The School Principal Considers Technology and Safety

There is a strong difference on how students use the Internet after school compared to how they are using it at my school.  When students use the Internet outside of school the most popular answers I got from students was they use it for social networking (mainly Facebook), gaming, and You Tube.  Some students did say they use it for school assignments in which they word process or for Study Island assignments, but the majority of the time it is used for the three reasons above.  This differs greatly in how we ask them to use the Internet in school.  Most teachers use the Internet for research purposes, presentation of material or Study Island assignments.  This directly relates to the question we have been asking in class: are we preparing students’ for “real world” application of the Internet?

            My district does receive E-rate funding.  Students and parents are required to sign an acceptable use policy in order for students to use electronic devices during school.  The acceptable use policy is a three page document and can even be found on my school’s library website.  It was first adopted by the Board of Education in 2001 and was last revised in 2008.  We also use an Internet filter called IBoss.  From talking to our school’s technology coordinator and administration, the policy and the Internet filter used are chosen by the Board of Education, but the reason for their choice was unclear.

            One conversation I brought up in class was that teachers and students have the same Internet access in my building.  In looking more closely at my district’s acceptable use policy I found out why.  There is a specific section that addresses “staff member requirements”; part of the policy states: “No adult staff member, volunteer, or member of the public may use district equipment or access routes for purposes prohibited to students.”  Even though it is possible with IBoss to allow different access between students and teachers, Board policy prohibits it.  Because of this policy, I think a lot of educationally sound uses of the Internet are lost, not to mention methodology that could really draw students in and get them excited about learning, relating to how they use the Internet everyday.  When I asked why this is the policy, none of the technology representatives or administration I talked to knew why.

            Many of the students know how to get around the filter to access sites like Facebook and You Tube.  This is known by the technology representative of my building.  She reports the information to the Computer Services Manager for the district, and he works on a solution to stop however the students are getting around the filter.

            We have also talked in class about who is making these decisions.  Through interviews conducted, I have found that the Board of Education in my district makes the decisions regarding the policy and what Internet filter to use. In class I brought up the notion of the “big computer guy”.  I found out that the actual title of the “big computer guy” in my district is Computer Services Manager.  The Computer Services Manager makes many of the decisions regarding technology in the district, which is then submitted to the Board for approval.

Link to Acceptable Use Policy of my district (scroll to bottom of page)

            

WebLog Query: D3 Data Driven Decision Making

1.  What data is currently being collected at your school?
At this time, all teachers have been asked to collect data in their various subject areas using formative assessments.  All 9th and 10th grade students are tested in Reading and math using MAP Testing, which collects proficiency data by state indicator.  All students on IEPs are testing using SRI for their Lexile level.




2.  Make a list of the sources of where the data is being stored such as databases, spreadsheets, text files and paper?

• Spreadsheets:  Most teachers use spreadsheets for their formative assessment data
• Databases:  MAP Testing; SRI; PowerSchool
• Text files:  Sent to the principal

3.  Identify the person or persons or the department that manages particular data.

Each teacher and/or linking team is responsible for managing their own data.  Each team must submit their data to the principal via email. 

 4.  Are the data sources compatible? Do existing obstacles complicate or prevent correlation analysis of available data?

I would say that current data sources are not compatible.  We have a lot of different data in a lot of different places.  Because data is collected from various places, I think that might prevent the compatibility for storage.

 5.  How frequently is important data collected? Is it useless because of infrequency or overly burdensome because it is collected too frequently?

We are asked to collect classroom data at least monthly.  SRI and MAP Testing are done in September, January, and May.  I feel that our data collection is done at a good pace.  The part that becomes burdensome is entering it into various places.

 6.  What data do YOU actually have access to? Is it the data you need to effectively advance the learning of your students or otherwise do your work? What additional data would help you make more informed decisions?

I have access to most data that I need for day to day needs.  Although, I can only get data on students I have in my classes.  Because I teach special education, I have access to a lot more data than most.

 7.  What MIS does your school use? How well is this system being used? Is the system robust enough for the needs of your school?
 
My school currently uses PowerSchool for our MIS.  Since it is only the first year we are using it, I am sure there a lot of things that aren't being used that will be used in the future once people become more familiar with it.  At this point I can't say if it is robust enough because I don't know of all the things it is capable of at this time.

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WebLog3: Educational Technology Professional Development

1. Please discuss your lived experiences of Educational Technology Professional Development at your school. 


I have worked in the school district I am in for 5 years.  Thinking of all the professional development we have had, I would say that technology is one of the places we have had the least.  The last technology inservice I had was at the end of last school year because we just got Power School, which is an online grade book, etc.  The inservice was only an hour and taught us the basics of how to log onto and input grades, etc.  It was conducted by the technology coordinator of our school.  Before that, I can only think of one other technology training I had, and it was when I was first hired.  We learned how to access email and the school network.

2.    (A) Discuss criteria which define successful Educational Technology Professional Development

From the first article I read, it seemed to agree that the number one important aspect of successful professional development is the quality of the teachers.  I would have to agree with this; if the quality of teacher is poor, then learning lacks in general.


It also discussed two requirements for successful technology professional development:


"First, the professional development should be an integral part of the school technology plan or overall school-improvement plan. Second, the professional development should contain all the necessary components that research has found to be important." (Rodriguez & Knuth)


The authors went on to discuss that professional development  should contain certain components for success:


"...a connection to student learning, hands-on technology use, variety of learning experiences, curriculum-specific applications, new roles for teachers, collegial learning, active participation of teachers, ongoing process, sufficient time, technical assistance and support, administrative support, adequate resources, continuous funding, and built-in evaluation." (Rodriguez & Knuth)


Lawless and Pellegrino discuss that successful professional development is linked to high student achievement.  They say that high quality professional development is longer in duration, provides access to technology for teaching and learning, needs to keep teachers actively engaged and make it relevant to them, and have a clear vision for student achievement.


Overall, both articles equated good quality professional development to high student achievement.


(B) Discuss criteria which define the effective school administrator and/or technology coordinator in the context of successful Educational Technology Professional Development.


Criteria for effective school administrator in terms of successful educational technology professional development was outlined by Rodriguez & Knuth:

• Ensure that the technology plan includes professional development as a major component.

• Pursue strategies for obtaining and sustaining funding to provide the necessary technology, professional development, technical support, equipment upgrades, and equipment maintenance to achieve educational goals.

• Use a variety of incentives and requirements to motivate teachers to participate in professional development activities designed to help them integrate technology into their classrooms. Offer technology for classroom or personal use as an incentive to participation.

• Acknowledge the benefits of using professional development for plugging educators into technology: improved student performance, increased student motivation, lower student absenteeism, and higher teacher morale.

• Understand the implications of designing staff development for the information age.

• Determine expectations for teachers in regard to their use of technology in their classrooms.

• Develop strategies for encouraging resistant educators to use technology and eventually winning teachers over.

• Provide all teachers and administrators with an Internet e-mail account. Use e-mail for all school announcements.

• Encourage teachers to attend professional development technology sessions in pairs or groups to avoid isolation.

• Develop strategies for making time for professional development activities related to technology use. Build adequate time into the school day to allow teachers to practice, plan, refine, and reflect upon technology use. Consider innovative scheduling options such as "banked" time and block scheduling to allow collegial activities using technology.

• Demonstrate support for and leadership of ongoing inquiry-driven professional development for technology use.

• Participate in professional development programs, study groups, and other technology activities with teachers and other staff members.

• Address any problems that arise with new uses of technology in the classroom quickly and efficiently.

• Recognize teacher successes with technology. Share these stories with the school and the community. Encourage teachers to share their successes with colleagues at conferences.

WebLob Query 2

Based on your reading of the Zhao, et. al. article linked below, please compose five (5) thoughtful and significant queries, questions ideas, etc. that you would really want to study and discuss tonight in class.  Defend the queries that you composed.


1.  The first idea that stood out to me was the notion of using technology effectively to improve student learning.  Although it is great to have the latest and greatest in technology, if the user doesn't know how to use it to improve student learning, it is essentially useless.  Remembering the goal as educators is to improve student learning should always be applied.


2.  When looking at the different projects that the teachers who applied for the grants came up with, one really jumped out to me.  I like the idea that the group of four teachers had to start a technology club.  I think these teachers hit the nail on the head to have students become experts at certain computer programs and then use the students to train the teachers.  I instantly thought what a great confidence boost this would give to these students...that they are teaching their teachers!  Also, many times students are better with technology than teachers, why not capitalize on this.

3.  Overall, I thought the notion of not only knowing how to use the technology, but how it works as a whole was so important.  In a lot of the projects, the teachers didn't get to see their vision come to life because of the above fact.  They knew how to use the software for their project, but didn't know the technological infrastructure.


4.  Another interesting idea I found in the study was success of a project often was reflected in what the authors called "distance from school culture".  They found that a project was more successful if it was closely related to the beliefs of the school, or what teachers were already doing.  Projects that were more distant from the culture of the school were not as successful.  I believe this shows just how important school culture is on many different levels.


5.  The final idea I wanted to reflect on was the idea that the projects were much more successful when they were done in teams and had peer support.  This makes so much sense and makes you realize how important collaboration between staff members is in order to make a better learning environment for students.

Wordle Me!

WebLog Query I: Introductory SURVEY

Personal information1. Name, hometown, primary email.

• Vicki Morley
• Victoria_Morley@hotmail.com

2. What name do you prefer to be called?

• Vicki

3. Undergraduate and graduate degree(s), education license(s), current employment: grade level, subject(s) if applicable, district.

• Undergraduate: Elementary and Special Education
• License: Early Childhood, Middle Childhood Endorsement, and Intervention Specialist
• Graduate: MEd in School Administration
• Currently working towards licensure
• Current Employment:  10th Grade, English (small group and co-teach), Willoughby-Eastlake City Schools

4. What are a few of your more interesting hobbies, travel experiences, somewhat “unique” aspects about yourself that would help our classroom community get to know you a bit better.

• I really enjoy reading. I do not have a lot of travel experiences, but often go to Raleigh, North Carolina to visit my sister who moved there over a year ago.

Learning Style and more:

5. Being as specific as you can, what must be in place for you to feel comfortable taking intellectual risks in a classroom?

• I feel comfortable to take intellectual risks if I feel that my classmates are nonjudgmental.  I feel as though it is important for us to take intellectual risks in order to learn from each other.

6. I am interested in your perception of yourself as a student. Please describe it. Consider such criteria as a) active oral class participation; b) responsible, timely class preparation (of readings, projects, etc.); c) honest, candid self-assessment; d) awareness of your own preferred learning styles/approaches; e) first thing that you do when you cannot or do not understand something; f)other dimensions you believe to be relevant and informative.

• I feel that I am very willing to participate in classroom discussions, especially if it is a topic in which I am passionate about.  I like to know what is due in advance so I can work on things at my own pace.  When I know an assignment is due, I like to complete it right away.

Technology Section
7. What do you believe was the most important technological invention in history? Why?

• I believe the Internet is the most important technological invention.  The Internet holds so much valuable information and can introduce students to worlds they might not otherwise be able to explore.

8. Please list a number of technologies you currently believe to be essential to your life. Star (*) those you (tend to) believe to be insufficiently promoted in education.

• Cell phone*, computers, Internet, blogs*, work spaces*, Facebook*, Poll Everyway*, Ipod*

9. In relation to technology, please describe what life is like for you after a typical school day?

• After a typical school day, I feel like I am very connected to technology.  As soon as school is over, I go directly to the computer to check my emails.  I often communicate with parents through email.  I also use my cellphone frequently when relaxing to play games, check email, and surf the web.

10. Indicate any uses of technology that you believe tend to be inappropriate or used excessively (by children in or out of school, by teachers in or out of school ) or promoted excessively (by the media, the computer industry, schools), i.e. ones that should be restricted or regulated in key ways.

• I think that many technologies are used excessively by both students and teachers.  In the world we live in, I feel like it is almost just part of the culture.