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Transcript of Battlefield
Where do I see myself 2-5 years from now?
I have a great deal of work too professionally because I feel we cannot keep things the way they are and be satisfied.
If I look closely at all of the NETS-C information, I think I still fall way short of having developed and implemented what needs to be done at a school, especially a secondary one where students are just a short time away from heading to college or joining the workforce.
Do I provide leadership? I try. I seek funding with grants, I call for equipment downtown, I budget for smaller purchases, I communicate with faculty and administration about ideas, and I assist others with their needs. Do I teach, learn, and assess? Yes, but I need to do more, especially in the area of assessment. Do I create and support effective digital environments? Yes and No. I am seeking equipment and expertise to help build an infrastructure of technology, but most of that is really in the hands of administration. I am not part of a tech team at our school. Do I assess and create programs? No. Assessment of student skill is at the district level and comes down to us. I am working on creating low-level media/tech programming through the science club. I want to develop PD programs in the future. Do I model and promote digital citizenship? Yes, everyday I help someone with a project and I do seek and introduce new technology with students. Do I demonstrate my knowledge and leadership? Again, I try. I attend professional development, read constantly, share with others, and learn from what I see and experience with others and in my own classroom--the library media center.
NETS-C and ME
Where Do I Stand with Respect to NETS-C in the Classroom?
2. Teaching, Learning, & Assessments. Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
I need further course work/professional development in use of assessment and adaptive technology. I also need to continue to seek better technology through district channels and with grants.
3. Digital-Age Learning Environments. Technology coaches create and support effective digital-age learning environments to maximize the learning of all students.
I need to find ways to enact future collaborations with teachers--some I am doing through science club with HealthCorps and the OSU Agricultural Extension and through the art club with the Empty Bowls project; these are not technology-based but build relationships with the library and with using media in our school and community. I also need to further develop my skills in teaching blended learning, especially if we do become a 1:1 school.
Things Cannot Stay the Same at Our School
Change Is Coming Too Slowly--The Digital Divide Grows Greater Daily
Who Loses the Most? The Students and the Teachers
Battlefield to Win
Limited access to technology (desktop computer, overhead projector, TV) at my current school, Ginn Academy, so it is somewhat difficult to provide "rigorous, relevant, and engaging learning experiences."
Need to develop skills for assessing student learning--no SLOs for library media this year as district roll-out is not ready.
Have no access to adaptive technology.
Strong adult learner teaching skills from working as an adjunct at Cuyahoga Community College.
Strong collaboration skills from training at Kent State University in the school library media program.
Developed differentiated instruction skills from experience teaching library media at Hannah Gibbons-STEM.
Are they developing the skills that they need to be global competitors?
Most classes are still lecture with note taking formats. Some involve seat work with textbooks, paper, and pencil. Some use small group work with or without media/technology.
Students have limited access to media/technology. In most of their classrooms, they have access to a computer and a projector for teaching/presenting concepts. They have whiteboards. They have 23 desktop computers in the library and about 25 desktop computers in the lab. Classes often have to be split to give everyone access. We have no study halls, so students can use a computer with their class, before school, after school, or with the teacher's permission during class time. We have no iPads, netbooks, or laptops to use in the library or the classrooms. We are blocked by the district from many applications of media/technology for legal reasons and safety or ethical issues. Students have experienced a number of server/printer problems this year. District technology is old and capacity is stretched. Our CEO seeks funding from a grant to add new infrastructure. The school is wireless, but the system can only be accessed by CMSD-approved devices. Students are required to forfeit their phones at the beginning of the day as they are seen as disruptive. Most technology applications are limited to use of Microsoft products and Google. Students do get to use a few different web sites and applications incorporated into their lessons by their teachers.
Do they have the skills and the resources that they need to teach 21st century skills?
We have limited media/technology to use at our school. My previous school, an elementary STEM school, had much more for teachers--SMARTBoards in each classroom, ELMO's, two carts of mobile netbooks, wireless capability for all mobile technology in the building, access to the MC2STEM Mobile FAB LAB, and a Polycom distance learning system, as well as TV's, projectors, and sound systems with clip-on microphones in the classrooms. These teachers were encouraged with training since they were a STEM school. However, many teachers in the district, as witnessed at professional development and through personal inquiries with me, have a very limited understanding of technology and how to apply it in the classroom. They also have virtually no professional development in this area; the district offers very little or for specialty schools or programs--not across the board to everyone. The district offers no incentive for library media and or technology licenses presently. At our school itself, we have no tech training or development, except for district initiatives, such as using Accelerated Reader or Study Island or PD 360. We do not have technology goals, budgets, teams, training, or tools: no SMART TV's, no audio/video recording equipment, no Polycom system, no mobile technology--just a lot of hope that budgets will appear or grants will be funded.
Created a base of digital resources on the Destiny-Follett school library page for teachers, administrators, students, and community use.
Have begun professional development on blended learning courses and will teach one at Cuyahoga Community College in the spring.
Can trouble-shoot basic software, hardware, and connectivity problems and/or work with Help Desk and technicians to resolve problems.
Use digital communication (The Collinwood Observer) and collaboration (The State Farm YAB Project Manager blog site for our grant) to communicate locally with students and parents, and globally.
Informed administration of resource person, Dwight Carter of Gahanna Lincoln High School/Clark Hall, with respect to digital technology implementation (saw him at WVIZ Ideastream Technology Conference that I attend annually).
Created Library Media Collaboration Form for teachers to use with library media/technology instruction--only three teachers have implemented it this year--many teachers still want to run down to the library without notice and sometimes with no plans.
Use of blended learning is very limited at our school; if used, the teacher will have students do an assignment using a web site and then e-mail it or send it to a dropbox provided by the teacher.
Selecting/Evaluating digital tools and resources with other teachers and administrators does not really happen. That may change in the near future as our school is supposed to add a new technology center and may become a 1:1 school.