Stay busy, and stay safe!!!! I'll see you all in January!

Mrs. Dew

Subject/Verb Websites: (Be sure to read the directions and the rules if they're shown)

http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm
http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm
http://www.eslbee.com/sv.htm
http://www.cityu.edu.hk/elc/quiz/subverb1.htm

Technology Course Reflections

When I began this course I had high expectations. I envisioned utilizing technology in a number of ways to enhance learning in my school. I imagined that the course would introduce me to web based programs or websites which I could modify for use in the core subjects and then train others to use. The actual course of this class, however, was much more than I had envisioned. Instead of leading me to web based programs or websites, I was instructed to create a website (blog) and to post my self-created products on it for perusal and critique. While I can truthfully say that the objectives I envisioned were met, I must admit that I had aimed too low. The actual course outcomes surpassed my expectations and equipped me with skills that I can utilize to train teachers and to teach students.
The outcomes I achieved in this course are relevant to my work as a technology leader at my school. I learned to create and post a blog, post a Power Point presentation, create an action plan, and to plan learner centered professional development. More importantly, I learned to examine and assess data for informed decision making regarding technology integration. I learned to access the online resources which will aid me in these decisions such as the Texas STaR chart specific to my school, and the Texas Long Range Plan for Technology. I also learned the organization of my district and the plans they have for technology integration over the next few years. All of my acquired knowledge is applicable to my job both now and in the future. It will continue to be necessary to evaluate our campus needs, and it will also continue to be necessary to utilize web based programs to enhance instruction on our campus.
Throughout the five week course, I anticipated learning more about the utilization of technology learning tools such as Wikispaces and Twitter. While the concept was discussed in our readings, we were not instructed to access the website to create one for educational use. I anticipated finding additional methods to reach students and Wikispaces and Twitter are the new educational buzz words for concepts which will bring classrooms and schools into 21st century learning. Perhaps the greatest deterrent for me was time. The course requirements were rigid, and I found myself scrambling for time each week to meet deadlines. Had the creation of either of these been integrated into the course, I could have gained valuable experience to share with our staff which is hungry for technology ideas and new ways to teach old concepts.
Although the course assignments were difficult, I was successful in carrying them out. I experienced one near miss which taught me to check, double check, and triple check any website or blog address before transmitting it to a grader. After many hours of accessing information, finding school related pictures, working on my Power Point, creating a blog, and posting the Power Point to the blog, there was a problem which caused my academic coach to be unable to access my blog. Fortunately, she asked me to send the address to her in an e-mail which I promptly did. The new address worked, and the coach as well as the professors was able to view my blog. The most difficult assignment for me was the one which seems easiest – the discussion board. We were required to respond to four to eight articles with an opinion about one quote from each source. After posting our own opinion, we were required to respond to the quotes chosen by two of our colleagues. For two weeks straight, this meant that we had to have twenty four postings in the week. The task was daunting because once we had given our opinion, we were then asked to give another opinion about the same reading twice more. In most cases we had exhausted our opinions on our own topic. Another assignment I found extremely challenging was the action plan. I have read many action plans, but I had never created one on my own. As students, we were given the components to include, but we were not given a format to utilize as a model. Thus, I created what I thought the professors requested. Upon posting it to the discussion board, I discovered that it was vastly different from the colleagues with whom I collaborated. We all agreed that there was more than one way to write a plan, so I left it as it was and submitted it for grading.
This course was an exercise in self discovery. I learned more about my leadership skills and about my ability to adapt. I went into this course with a mindset and an attitude which didn’t leave much room for new things. Certain areas of technology were taboo in schools, and in my mind they were destined to remain that way. I couldn’t see the use for a cell phone in school as anything other than a method to socially network or to illegally transmit answers to a test. In my mind social networking sites had no value at all, and online references were usually unreliable. Through the readings I was opened up to a number of relevant uses for technology in the classroom. As a leader in my school, it is important that I create a culture of learning and a culture of 21st century learning. The reading taught me that most experienced teachers and administrators are “digital immigrants” trying valiantly to educate “digital natives.” Their methods of communication are not compatible. This course taught me to broaden my knowledge of what should be considered acceptable usage and to utilize different types of technology in order to teach others. If best teacher is one who has experienced what he/she is teaching, then the best administrator is one who leads by example.
I am willing to admit that I strongly questioned the relevance of the blog to the 21st century learner. Before this course if I were asked to rate its educational value I would undoubtedly have scored it very low. Even while completing course assignments and preparing them for posting, I questioned the educational value. It sounds incredibly cliché to say that I experienced an epiphany, but indeed I did. One of the assignments for this class involved interviewing students about technology usage at my school. My student interviews opened my mind to the possibilities for technology usage that I hadn’t ever thought existed. Since most of the students are text and e-mail junkies, I decided to tap in to that enthusiasm and to assign work on my blog for students to access during the holidays. When students found about my blog they were eager to look at it and to begin the work early. Some have even asked if they could e-mail me with questions from the assignments which will be distributed. It is hard to believe that all this excitement is the result of a blog.
My concerns about blogs and blogging are much the same as they are with anything new. I am afraid that the students will lose interest in the blog’s educational value and utilize it strictly for a social network. Instead of sharing an educational video, it may become a popular place for YouTube downloads and other information that clouds the academic value in the center. I also have a concern about safety. It is a fact that predators wait for children to access the internet in order to gain private information about them and even to arrange meetings with them. It becomes imperative, then, to assign professional development to warn teachers and administrators of the dangers of going online and the types of information it is acceptable to share in an open forum like a blog.
Like all technology, the blog is not without drawbacks. Used wisely, though, blogs can be a useful tool to assist teachers with a myriad of educational issues. Teachers can use blogs to post assignments and syllabi. They can offer tutorial links for struggling students and additional practice for students who need it. Blogs can also be used by students for journal writing and reflections on classroom assignments. For administrators, the blog can be used in place of school newsletters and memorandums. One of the major drawbacks of the blog involves the safety of the user. Younger children have a different notion about what information should be made public and what should be kept private. They are more prone to give away intimate details about their families and or living arrangements than older children. For instance, in a reflection piece, a younger child might state, “I do my homework at 7:00 after Mommy and Daddy come home from work.” This opens both the parent’s and the student’s schedules up to any predator who might be interested. Educators must be aware of the worldwide audience and instill in students boundaries as to what should and should not be posted.
One of the most useful purposes of blogging is to communicate with school stakeholders. One of the major purposes of blog writing in schools is to connect students to one another and to others outside the classroom. They create networks of learning that promote reading, writing, and critical thinking. Through blogs, parents and other school stakeholders can be kept informed on coming events, school testing dates, community speakers, fundraisers, and other matters of public interest. Collaboration can also take place within a school, within a grade level or across grade levels. Some examples of possible collaboration configurations are: student-student, class-class, class-expert, student-teacher, teacher-mentor, or teacher-teacher. The circle could be expanded to include parents, experts, volunteers in schools and other stakeholders.
To summarize, my experience in this technology course has opened new avenues to learning and to teaching. It allowed me to view my personal weaknesses and strengths and to clearly see the advances my school has made in the area of technology. It has emphasized the need for incorporating technology in all aspects of school life and the importance of ensuring that staff is trained. Through the use of technology, it is suggested that teachers and learners are becoming empowered, motivated, reflective and connected practitioners in new knowledge environments. They must, therefore, be willing to utilize it to improve the quality of education with differentiated instruction, records management, and electronic portfolios.

Technology Action Plan 2009-2010

Action Plan
By Lucille Dew
EDLD 5352, EA 1173


TECHNOLOGY ORGANIZATIONAL CHART

District Based Personnel

Technology and Information Systems
TECHNOLOGY– James Gray, Manager
Maggie Anaya, Technolgy Supervisor
Davant Stewart, Supervisor II


NETWORKING SYSTEMS—Scott Gilhousen, Manager
(TIS) / Educational Technology (ET)
Mark Landrum, Network Architect
Carl Bradley, Networking Supervisor II



OPERATIONS—Silvia López, Supervisor



School Based Personnel


Delesa O’Dell Thomas, Principal


LaShovious Smith -Technician
Inge Garibaldi -Technology Coordinator
Helen Franklin -Technology Instructor






TECHNOLOGY ORGANIZATIONAL CHART
District Office Personnel

Technology and Information Systems (TIS)
It is the mission of TIS Applications to effectively and efficiently create, implement, manage, and maintain computer systems using best-practice project management tools and techniques in support of the District’s mission “to strengthen the social and economic foundation of Houston by assuring its youth the highest-quality elementary and secondary education available anywhere.”


Technology Support Resources
Technology Curriculum Integration
Online technology resources to assist teachers with the effective integration of technology
EasyTech by Learning.com for grades K-6
TechConnect for grade 7
Connected Tech for grade 8
HISD Online Resources


What We Do
Build custom applications
Manage implementation of 3rd party systems
Provide data products and services
Provide professional project management products and service


Educational Technology (ET)

Educational Technology (ET) develops curriculum documents for Technology Applications grades K-5 and grades 6-8. These documents are available on the Curriculum Web site.Additionally, ET supports the integration of technology in the teaching and learning process in all content areas. Currently, the ET staff is working with the content area curriculum staff to infuse technology support in Horizontal Alignment Planning Guides.



What We Do
Develop Technology Applications curriculum PK-8
Support teachers in the integration of technology tools into all curriculum content areas
Maintain EasyTech enrollment
Support Assessment Projects (TPRI/mClass, Kathy Richardson Assessing Math Concepts, 8th grade Literacy)
Support Technology PLCs across the district
Support district/state Technology Initiatives
Videoconferencing
REDE grant
Vision 2020 grant
Campus and Teacher STaR Charts

School Based Personnel

What We Do
Inge Garibaldi – Technology Coordinator
· Schedules professional development for all school-based personnel
· Inventories and installs new hardware/software
· Writes/monitors technology grants

LaShovious Smith – Technician
· Completes minor repair of computer equipment, data projectors, smart boards, etc.
· Provides basic training on computer programs
· Installs new hardware/software
· Inputs test scan sheets into KAMIKO data program for disaggregation of test data
Helen Franklin – Technology Teacher
· Instructs technology courses for students and staff
· Attends technology update meetings/trainings as school-based representative
· Coordinates STaR Chart / technology surveys and monitors teacher participation
· Assists teachers with the integration of technology



Principal’s Role

Ultimately, the principal is responsible for the implementation of technology on the campus. She is involved with all aspects of campus implementation. District level directives filter down into the school via her office. She receives memos from the district and she holds meetings with the key personnel on campus (Garibaldi, Smith, and Franklin) to ensure that they are aware of the district mandates. She monitors their transcripts to ensure that they have attended the required training from the district before implementing new programs at our school.

Additionally, Principal Thomas meets with the Site Based Decision Making Committee to develop the CIP for our campus. Together they make decisions regarding technology acquisition and resource allocation for the upcoming school year. During the summer she plans the comprehensive two week professional development activities for the entire staff upon their return. She surveys the staff regarding their technology needs and meets with each teacher to hear a “wish list” for technology. As funds become available, she refers to the lists to increase teaching resources.

When the committee plans meetings/workshops to inform the staff of new technology, Principal Thomas must first approve the agenda and verify that the scheduled trainer is district approved or sponsored. An avid user of technology herself, Mrs. Thomas collects yearly transcripts of the professional staff and monitors training and technology usage. She conducts walk-through observations and monitors teacher lesson plans to ensure that teachers are integrating technology.

Since all of the student data is computerized, our principal keeps track of our electronic grade books, attendance submission, and parent contact through our district sponsored student information system. The principal’s monitoring software allows her to see and know what is happening throughout her campus.

Professional Development for M. C. Williams Middle School :

Statement of Need

A review of the M.C. Williams STaR chart data indicates that our school has made improvements in technology utilization, but we still need improvement. The major area of improvement for our school is a need for Educator Preparation and Development. Many of our professional staff have been trained extensively in technology integration in the classroom, but some have very little training. The following Power Point presentation illustrates where we stand and offers some suggestions for improvement. (right click + presentation action + show to view show)

Professional Development Plan

Session Purpose: To familiarize learners with curriculum resources in various middle level subject areas including lesson plans, how-to’s and a quick reference guide.
Learning Objective to Be Addressed: Participants will be guided through the process of learning how to create a WebQuest for student use
Grade Level:
6-8
Facilitator:
Lucille Dew
Location:
M.C.Williams Library/Computer Lab
Start Time:
8:00 a.m.
End-Time:
12:00 p.m.
Learner-Centered Activity
Purpose
Description
Steps
Estimated Time
Warm Up Activity
Follow the Leader
To have participants communicate non-verbally with colleagues
Participants organize themselves into a line by their birthdates without speaking to each other.
Participants are asked to stand at their seats. The leader tells them that they are expected to form one line beginning with the earliest birthday to the latest birthday (month and date). They must communicate their month and day of birth without speaking or writing. Only their bodies can be used to communicate. When the line is formed, each person then says his/her birthday. If someone is out of order, the entire team loses. If everyone is in order, then the entire group receives a “prize.” (Teamwork certificate/button)
10 minutes

Activity
Teachers will understand characteristics of a WebQuest. • Teachers will be able to evaluate a WebQuest. • Teachers can create their own WebQuests.
Presentation created by: Kristina Roys, Samantha McLeod, and Koreen Gonzales
Teachers will show their understanding of WebQuests by creating their own WebQuests during the in-service. Once the WebQuests are complete, the WebQuests will be evaluated by other teachers in the inservice based upon the rubrics.

Participants will:
1. Review the definition of WebQuests;

2. Evaluate at least one good and one bad WebQuest using a rubric WebQuest rubric
3. Teachers work in same subject/grade to brainstorm ideas on topics for their own WebQuest
4. Teachers work in pairs or teams to build their own WebQuests using a WebQuest outline as a guide.
WebQuest outline
(To find resources, utilize the following link: http://webquest.org/findlinks/)
5. Teachers will save their work. At this point teachers should be use their flash drives so that they can save their WebQuests to use in the classroom.
6. Assessing WebQuests. Teachers trade computers and evaluate another teacher's WebQuest and note likes and suggestions for improvement. It may be helpful to use the rubric used earlier as a guide.
7. Question and Answer session.
3 hours

***Additional Professional Development Topics:

• Cyberbullying
• Creating Wiki Spaces
• Protecting Students from Online Predators
• Thou Shalt Not Be Boring...Using Technology in the Classroom
  
  
  
  
  Evaluation
  To gain feedback on the usefulness of the staff development
  Participants will be asked to complete a three question evaluation form.
  The following questions will be asked:
  What did you like about today’s activities?
  What did you dislike?
  Do you have the classroom resources to use this information immediately?
  Comments:
  5 minutes
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  Participant Questionnaire
  (Level One)
  
  1. Did you think your time was well spent?
  
  
  2. Were the activities meaningful?
  
  
  3. Do you think the activities will be useful in practice?
  
  
  4. Will the lessons have to be modified for use in your classroom?
  
  
  5. How can we improve on this staff development?
  
  Participant Questionnaire
  (Level Two)
  To be distributed one –two weeks after implementation
  
  
  1. What is a WebQuest?
  
  
  
  2. Name three methods of retrieving information to create a WebQuest.
  
  
  
  3. What area of your course (grammar rules for English, problem solving for math, muscular system for science or health, etc.) would be suitable for a WebQuest?
  
  
  
  4. Has your attitude changed about using technology as a result of your workshop experience? If so, how? If not, why not?
  
  
  Evaluation of Organizational Support for Skills Gained in Professional Development
  (Level Three)
  To be completed one month after implementation
  

The data this type of analysis requires may involve observations, analyzing school records or the minutes of follow-up meetings, questionnaires, or structured interviews.

1. Was individual change encouraged and supported?

2. Was administrative support public and overt?

3. Were problems addressed quickly and efficiently?

4. Were sufficient resources made available, including time for sharing and reflection?

5. Were successes recognized and shared?


Participant Questionnaire
(Level Four)
To be completed as needed at least two months after implementation

Please respond to the following questions:

1. Are you using WebQuest in your classroom?



2. Have you experienced success?



Please attach one lesson plan in which you used WebQuest.

Participant Questionnaire
(Level Five – Student Impact)
To be completed at the end of the term/year


1. After using WebQuest, did students show improvement in academic, behavior, or other areas?

2. Did the students benefit from the activity?

3. Were there any unintended/unexpected results?