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CFE A _ Anaylzing the Technology Landscape -  Part 1: Mission, Vision & Strategic Plans                             NOTES

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CFE A _ Anaylzing the Technology Landscape -  Part 1: Mission, Vision & Strategic Plans                             NOTES

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FISD Strategic Plan Goals:
Frenship ISD will equip students and staff with reliable technology resources to ensure an enriched, equitable learning experience.

2.1 - Develop a district technology playbook to support equitable learning experiences for students and staff.

2.2 - Establish a district professional development plan to ensure all staff receive adequate training on devices, device troubleshooting, and lesson implementation.

2.3 - Create a coherent sequence of instruction that develops technology competencies in students.

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CFE A _ Analyzing the Technology Landscape - Part 2: Infrastructure & Available Resources   NOTES

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CFE A _ Analyzing the Technology Landscape - Part 2: Infrastructure & Available Resources   NOTES

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FISD is a 1:1 District (as of 2021/2022 school year)

Connectivity (wifi) is often an issue but IT makes every effort to resolve issues in a timely manner

Software needs/use varies per department

Support systems: Tiger Tech Team (includes a group of tech-savvy teachers who share tech ideas with campus, they also receive regulary training during PD sessions).  FHS gained an instructional coach this year - though she is not a technology coach, she does offer teaching strategies utilizing technology

EdTech Tidbits - assistant principal sends out newsletter  highlighting tech tools and strategies

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CFE A _ Analyzing the Technology Landscape - Part 3: Journal Reflection

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CFE A _ Analyzing the Technology Landscape - Part 3: Journal Reflection

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When considering the characteristics of a high-quality mentor or coach, the first things that come to mind are support and inspiration.  A mentor or coach builds trusting relationships through communication and recognizing how vulnerable the mentee feels when exposing a weakness or asking for help.  Mentors should be able to assist mentees in gathering and analyzing data to better inform decisions when considering any change in instruction or incorporating new instructional strategies.  While data is certainly important, the mentor and mentee should keep decision making student focused (MacCrindle & Duginske, 2018).  Mentors and mentees should work together to focus on the needs of learners.  The mentor and mentee should both be able to ask questions without one or the other feel as if they’re being judged. This goes toward building trust within the mentor/mentee relationship.  Mentors should not ask questions simply for the sake of asking a question; rather, questions should be related toward the goal for the mentee, i.e., student learning.  Conversely, the mentee must be able to ask questions without making the mentor feel defensive.   I have worked with my mentee on several occasions throughout my graduate program.  She has made it clear that she does not always feel comfortable integrating new technology but she is very receptive when asked to try new things.  This makes her ideal to work with.  My mentor was chosen for similar reasons.  She is a BIM instructor and part of the Tiger Tech Team, which makes her a great person to bounce ideas off of, ask questions, and provide constructive feedback in the process.  During conversations with both my mentor and mentee, we all agree that technology can enhance our content but applications, tools, strategies, etc., must be carefully considered.  The three of us feel comfortable working together and collaborating; so sharing ideas feels safe.  We have similar teaching styles so neither of us feel self-conscious when observing or teaching.

Personal Philosophy

Technology in the classroom can enhance the learning experience but should be used in concert with the lesson plan rather than simply adding technology for the sake of technology in the classroom (Fisher, et al., 2020).  Whatever tech tool is being used, be it a laptop or tablet, an on-line game like Quizlet or Blooket, or even a learning management system (LMS) like Schoology or Blackboard, it should be integrated with the lesson plan and complement the objectives of the lesson.  Students are uniquely created and therefore each student learns in his or her unique way.  Educators can differentiate learning in their classrooms by using a variety of technology modalities to aid students in developing a better understanding of the content area.  Technology allows students to take ownership of their learning and are no longer dependent on just a textbook.  Students become active learners as the effective use of digital tools can increase learner engagement.  Technology tools can bring a lesson to life as students are empowered to research concepts they do not understand through resources at their fingertips.  21st century students have grown up with technology; so, for today’s students, it feels like a natural progression to use technology in the classroom as part of the learning process to help build those essential 21st century skills students will not only need in the classroom but will carry over with them into college and as they venture into the workforce.

Technology is not new to our district but we’re still getting used to being a 1:1 campus.  It takes time for teachers that have never utilized technology to feel comfortable integrating new tools and apps into their content.  We’re still feeling those growing pains.  It’s hard to get excited about technology when there are connectivity issues.  Many teachers complain about having to send students out of the classroom for laptop repairs or Wi-Fi issues. The Tiger Tech Team is great but because it is comprised of teachers, it often takes time to get answers to questions.  The instructional coach is knowledgeable but not a tech-based coach so one of my goals is to convince our campus that we need a dedicated technology coach.

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CFE B _ Needs Assessment Survey _ Part 1: The Survey

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CFE B _ Needs Assessment Survey _ Part 1: The Survey

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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CFE B _ Needs Assessment Survey _ Part 2: Survey Results

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CFE B _ Needs Assessment Survey _ Part 2: Survey Results

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Are you interested in learning about new apps to implement in your classroom?
57% - maybe
43% - yes

How would you rate your interest in learning more about educational technology, including apps?
29% - somewhat interested
14% - very interested
14% - neutral
43% - other (but no specific response given)

In terms of tech in the classroom, what is your biggest frustration?
43% - connectivity issues
43% - unreliable equipment
14% - students misusing technology

What factors do you feel hinder technology progress in the classroom?
43% - lack of time
29% - lack of access to necessary applications or software
28% - lack of interest

What is your biggest educational tech need that would be most beneficial in your classroom?
14% - professional development/training
43% - apps or software
29% - hardware or tools
14% - I have everything I need for students

Are you interested in working with an Intsturctional technology coach?
29% - yes
28% - no
43% - maybe

Based on observations in your classroom, do you feel students are properly prepared with the necessary technology skills required to be successful beyond high school (workforce, college, etc.)?
29% - yes
43% - no
28% - maybe

Are you aware of FISD's mission and/or goals as they relate to technology?
100% - yes

Are you aware that FHS has a Tiger Tech Squad to help with technology needs, strategies, etc?
100% - yes

Based on the FHS technology vision (noted in CFE A) and the results of this survey, the needs of teachers is not yet inline with the proposed vision.

Results mirror discussion with mentors so the data is not a complete surprise.

Frustrations regarding connectivity are noted in the results data.  Frustrations with inadequate technology or technology not working properly were noted.

Educators expressed interest in learning new strategies utilizing technology but desire adequate training, i.e., don't just offer all these great tools, show me... how can I use "X" in my content area effectively?

As mentioned, teachers are eager for more training but did not give specifics on what that might look like (an error on my part as I did not include that option in my survey).  Will discuss further with mentors to brainstorm ideas.

While not specifically noted in the survey, the discussion of small group training has been discussed with mentors and both agree that a small group dynamic is preferable to PD as an entire staff.  Smaller group dynamic feels like a safer space to ask questions and get more one-on-one coaching.

No specific idea for a year long PD plan yet.  Based on the survey, teachers are looking for new ways to use apps that they're already familiar with while also looking to add new apps into the classroom.  PD plan should likely focus on those goals.

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CFE  B _ Needs Assessment Survey _  Part 3: Journal Reflection

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CFE  B _ Needs Assessment Survey _  Part 3: Journal Reflection

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This field experience was spent discussing the technology needs of teachers on our campus.  A survey was created to help determine those needs and to gauge what teachers wanted to see in terms of new tools, new software, strategies, etc.  Questions were also posed to teachers focusing on what kind of training would meet their needs, what their current frustrations were, what tools and applications they were currently using, etc.

The data from the survey revealed that 57% of participants were interested in learning about new apps, 29% were somewhat interested in learning about new educational technology, and 43% would consider working with an instructional coach.  43% of teachers did not feel their students were properly prepared with necessary tech skills required to be successful beyond high school.  43% of teachers agreed that the biggest need in the classroom was apps or software.  The same 43% felt that the biggest hinderance to technology progress in the classroom was a lack of time and connectivity issues.  ISTE Standard 4.6 emphasizes the importance of data-driven decision making (ISTE, 2017).  This information should be analyzed to determine teachers needs and create a professional development plan based on those needs.

Overall, it appears that teachers want training that is meaningful to use with tools that are functional with connectivity that is reliable.

I had a chance this morning to speak with some of the teachers who participated in in the survey, as well as my mentor and mentee, to brainstorm about PD ideas.  Some ideas included a year long Schoology PD that focuses on technology.  I like this idea but need to think about how this can be molded to fit tech needs in various content areas.  I also spoke to two members of the Tiger Tech Squad to get more input for PD.  Will consider choice board-type opportunities to include so that teachers can choose an option that best fits their needs.

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CFE C: Year-long Profressional Development Plan

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CFE C: Year-long Profressional Development Plan

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Profresional Development Sessions:
Session 1: Digital Citizenship with Flip as re-enforcement activity.
Session 2: Canva in the Classroom: Intro, Presentation Tools
Session 3: Formative Assessments
Session 4: Utilizing Schoology (LMS)
Session 5: Gamification for Student Engagement

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TEC595_CFE C_Yearlong Prof Development Plan

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CFE C: Year-Long PD Plan Development - REFLECTION

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CFE C: Year-Long PD Plan Development - REFLECTION

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This year-long professional development plan was created after receiving feedback from CTE teachers in different content areas.  Much discussion took place with regard to the types of professional development sessions that most of us found meaningful versus what were deemed a waste of time.  With that in mind, I worked with my mentor and mentee to create an artifact that would potentially appeal to different teacher-types, learner-types, and would be meaningful across content areas.  My mentor, a member of my campus' Tiger Tech Squad, provided numerous ideas to implement into professional development.

I tend to create things that work really well in the context of Health Science.  The feedback I received from my mentor, who teaches BIM, reminded me that I needed to curate something that would appeal to the masses; after all, that is one of our biggest complaints in session we attend... what does this have to do with what I teach?  OR, how is this meaningful to _______?  With that in mind, I kept my sessions more generic or that what I felt like would be meaningful to more teachers.  Based on feedback after final plan was developed, I think I was successful in that regard.

This plan could not have been developed without first creating a poll to gauge what teachers wanted in a professional development session.  That data made it possible to ignore the areas that were of low interest and curate sessions that seemed to peak teacher interest.  The success of a technology coach is largely based meeting the needs of what teachers WANT to implement while creating opportunities for them to learn what the didn't know they wanted.  It should also be noted that creating opportunities for these sessions to be done in group settings, synchronous  environment, as well as asynchronous environment provides a safe space for teachers to learn and practice what they've learned in the session without feeling like prying eyes are upon them.

This development session aligns with ISTE Standard  4.1 Change Agent and 4.3 Collaborator.  The technology coach should inspire teachers to use technology while supporting them as they try new strategies. In doing so, they build respectul and trusting relationships that encourage educators to explore digital tools.

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CFE D: Professional Development & Individual Coaching Sessions - PD Materials

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CFE D: Professional Development & Individual Coaching Sessions - PD Materials

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Required Teacher Materials for this Session:
Laptop, iPad, or Desktop
Access to Canva

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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CFE D - Professional Development & Individual Coaching Sessions: OUTLINE

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CFE D - Professional Development & Individual Coaching Sessions: OUTLINE

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in this session, teachers will be introduced to Canva.  The session will provide strategies and ideas on how to implement the application into the classroom.  Teachers will need access to the following materials for this session:

Ø  iPad, laptop, or desktop

Ø  Access to Canva

I.               Begin session by introducing Canva (the app itself) and how it can be used in the classroom to increase student engagement.

II.             Show samples of items that coach as created using the app.

III.           Provide examples of how to implement into course content.

a.     Using my content area (Health Science) as an example: Use Canva as a formative assessment.  Explain: During our infection control unit, I take my students through the chain of infection.

b.     Example of student’s infographic: https://www.canva.com/design/DAFQntwotVA/Kk-G3Tc84lIAVXdqgZ2kJg/edit?utm_content=DAFQntwotVA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

c.     Our first activity using Canva was to create an infographic depicting the chain of infection – students were tasked with showing the chain and at least one way to break each link in the chain.

d.     One of the big take aways in the unit is the importance of effective hand washing.

e.     Activity: Instructions to my students were simple – imagine that the principal has asked our class to create a campaign that promotes hand washing during cold & flu season.  Create a meme about hand washing.

f.      Show student example #1: https://www.canva.com/design/DAFUF8bcVmI/YCwPyNRxsHpK6oYFizpaew/edit?utm_content=DAFUF8bcVmI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

g.     Example #2 https://www.canva.com/design/DAFUF7vcJJw/LhyVucFlxiyRfNjO7j_yJA/view?utm_content=DAFUF7vcJJw&utm_campaign=designshare&utm_medium=link&utm_source=viewer

IV.           Take teachers through the steps of logging into Canva, searching for templates, manipulation Canva tools.

a.     Teachers will create a funny professional development meme.

b.     Teachers will share memes.

V.             Show attendees coach-created meme.

a.     https://www.canva.com/design/DAFbhyKG91o/l6SRHpeMeAubjb3MRb1mxg/edit?utm_content=DAFbhyKG91o&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

VI.           Provide link to post-session survey.

https://forms.office.com/Pages/ResponsePage.aspx?id=F_fjaj3YkEqpXTqa2cZd--o7kXj4xxZDsvZUiB9cbohUMjhNMVY0UjJPTTg4UEdPSDhES1lIS1QzRC4u

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CFE D: Professional Development & Individual Coaching Sessions - REFLECTION

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CFE D: Professional Development & Individual Coaching Sessions - REFLECTION

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Through this graduate journey, I have had the opportunity to create several professional development sessions.  One of the first things I consider is the session itself, which is to say, is this something I would want to participate in, learn more about, etc., if the session were presented to me?  This is significant because historically speaking, I am loathe to attend most professional development.  Why? Because they rarely provide anything meaningful that I can take directly back to my classroom.  My mentee, mentor, and myself have had many discussions about how painful some sessions we've attended have been.  With that in mind, the last thing I want to present is a session that is painful for anyone to sit through.

One consideration about PD sessions is length.  Students do not want to sit through lengthy lessons and lectures and neither to the educators that teach them.  The sessions I created in my year long session project were meant to be short and sweet.  When introducing new tech tools, the session/lesson can't be too convoluted; if it is, those in attendance will lose interest.  I can't very well present a session on engaging students when I can't even hold the attention of my teachers.

I opted to show how user-friendly Canva is by providing examples that my students have created... hand-washing memes.  Once the initial instructions were given, examples were shown and it was time for teachers to try their hand at Canva, the mood was light and I had them hooked.  To show understanding, I asked that teachers create a meme about professional development.  My example poked fun at my own previous experiences so I believe that illustrated I don't take my self too seriously, that I understand how miserable a meaningless session can be, and that I value the time of those in attendance (or in this case, my one-on-ones).

Based on feedback, my session was easy to understand and could be used in almost any classroom (which was my goal).  I believe that my session/objectives align with ISTE Standard 4.5 Professional Learning Facilitator, specifically, 4.5c which stresses the importance of evaluating professional learning and how it ultimately impacts student learning (ISTE, 2017).

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CFE E: Delivering Professional Development & Coaching - Data Collection, Feedback, & Reflection

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CFE E: Delivering Professional Development & Coaching - Data Collection, Feedback, & Reflection

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A professional development session introducing Canva in the Classroom was created and delivered to greater than ten teachers, including mentor and mentee for this course.  After delivering the session(s), participants were provided a link to a post-session survey for the purpose of obtaining feedback and data to determine the success of the session.  Per the survey results, the session was positively received.  Teachers were asked what new concepts or ideas they learned during the session and what ideas they would like to explore further.  Teachers were receptive to learning Canva (though some were already familiar with the application), liked the idea of using it in place of traditional tools like pen, paper, notebook, etc., noted that it was user friendly, and would consider using it more often in their own classrooms.  Teachers also noted that they would like to learn more about creating concept maps, mood boards, portfolios, etc.  Teachers noted the use of Canva was explained in a way that was easy to understand and most (90%) felt comfortable using Canva in the classroom and were likely to incorporate it in future lessons.  No changes in session were suggested; however, it was noted that I talk fast (nervous talking) and suggested that I slow down for those that may be completely unfamiliar with the application.  Participants noted that they were likely to attend future professional development sessions introducing new technology, applications, and strategies for the classroom.  Teachers also noted that they liked that the session was short, directly to the point, provided an opportunity to try the application, and was light-hearted.

The mentee, Mrs. Reeves, participated in the session.  She was somewhat familiar with Canva but had not used it to any degree in her own classroom.  While she admits that new applications intimidate her to some degree, she was receptive to being coached as she does like to at least try new things in her classroom to keep her students engaged.  Like the other participants, Mrs. Reeves liked that the session was short and not too convoluted.  The instructions were easy to understand and like the other teachers, she liked having an example to look at prior to trying her own hand at creating an artifact of her own.  My concern was that the session might be too simplistic but Mrs. Reeves felt that it was a great starting off point, especially for those that have never used Canva.  We both agreed that this was a session that could be built upon, becoming more and more advanced in future sessions.  My mentor is very adept at Canva, using it often in her classroom and she also agreed that starting small/simple was a great strategy.  No significant changes to session were noted.

Reflection:

As noted in previous reflections about professional development sessions, they can often be mind-numbing and painful to attend.  The goal of this session was to be short, to the point, and act as an introduction to using an application that teachers may not have thought of before.  Getting teachers to voluntarily participate in a session is no easy task but when told that the session would take less than 15 minutes, it was much easier to gain participation.  While plagued by nerves, the professional development session was delivered with success.  Keeping delivery relatively short was a good strategy; however, with future delivery of this presentation, I will go (talk) more slowly so as not to be a distraction to participants.  A SMART goal that aligns with this professional development session would be to consume media related to instructional technology.  Learning more about this area via various media such as podcasts, publications, books, etc., is paramount in terms of growth as a coach.  This goal will be measured or evidenced by creating new PD opportunities that use knowledge gained by media consumption.  The goal is dynamic as it should be ongoing with no end date.  There should be no timeline for learning enough.  By continuously consuming new media related to instructional technology, the goal will always be relevant.  This goal aligns with multiple ISTE Standards including 4.1 Change Agent.  By maintaining a fluid goal, I will be able to create a culture for using technology, work with other educators to set and meet technology goals and help them implement strategies in their own classrooms (ISTE, 2017).  It also aligns with 4.3 Collaborator as I will model learning experiences for other teachers to improve their own instructional practices (ISTE, 2017).

Mrs. Reeves is always very kind and generous with her feedback, whether it has been in the role of mentor or mentee.  As mentioned above, she felt the PD session was successful and relative to any area of content.  She liked that I used it in the context of health science as that helped her visualize ideas for her own classroom.  As previously stated, she was somewhat familiar with Canva but felt more confident incorporating it in her own classroom after the session.  She felt that one did not have to be a graphic designer or even super creative to effectively use the application.  We did discuss how uncomfortable it can be to present to other educators so it was determined that a great SMART goal for improving technology coaching would be to work on overcoming fear and trepidation of delivering presentations, or simply try to do it with less anxiety.  I spoke to our CTE coordinator and volunteered to deliver more PD sessions, or mini sessions like the one I created, to help boost my confidence and improve my delivery skills.  She was incredibly receptive to the idea and likes the idea of teacher-led development sessions versus lengthy sessions that offer little value.  We also discussed doing a round-robin of sorts, creating session choices for teachers to choose from.   This goal aligns with ISTE Standard 4.5 Professional Learning Facilitator as professional learning should be predicated on needs assessment, meaningful feedback, and the idea of continually making improvements to meet the needs of educators and meet the district’s vision for technology use.

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CFE F: Professional Development & Coaching Session Revision & Reflection

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CFE F: Professional Development & Coaching Session Revision & Reflection

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A professional development/coaching session was provided to my mentee as well as other campus staff.  The session centered around introducing Canva the classroom and showing different ways it can be used in the classroom.

The overall response to the session was positive; this was in large part because the session only took about 10-15 minutes to present and allowed a few minutes for feedback.  It was clear that staff appreciated the respect for their time. My mentor, Lauren Denning, also reviewed the session and agreed that the objectives were clear, concise, and provided adequate time for teachers to try what they had just learned.

In terms of revisions, there were no physical revisions to be made.  The feedback was all related to my delivery.  This is not to say that anyone thought I did a poor job of coaching but rather that I tend to be a fast-talker and it was noted that I need to take a breath and slow the pace of the session.  In addition, some feedback related to my confidence in delivery, or lack thereof.  After discussing this feedback with both mentor and mentee, we agreed that confidence will come with practice; the more often I deliver professional development sessions, the more comfortable I will become.

This leads to my own personal growth throughout the program.  I don’t know that I would have been able to deliver any type of PD session a year ago.  While I admit that confidence is an issue, I not only would have lacked the self confidence but also not been solid in my ability to create an artifact worthy of delivering to my peers.  I am so proud of the tools I have learned to use and the artifacts I’ve created with those tools.  I love that this program allowed me to create something that I could immediately take to my classroom.  I also feel confident using my voice to suggest PD ideas to my admin and having the space to come up with ideas for my classroom.  My mentee admits that she is more comfortable with technology and trying/implementing new tools and strategies than she was prior to my coaching.

I will continue to follow technology trends to stay current and expand skills that I can share with my students as well as my peers.  My team is currently working on revamping our Health Science program and I am looking forward to making it a project-based class, using new tech tools whenever the opportunity presents itself.  Moving forward in my career, I will focus on being a Change Agent, Standard 4.1, facilitating the equitable use of digital tools as well as a Learning Designer, Standard 4.4, as it is my desire to create learning experiences that allow students to demonstrate their mastery of content through a variety of mediums (ISTE, 2017).