#6 Sustaining Technology Innovation in Schools

     Since my blog is entited "Instructional Readership", it only seems appropriate that I reference the article I read to write this post: Sustaining Technology Innovation in the Classroom: What does it take?,  Haley also referenced this paper in her blog post, but I promise I didn't know she did until after I already read the article. :) According to the research compiled from 57 schools that reportedly "implemented a sustainable innovation, the author, Ronald D. Owston, suggests several areas where schools should focus their attention and resources in order to produce a sustainable classroom technology iniative. Dr. Owston suggests that there are two sets of conditions that form a foundation for sustainble technology iniatives. Those two sets include essential and contributing factors, both of which are necessary for technology iniatives to stay around in schools.
     Dr. Owston included this model in his findings that summarize the essential and contributing factors needed in schools. The "E" represents essential factors that are "necessary, but not sufficient" to sustain innovations, and the "C" represents the factors that "facilitate the sustainability" in schools.

     The essential factors include teacher professional development that is focused on the school's short and long term technology goals, which in theory, should target the essential skills needed to use the new technology iniative efficiently and effectively. Another is teacher support, which includes having teachers "buy in" to whatever technology iniative is being implemented. Without teacher buy in, the iniative will not be sustained. In an ideal situation, teachers give their input about what type of technology/software iniatives they need or want supported in their school prior to implementing the iniative, so buy in isn't a problem; however, that is not always the case. It is essential, however, because teachers are on the "front line", so to speak, and without their buy in, the technology will sit unused and dusty in their classroom. Equally important, in my opinion, is administrative support. Administrators must have a plan of how the technology will be monitored, and clearly set expectations that the technology will be used. Notice I said that it will be used, not how it will be used. Speaking from experience, I am much more likely to "buy in" to technology iniatives if it is presented in a way that reinforces my professional judgement and allows me to customize how I use the technology to best fit my class and my student's needs. Futhermore, school leaders have a responsibility to "buy in" to the initative as well, seeing that their support is just as important as teacher's support for the initiative because they are managing and monitoring the technology tools and usage.Lastly, students must be active participants in the initiative in order for it to be successful. Without students seeing the importance and/or relevance in their education, the iniative will come to a grinding halt, even with staff and administrative support. Students should be the central focus of technology iniatives, and their support for the technology is crucial.

      The contributing factors, which seem like the glue that holds an initiative together, are plans and policies that incorporate the initiative in both short and long term school goals, support, both internal and external, funding, and "cheerleaders" or champions for the initiative. When I typed funding as a contributing factor, not an essential factor, it didn't make sense to me at first...then I realized that schools have been doing a lot of innovative projects and initiatives without money for a while. :) However, this factor is very important for the success of any technology project, but recently, the money has had to come externally. From my own experience, I can tell you that having a "cheerleader" or initiative champion can be an integral part of the success of the program. In our school, we have started initiatives and have been able to sustain them because of one or several people that commit to the initiative 100% and create a spark within the faculty to implement the initiative. These champions also have continued to fuel the spark into a flame by continuing to reserach and reach out to other schools following a similar model to provide more innovative and effecive teaching tools for teachers.

    Dr. Owston does state that his list of factors is not "exhaustive" and could include others. I think the list for contributing factors should include a "school-wide technology goals" section. I think it is important to choose to implment initiatives that conincide with the vision the school or principal has for the next 5 or 10 years.

   Thanks for reading. Feel free to add your comments below. :)

#5 Student Choice- My Classroom

Ward Speedway

I recently had the realization that I have never taken pictures of my classroom even though I've taught 4 years! As with every year of teaching, my classroom has evolved just like my instruction. Since I spend a lot of time there, I try to make it warm and inviting for my students and me :)

     My classroom theme is racing, not because I'm a race fan, not even a closet one, but because the theme of teamwork can be easily thread throughout all the decorations and displays. Plus, I like the colors black, red, and white. Deanna will even tell you that every powerpoint/keynote presentation I make is black, red, and white. I guess it has become a part of me.

The picture above is a snapshot of four different areas in my classroom. The top left (Quadrant II for all you math teachers ;) is the wall outside my classroom. I think it's important to have an area where students can display their work, and also view other classmates' work. The top right is a reading/partner work area in my classroom. This year, I wanted to create nooks for students to work independently or with a partner. The more professional development I do, the more I realize the students in my class need a change of scenery just like I do during 8 hour workshops. The bottom left is the classroom library. Students can read/work there when they are finished with their work, or during Read to Self, Read to Someone, or Work on Writing stations. Lastly, the bottom right shows my classroom curtains, checkerboard of course, and a "Platinum Math Club" display that shows the names of students in all three math periods that have passed specific fact tests. There are five tests students must pass to become a Platinum Math member in my class.

 This is the sign outside of my classroom door. When I made it, I wanted parents/students to know where my classroom was because at the time, I was the only fifth grade teacher on the fourth grade hall.  The top right picture is a partial view of the partner work area and the computers where the students can work on various activities or silent read. The morning work board is where I post assignments that need to be completed before 1st period, and I also post activities that will be completed during each station rotation. The math meeting board is where I've posted

This is the area outside my classroom door. The bookshelf is for students to have a book to read while they wait in the hallway before class starts at 7:30. In the new wing of the school where my classroom is located, the students have the luxury of a locker. They absolutely love the storage...and so do I! The bottom picture is of all my math manipulatives and other materials for reading.

One picture I want to highlight is the bottom right. This year, the class has learned about being a "bucket filler". We discussed it during the first week of school, and students write notes to "fill someone's bucket" during the week. On Fridays, I let the students check their buckets.

This past week I put up these racecar bags on the lockers for students to put their library books inside. They work as book boxes, and students have quick access to them when they need them. For example, when we go to library, students grab their book bags and library cards and can quickly head out the door. The students can also grab their book bags when they read somewhere in the room. Of course, they are adorned with checkered flags to coordinate with the theme...thanks Oriental Trading :)

#4 Best Practices of Technology in Elementary School

  


Technology Best Practices


     Technology integration into daily instruction is revolutionizing the traditional structure and setting of schools. New software and technology has challenged and won over the traditional methods of instruction and classroom designs. For example, in elementary classrooms, the large cart housing a cumbersome overhead projector, Vis a Vis markers, binders of transparencies, a spray bottle and paper towels is no longer. (At least it should be ;) In it's place are a document camera, overhead projector, and laptop computer. Paper towels and spray bottles are now only used to clean up messes made during snack time. Technolo"gee let me move this heavy and completely ridiculous overhead projector" is now technolo"gee the students are learning so much more by using an iPad". Students and teachers quite literally have access to information at their fingertips, and students are becoming the leaders of their education, not teachers. (Last time I checked, this is a good thing...) With daily use of technology and software in the classrooms comes the responsibility of using best practices with whatever technology is available.

    One best practice the teachers at my school and in my grade level do is always planning to use technology availabe, such as iPads, to increase student engagement. Research proves that student achievement and learning is tied to their level of engagement. When students are fully engaged, the lesson and concept become meaningful, and therefore, students retain more knowledge. Ipads, SMARTBoards, Student Response Systems, and Mobis all put students in the "driver's seat". The silent student that never raises a hand is no longer. I use student response systems in the classroom as a way to assess students before, during, or after a lesson. Students love the clickers because they are engaged and actively participating in what they're doing. It also evaluates the performance and understanding of all students at one time. After a quiz or question is completed, the results are instantly displayed in a bar and circle graph for the class to discuss the results.

     Another best practice we use  at our school that piggy backs on student engagement is planning for the use of technology to provide active learning enviroments rather than passive enviroments. This ties into student engagement because students that are engaged and have their hands on technology like clickers, iPads, or Mobis are actively learning. They are not sitting in their seat and passively learning. Using technology provides a system of accountability that ensures that each student will actively particpate in the lesson; therefore, actively learning.

     Using technology allows for active student participation and learning; however, teachers cannot use a "one size fits all" strategy. For example, I teach three periods of math during the day, each period being leveled according to student data; therefore, when I'm planning to use any technology, I cater the technology, like apps on the iPad, to whatever the class/period needs. The beauty of technology like the iPad is that you differentiate instruction VERY easily.

    The last best practice that my grade level uses is taking the time to discuss student expectations regarding the use of technology with our classes. Before the iPads hit the students' desks, the students sign an iPad contract after we have discussed the expectations as a class. Specific examples of what to do and not do are discussed with students, and by signing the contract, students know that if they violate the appropriate use of the learning tool, there will be a consequence. The students, however, have never misused the technology because they love using it and don't want to lose the privilege! It reinforces my previous statement that when students are actively engaged and participating, they're learning, which means they aren't misusing the technology! The contract just serves as a way to reinforce and model appropriate behavior with the students.

If you have any other "best practices" you use, feel free to send them my way!!

#2 To Be or Not to Be.....An Administrator

Why do I want to be an administrator?

    I don't.....not yet, anyway. I am very passionate about leadership and education, but I feel very satisfied in the classroom right now. This is only my fifth year of teaching, and I have had the opportunity to hold various leadership positions within and outside of school. All of these opportunities have helped equip me for this program, but I chose this program to learn more about administration/leadership at different levels and capacities, and to gain a more global understanding of how public education functions on a local,state, and national level. One day, I would like to become a coach for teachers or do curriculum development of some kind. I may change my mind and want to be a principal, but for right now, I see myself taking a different leadership approach.

Student Choice #1- She Can't Spell Leadership

                                  
Leadership. There...I spelled it. This blog's title is not a glaringly obvious typo that I forgot to correct before submitting changes to my blog title, but rather, my attempt at being clever.

     As I continue on my journey to a Master's Degree in Instructional Leadership, one thing has become clear to me. I will have to start reading more.....other than Hunger Games. School leadership involves reading and keeping track of the latest legislation, news, and trends related to education, including technology, special education, behavior management, curriculum, and pedagogy. Of course, reading educational journals and collecting professional books doesn't makes someone a great administrator; however, without the knowledge these resources can offer, an adminstrator would not be as effective and relevant to the faculty.
 
     As I read about school leadership and current issues facing public education, I will blog about my thoughts and opinions...me? thinking? Scary, I know... They may not be your thoughts and opinions, so don't hesitate to leave a comment or two. It's nice to discuss things from different perspectives. :) Stay tuned.

My First Blog Post for My New Blog

This is my blog. I like it. I will add more things to it soon.