Internship+Reflection+March+2010

Field-based Activities Monthly Report: Kim Icenhower Cohort 4
TF-VI Educational Facilitators understand 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. TF-VI.A.1 Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues and responsible use of technology. TF-VI.D.1 Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology.
 * ** Date: March, 2010 Total Internship hours at the start of the month: ** || 32 ||
 * ** Week ** || ** Functions ** ||  || ** Hrs ** ||
 * ** 1 ** || ** Week’s Activities ** || Met with teachers during conference periods to discuss/review Internet Safety Issues and district policy concerning Knomi/Email/Internet.

Met with Coordinator of Professional Learning to put teacher-created Mimio files into the correct Curriculum Folder of the G drive for teachers to have access to. TF-II.A.1 Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. TF-VII Educational Technology Facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools. TF-VII.A.2 Use local mass storage devices and media to store and retrieve information and resources. || 4 || TF-IV.A.1 Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. TF-IV.A.2 Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data.
 * ^  || ** Communication with Supervisor ** || Ronnie Thompson ||^   ||
 * ** 2 ** || ** Week’s Activities ** || Discussed with Mrs. Owen (principal) ways to help teachers review TAKS Math material using the technology resources we have. Guided 4th grade teachers in creating resources to review/assess knowledge and skills.

Met with Sandy Siratt to discuss Storytelling with Video/Artwork of students. TF-II.A.2 Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom teaching.

Met with Deborah Ransaw (4th grade teacher at Dunbar) to help with incorporating student made power points and pictures into Knomi. TF-I.A.1 Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans.

Assisted Sandy Siratt with videoing students in front of green screen for digital storytelling. TF-II.A.3 Assist teachers as they use technology resources and strategies to support diverse needs of learners including adaptive and assistive technology. TF-II.C.2 Model technology integration using resources that reflect content standards. TF-III.A.1 Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools.

Assisted Sandy Siratt Video Conferencing with a teacher in White Oak, Texas. Students were incorporating this meeting with their social studies unit on diverse communities. Installed Skype on her computer. TF-III Educational Technology Facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. TF-II.B.1 Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences. TF-VII.A.4 Model integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction. || 6 || TF-II.C.1 Assist teachers as they identify and locate technology resources and evaluate them for accurate and suitability based on district and state standards. TF-III.B.1 Use methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology.
 * ^  || ** Communication with Supervisor ** || Ronnie Thompson ||^   ||
 * ** 3 ** || ** Week’s Activities ** || Shared with and helped Mrs. Ransaw locate websites to assist with diverse learners and the use of assistive technology. We used the Universal Design for Learning with the CAST organization.

Assisted Mrs. Siratt in scanning pictures from student created artwork to go along with storytelling videos. These jpeg images will be the backgrounds for the videos. TF-V.C.1 Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.

Reviewed iMovie principals and started discovering ways to incorporate the green screen videos of the storytelling using the student artwork as backgrounds. TF-V.C.5 Use instructional design principals to develop hypermedia and multimedia products to support personal and professional development.

Met Mrs. Siratt and her students in the computer lab at Spring Lake Park Elementary to discover new ways for students to create/design art using software the district has purchased. Using Mimio software, the students created background artwork to go along with digital storytelling. TF-III.D.1 Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings. TF-II.D.1 Provide teachers with options for the management of technology resources within the context of learning activities.

Downloaded webcam software and downloaded Skype capabilities on Nichole Smith’s computer at Dunbar Elementary. Assisted in the video conferencing with a teacher in Massachusetts. Students discussed state facts with students from the other state. TF-III. A.2 Use and apply major research findings related to the use of technology in education to support the integration of communication tools through the curriculum.

Continued reviewing iMovie concepts and started creating videos with the green screen effect. TF-V.C.5 Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development. || 7 || TF-VIII.A.1 Discuss and evaluate current research in educational technology. TF-VIII.C.1 Discuss the rationale for forming school partnerships to support technology integration and examine an existing partnership within a school setting. TF-VIII.D.4 Describe curriculum activities or performances that meet national, state, and local technology standards.
 * ^  || ** Communication with Supervisor ** || Ronnie Thompson ||^   ||
 * ** 4 ** || ** Week’s Activities ** || Met with Anne Slade, Administrative Assistant, to discuss videotaping teachers using best practices for integration of technology into the curriculum.

Shared with Sandy Siratt the procedure in creating videos using digital storytelling and student created artwork as backgrounds. Also, described the procedure for downloading videos into Knomi (school district goal setting curriculum) to share with the school and the entire district. TF-V.C.6 Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.

Met with colleagues to discuss upcoming training for staff development. TF-VII.C.1 Support technology professional development at the building/school level utilizing adult learning theory. TF-VIII Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.

Modeled and assisted Mrs. Siratt and Mrs. Hill at Spring Lake Park Elementary in implementing the online version of Weekly Reader using Mimio Interactive and Interwrite Pads. TF-II Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. TF-II.E.1 Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies. TF-III.A.7 Use methods for teaching concepts and skills that support use of Web-based authoring tools in a school environment. || 5 ||
 * ^  || ** Communication with Supervisor ** || Ronnie Thompson ||^   ||
 * ** 5 ** || ** Week’s Activities ** ||  ||   ||
 * ^  || ** Communication with Supervisor ** ||   ||^   ||
 * ** Hours worked this month: ** || 22 ||
 * ** Total internship hours to date including this month: ** || 54 ||

**Part 2 **

Field-based Activities Weekly Report - Part 2: Reflection
Reflection for Month of March:

During the month of March, I was able to plan more field experience activities and cover 22 more internship hours for a total of 54. The first week, I found several opportunities to participate in helping, guiding, and assisting those on my campuses. I wanted to review and discuss Internet Safety Issues with all teachers concerning our district policies on email and using the Internet for creating lessons. Because they are using these more and more, we needed to cover things that teachers were questioning, such as citing references and using already made content with Mimio lessons, which covered the following standards**:** TF-VI Educational Facilitators understand 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, and TF-VI.A.1 Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues and responsible use of technology. It’s time to take those AUPs off the shelf, unfold them, and add a whole new layer—Web publishing policies. It is essential that your new technology use policy is designed not merely as a preventative tool, but as an enabling document that promotes effective uses that solve problems and accomplish goals (Solomon & Schrum, 2007). TF-VI.D.1 Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology. During this same week, I also met with the Coordinator of Professional Learning, along with the other Instructional Technology Specialists, to put all Mimio lessons into a central location for all teachers to have access to. We categorized the lessons by subject and grade level and this will help teachers have a pool of lessons to choose from and will also help give them ideas of how to start creating their own lessons, which covers TF-II.A.1 Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology, TF-VII Educational Technology Facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools, and TF-VII.A.2 Use local mass storage devices and media to store and retrieve information and resources.

The next week from the month of March, I was able to meet with one of the principals and we discussed ways to help teachers review TAKS Math material using the technology resources we have available. I was able to meet with 4th grade teachers and we created resources to review/assess knowledge and skills in those areas and cover TF-IV.A.1 Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques, and TF-IV.A.2 Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data. I also met with Sandy Siratt to discuss Storytelling with Video/Artwork for students. We created a plan for incorporating Language Arts lessons and reading passages that the students were reading in class into creative video interaction. TF-II.A.2 Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom teaching covered this skill. During this week, I was also able to meet with Deborah Ransaw, a 4th grade teacher, to help her incorporate student-made power points and pictures into Knomi, our district created curriculum that houses goal setting ideas and student work, which covered TF-I.A.1 Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans. The remainder of this week, I was able to work with Sandy Siratt and help her start videotaping the students with their storytelling skills in front of a green screen. TF-II.A.3 Assist teachers as they use technology resources and strategies to support diverse needs of learners including adaptive and assistive technology, and TF-II.C.2 Model technology integration using resources that reflect content standards, and TF-III.A.1 Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools covered those skills. Later that week, I continued to work with Sandy Siratt, but this time it was to download Skype on her computer and help her with a video conference with another teacher in second grade form White Oak, Texas. Students were incorporating this conference with their social studies unit on diverse communities. TF-III Educational Technology Facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning, TF-II.B.1 Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences, and TF-VII.A.4 Model integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction covered those standards.

The third week of March, I was able to help Mrs. Ransaw again, but this time it was for her diverse learners she is challenged with on a daily basis. She needed assistance locating websites that addressed the use of assistive technology and areas that addressed the different learners she has in class. We located and used the Universal Design for Learning from the CAST organization. TF-II.C.1 Assist teachers as they identify and locate technology resources and evaluate them for accurate and suitability based on district and state standards. Students with disabilities have a greater need for accessing technology than do their non-disabled peers (Solomon & Schrum, 2007). TF-III.B.1 Use methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology, TF-III.B.1 Use methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology helps in that area. To help Mrs. Siratt with her digital storytelling and green screen activity, I assisted her with scanning student-made artwork. We will incorporate the jpeg images into the backgrounds of the videos. TF-V.C.1 Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional product was the standard for that. On my own time that week, I prepared and reviewed iMovie principals to go along with the green screen videos we were going to be doing, which is standard, TF-V.C.5 Use instructional design principals to develop hypermedia and multimedia products to support personal and professional development. Met with Mrs. Siratt and her students in the computer lab to discover new ways for students to create/design art work using software the district has purchased. The students created background artwork to also be used as backgrounds for their digital storytelling. TF-III.D.1 Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings, and TF-II.D.1 Provide teachers with options for the management of technology resources within the context of learning activities were stressed. During this week I also met with a 2nd grade teacher at a different campus and downloaded Skype on her computer, along with the software to be able to use the webcam. I assisted with the video conference she had with another classroom from Massachusetts. Students discussed state facts with students from the other state and covered the standard, TF-III.A.2 Use and apply major research findings related to the use of technology in education to support the integration of communication tools through the curriculum.

During the last week of March, I continued to assist and work with teachers, administrators and colleagues. I was able to meet with one of the administrative interns and discuss videotaping teachers using best practices for integration of technology into the classroom. We discussed the fact that having learning communities with videos on the server for teachers to be able to open up and watch could be a tremendous help to new teachers or even teachers having to teach a different subject**.** TF-VIII.A.1 Discuss and evaluate current research in educational technology, TF-VIII.C.1 Discuss the rationale for forming school partnerships to support technology integration and examine an existing partnership within a school setting, and TF-VIII.D.4 Describe curriculum activities or performances that meet national, state, and local technology standards were covered. Continuing the plan with Sandy Siratt and her storytelling, I was able to meet with her and share the procedure for actually taking the student art work and the video footage she took and putting them all together for a complete video of the work. We also went through the steps for uploading these videos into our district website for sharing, which covers TF-V.C.6 Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose. During this week I also met with my colleagues to discuss upcoming training for staff development and how and where this would be delivered. TF-VII.C.1 Support technology professional development at the building/school level utilizing adult learning theory, and TF-VIII Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision are covered. The end of the week found me helping two second grade teachers with implementing the online version of Weekly Reader. This has been an awesome tool as the students and teachers have been able to make it interactive by using the Mimio Interactive (white board) and the Interwrite Pad. TF-II Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology, TF-II.E.1 Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies, and TF-III.A.7 Use methods for teaching concepts and skills that support use of Web-based authoring tools in a school environment were covered.

. References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

//Web 2.0: New Tools, New Schools //Solomon, G.,&Schrum, L. (2007).//Web 2.0: Newtools, new schools.//Eugene, OR:InternationalSociety forTechnology in Education.

Williamson, J. & Redish, T. (2009). //Technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugene, OR: International Society for Technology in Education.