OPL Blog Entry

The CoSN Framework of Essential Skills for K-12 Technology Leaders focuses on three professional category areas: Leadership and Vision, Understanding Educational Environment, and Managing Technology and Support Resources (Consortium for Social Networking, 2015). 

The following paragraphs focuses on my experience as an observer, participant, and/or leader based on the standards addressed in the Framework. My experience is also documented in my O-P-L Record. 

Leadership & Vision

1E: Leverage appropriate relationships (opportunities) between emerging technology resources and the education process. 

• Knowledge of: focus on effective, challenging, and engaging learning for all; value of new technologies. 

This is my fourth year as a special education teacher. I utilize technology on a daily basis to ensure on academic and behavior needs are met for every student. While working toward my Ed.S. in Instructional Technology, I completed a research project to determine how apps will influence student engagement and/or on-task behavior for students with varying disabilities; how apps will influence critical thinking and/or higher order thinking skills in relation to math for students with varying disabilities; and how utilizing apps during math instruction will increase student achievement for students with varying disabilities. A pretest, weekly tests, and summative assessment during the first unit served as baseline data. Students did not use apps during the first unit. During the second unit, apps were used during daily math instruction in a small group setting. Apps used in the study included Show Me and Educreations. Both apps allowed students to record their voice while solving fact-based problems and real world problems. 

                              Mean Student Scores for Unit 1 and Unit 2

Quantitative and qualitative data were used to measure student growth for students with varying disabilities with the use of iPad apps during instruction. According to the data from the study, students made steady gains on the weekly and summative assessments. A matrix was used to measure higher order thinking skills from level 0 to level 4. Based on the data from the matrix, unit two shows more growth in higher order thinking skills from the pretest to the summative.
                             Higher Order Thinking Skills Percentages

A matrix was used to define observation including as raising hand to answer questions, appropriate student response, looking at board/teacher, providing input/sharing ideas with peers, and requiring one prompt or less to complete tasks. Students were consistently more engaged during instruction in unit two compared to unit one. Students progressed the most in providing input and sharing ideas with peers.

Strategic Planning

2C: Align technology team activities with the school district goals.

• Knowledge of: Aligning resources such as people, capital, and expenses; goals and performance evaluations aligned to district goals; relative priorities of competing demands. 

During the 2015-2016 school year, Shelby County Schools expanded Google Apps for Education to include K through 12th grade. I teach in a K through 5 school. Before the beginning of the school year, the majority of the teachers did not utilize Google Apps in the classroom, and many needed assistance logging into their Google account. I led two Google training sessions on a professional development day for K through 2 teachers and 3 through 5 teachers. The training included an overview of Google applications, specifically Google Docs, with a hands-on component to learn about key features of Google Docs. In addition to the training, I created and shared a Google Basics Training folder that included the presentation on Google Slides, a handout, web resources, and several Google tutorial videos. Based on the feedback I received from the training session, many teachers requested additional Google training. Throughout the school year I taught several training sessions based on the needs of individual grade levels or teachers. 

Instructional Focus and Professional Development

4C: Empower staff to reach a proficient level to meet the ongoing demands of their jobs. 

• Knowledge of: Staff proficiency assessment; alignment of job roles to technology resources; resource availability or need. 

Shelby County Schools recently adopted the use of Google Apps for Education. I coached a special education teacher in the area of writing utilizing Google Docs. The special education teacher is fairly new to the classroom as a teacher, but has several years of experience as a para educator. Before focusing on a topic, the teacher completed a personal profile to determine the most beneficial area to select a growth goal. After completing an observation during instruction, she decided to focus on using an outline during the research process on Google Docs. She also wanted to teach the students how to use some Google Docs features such as the research, spelling, and definition tool. Before the teacher implemented Google Docs into instruction, I showed her some of the basic features, such as how to create a new document, how to upload a document or import a document from Microsoft Word, editing and research tools, and how to share a document. Throughout the semester, I met with her in one-on-one sessions to discuss her progress. I also observed her utilizing Google Docs during writing instruction to monitor her progress and provide more meaningful strategies specific to her classroom. For example, the teacher has several learning needs. One student was not familiar with typing, and took a long time to type a sentence. She tried a speech recognition add-on for the student. While the add-on was not perfect, it motivated the student to remain on task, and he was very engaged while working on the outline. Once the teacher successfully implemented outlines in Google Docs to her writing instruction, we progressed to observing students’ responses. The students were very engaged during writing instruction, and made significant progress during the coaching period. Students were excited to share their work with the teacher, as well as share their documents with other students. 

Module 4 Reflection

I have been fortunate to have mostly good experiences with online courses and training sessions. The highlights of effective courses include creating an engaging introduction activity, timely communication and feedback from the professor, a variety of assignments, and adequate peer interaction. Classes I enjoyed the most included a variety of assignments including blogs, writing with peer feedback, and open ended assignments. Additionally, I enjoyed receiving timely and consistent feedback from professors throughout the course.  

There are so many positives with online courses and training sessions, but considerations should be made to encourage social interaction as well as personalized communication with each student. Additionally, each assignment should have a purpose with clear objectives. According to Moore and Kearsley (2012), the designer of an online course or training session should determine the extent of student participation and how to facilitate it. I participated in an online class that originally started as a face-to-face class. The transition from face-to-face to an online format did not translate well. The face-to-face class included many discussions in the classroom. When the class converted to an online format, there were limited peer interaction opportunities. Instead of having the discussions through a video chat service such as Google Hangouts or Skype, I was assigned to type my answers on a Google Doc without any feedback or interaction with peers. The “discussion” assignments seemed like busy work without the benefit of insights from peers. Creating meaningful assignments for an online class or training session is critical to ensure students remain engaged in the curriculum and receive beneficial instruction.

The TPACK and SAMR models are two effective frameworks to provide effective pedagogical practice in a learning environment. The following video provides a brief overview of both models.

          

       Koehler (2012) explains that the TPACK (Technological, Pedagogical, and Content Knowledge) provides a framework that states an understanding between the three components required in order to provide effective technology integration, increase student motivation, and to make the content more accessible to students. The TPACK also provides overlap including Technological Pedagogical Practice (TP), Technological Content Knowledge (TC), and Pedagogical Content Knowledge (PC). The goal is for all three content areas to work together to provide a highly effective learning environment. Technology Knowledge resonated with me the most because it can enrich the curriculum and facilitate student learning; however, if teachers do not have a clear understanding of Technology Knowledge, it can cause student frustration and impede learning.

According to Puentedura (2012), the SAMR (Substitution, Augmentation, Modification, Redefinition) Model is a framework for technology integration in the classroom. The tiered approach focuses on how technology is used in the classroom, not the tool alone. SAMR begins with substitution, where teachers simply use new technology to replace existing technology. For example, teachers may use Google Slides to replace PowerPoint presentations. Augmentation provides a step above substitution level. For example, PowerPoint provides basic functionality for students to create presentations, manually save them, and share with others. Google Slides provides additional services like auto saving, auto syncing, and auto sharing presentations in the cloud. Teachers are at the Modification stage when they use technology to redesign a task. For example, when the comment feature is used on Google Docs to provide real time-feedback, students are interacting and engaging in an assignment more efficiently and differently from the traditional Microsoft Word. Finally Redefinition means that students are creating new tasks. Through Google Docs, students can share their document with another class in a different state. Instead of writing a letter to a class pen pal, students can write their letter in Google Doc and share it instantly with another class in a different state in real time. Additionally, students can share reflections or peer feedback with classes in other states.

Moore and Kearsley (2012) explain that one major challenge for instructors undertaking online courses is designing tasks effectively. While both the TPACK and SAMR models provide an effective framework for learning, a balance is necessary in an online, blended, or traditional setting. Not all lessons will be on the top tier of the SAMR model or combine all elements of the TPACK framework. Collaborating with other teachers and sharing resources is a great place to start to provide effective and meaningful instruction including technology integration. 

References

Koehler, M. (2012). Tpack explained. Retrieved from 

          http://www.matt-koehler.com/tpack/tpack-explained/

Moore, M., & Kearsley, G. (2012). Distance Education. Wadsworth
          Cengage Learning: Belmont, CA.

Peeler, J. (2015, June 18). TPACK & SAMR [Video file]. Retrieved from            

         https://www.youtube.com/watch?v=98Lw8cuUses

Puentedura, R. R. (2012) The SAMR model: background and exemplars. Retrieved from

          http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_Background

          Exemplars.pdf

Module 3 Reflection

                                                          

           A brand new virtual school policy for Shelby County Schools was recently developed and approved by the board in February. Even though this policy has been board approved, very little has been mentioned about the policy to all stakeholders. While the policy is in the infant stages, I believe that all teachers, elementary through high school, should be kept in the loop during the implementation process. Currently the policy is fairly vague, but a plan is in place to gradually expand it over the next 3 to 5 years. The virtual learning option is currently reserved for students with low unexcused absences and at least a 3.0 GPA. I feel like these requirements are necessary at the beginning of the implementation process while students and teachers adjust to a new learning process. 

In regard to virtual schooling, Shelby County Schools need to prepare stakeholders for future changes. While this is a very exciting time for parents and students, a lot of questions are still unanswered. The next steps should include introducing this policy with all stakeholders including administrators, teachers, parents, and students and address all questions and concerns. According to the current policy, a tentative timeline is in place to implement the new virtual education program. During the first year, English and History classes will be offered to sophomores, juniors, and seniors. A virtual orientation module geared toward freshman will be implemented. The policy does not explain what the orientation will include. Compared to the Hoover’s Engage Learning Initiative, there is an orientation in place for new virtual learners. The Shelby County virtual policy does not address which learning management system(s) will be used to fulfill the virtual policy or if there will be a full time or part time online option. Also who will teach these courses? The policy requires students to have access to adequate technology. Does this eliminate students who are from low income families? What provisions will be made for families who cannot afford the necessary technology to complete the classes online? Allowing stakeholders to ask questions and state concerns would be very beneficial before implementing the policy in the fall.

As I read through the new virtual policy for Shelby County Schools, I wonder how administrators will determine the effectiveness of the faculty and the overall effectiveness of the virtual programs offered to the students. According to Moore and Kearsley (2012), in order to improve any academic instructional program administrators must measure instruction based on the data collected through enrollment, student achievement, student satisfaction, faculty satisfaction, program or institutional reputation, and/or quality of course materials. As an elementary teacher, I wonder how the virtual policy on the high school level will affect middle school and elementary school age students. Moore and Kearsley (2012) explain that digital literacy skills were not taught in schools until recently. While basic skills such as navigating through screens, searching and locating information, and creating presentations though multimedia formats are taught in schools, many students are unprepared to learn solely online. American schools must keep pace with the fast of pace digital education options available in some form in every country of the world. It is never too early to start preparing students to learn in a virtual setting, and students need to be ready for the virtual option when it is available to them. 

References

Moore, M., & Kearsley, G. (2012). Distance Education. Wadsworth

         Cengage Learning: Belmont, CA.

Virtual Learning

Virtual learning allows students to learn from anywhere at any time. According to Moore and Kearsley (2012), a balance between interaction of the learner with content, interaction with instructor, and interaction with other learners is key to a successful virtual class. My infographic shows a comparison between two K-12 state virtual education programs.Florida Virtual School (FLVS) and Cyber Village Academy (CVA). I was very impressed with both schools because of the flexibility, differed course options, and differentiated instruction. FLVS is a K-12 school that provides online, full or part time classes. FLVS is recognized as its own district, and accepts students who are Florida residents for free and students who are out of state for a fee. Students can also participate in clubs to build social interaction with their peers. CVA is a public charter school located in Minnesota that serves typical students as well as twice exceptional and gifted and talented students. K-5 students are enrolled in an online/blended option, allowing students to meet face to face 3 days a week and online 2 days a week. I was impressed with both of these schools because they provide a balanced approach to learning. Incorporating socialization

3 Things that Impressed Me about Virtual Learning

Three things that impressed me about virtual learning include student and teacher flexibility, accommodating student enrollment options, and high student interest in taking virtual classes. Students have a certain flexibility with online classes, allowing them to take charge of their education. This is especially important in secondary education because it prepares students for higher level learning. While watching the EDpuzzle videos, I was impressed that Hoover High School currently has enough teachers to have 2 full time virtual learning teachers, with the potential to increase to 4. Finally, I was impressed by the variety of enrollment options for students. Both schools in the infographic offer over 100 courses to students, online and blended formats. 

2 Things that Surprised Me about Virtual Learning 

I was surprised that student enrollment in a virtual setting is not limited to the district. By allowing students from all over the state to enroll in the same class, students interact with more diverse learners. While Hoover High School provides ACCESS classes, many other districts are not as current. Because Hoover High School has enough interest to expand their staff, it seems more schools should be pursuing this option. 

1 Question I Still have about Virtual Learning 

I have several questions about virtual learning pertaining to class organization and structure, as well as meeting the needs of diverse learners. 

1. According to Moore and Kearsley (2012), more research is needed to determine the most effective method for satisfying different types of students, as well as types of distance-teaching strategies and content. Considering high interest and enrollment rates in programs such as ACCESS, class sizes tend to be very large. How effective will virtual learning be for elementary students, specifically students with disabilities?
2. Since students from all over the state can join an ACCESS class, what are the most effective ways to manage/organize local facilitators? 

References

Center for Online Learning and Students with Disabilities. (n.d). 

         Retrieved March 3, 2016 from http://centeronlinelearning.

         org/equity-matters-digital-and-online-learning-for-students-

         with-disabilities/

Cyber Village Academy. (2015). Retrieved March 2, 2016, 

          from http://www.cybervillageacademy.org/

Florida Virtual School. (2015). Retrieved March 3, 2016, 

         from https://flvs.net/

Moore, M., & Kearsley, G. (2012). Distance Education. Wadsworth

         Cengage Learning: Belmont, CA.

   

Choosing an Effective Learning Management System

According to Moore and Kearsley (2012), the roles of instructors will change as more institutions adopt distance education systems. I teach in a school district that already uses Google Apps for Education in Kindergarten through twelfth grade. The mission statement for the district is “to make every student a graduate and every graduate prepared.” Digital natives require a learning environment that encourages and utilizes technology in innovative ways to ensure all students are prepared for a globalized world.


While Google Classroom doesn’t have some of the social networking components compared to Edmodo, students can still work collaboratively by leaving comments on documents and on the main Google Classroom page. I have found Google Classroom to be especially useful for extracurricular activities. I sponsor a coding club and book club. I use Google Classroom in both settings to share links and post announcements. For my book club, I use Google Docs, and share the link with all of my students. When I give students editing rights, they can post new questions and leave comments. With limited time for club meetings, Google Classroom provides a very beneficial way to encourage students to keep reading. This allows students to continue a dialogue about the books outside of the four walls in a traditional classroom setting, regardless of the device they are using. This same approach could be used across the curriculum. Posting information for students to read or watch outside of class frees up more time for higher level discussions as well as small group time for individualized instruction. The following videos are tutorials I created to introduce Google Classroom and how to post announcements and assignments.



As a special education teacher, I do not maintain a classroom page for my students. However, the inclusion teachers I work with list me as a co teacher in their classroom. The co teacher function allows teachers to have the same rights as the teacher who created the classroom page. The main concern is there is not a way to give a teacher access to specific students. In my case, I do not need access to all of the students in one particular classroom, only the students I case manage. Without singling students out by creating an additional classroom page, there is not a way to provide a co teacher with access to certain students. 

Another drawback to Google Classroom is parents do not have the same access to information as the students. While some students are responsible with grades, announcements, and due dates, many are not. I found the following video to be a helpful way to ensure parents are seeing important dates and announcements.





Moore and Kearsley (2012) explain that distance educators should be thinking about ways that communication technologies can be used, which are the best for a given subject or group, and how media can be combined for maximum effectiveness. While many intermediate level teachers and beyond are attempting to include Google Apps, there is a learning curve involved with all of tools available. Training is key to ensure all teachers are effectively engaging in Google Apps, or any Learning Management System, based on the needs of their classroom and school district.

References

Moore, M., & Kearsley, G. (2012). Distance Education. Wadsworth

         Cengage Learning: Belmont, CA.

Teachers Tech. (2015, November 8). Google Classroom-How to Share with 
         Parents [Video file]. Retrieved from https://www.youtube.com/watch?
         v=swNr2hYq0R0

The Coaching Relationship

In the 21st century classroom, teachers are very overwhelmed with the requirements placed on them, and are frequently asked to do more. Many are often left feeling they are no longer in control of their classroom due to heavy curriculum requirements. When change is enforced from the district level that requires coaching, teachers may feel like they are being graded, and hesitant to share areas they consider weaknesses with their coaches. Currently, my school district wants teachers to incorporate Google into the classroom. Very reasonable expectations have been established on the school level, allowing teachers to ask for help when needed. Over the summer, a Google training course was offered to all teachers. As an incentive for sharing knowledge with others, teachers were awarded with a Google Elite status when they trained at least one teacher. After the training this summer, I implemented a Google Basics class for all teachers. The teacher I am coaching is excited to incorporate new technology into her teaching practice. She is fairly new to Google, and wants more information to utilize it effectively. When positive coaching relationships are encouraged by the district, teachers will have positive attitudes to try new skills in their classroom. Whether a new initiative is introduced on the district level or a teacher wants to implement a new strategy in the classroom, an attitude that is ready for change is key.

Coaches must form a positive rapport with the teacher as quickly as possible to build trust; however, some teachers are very reluctant to establish a relationship if the coach is viewed as an authoritarian. According to Marzano and Simms (2012), getting to know teachers by inviting them to lunch or grading papers with them after school is a great way to build a relationship. Additionally, using positive nonverbal cues, meeting in a neutral location, and explaining information that will be kept confidential will help build trust between the coach and teacher. Coaches set the tone when building a relationship of mutual trust and respect so that teachers are comfortable asking questions to improve their teaching practice. When teachers trust coaches, learning occurs on a much more meaningful level.

Teachers have limited opportunities within the school day to be observed, to observe other teachers, to pause and reflect on the details of specific classroom moments, and to receive support from colleagues. Teachers may find themselves flying solo when trying a new technique, refining practice, or facing challenges in their classroom. Marzano and Simms (2012) share that modeling and feedback are key areas when coaching a teacher. Modeling a lesson is much more meaningful than simply explaining the concept. Teachers can take notes on how the lesson was executed, as well as observe student engagement and participation. After the lesson is modeled, teachers can try the new technique or skill while the coach observes. Marzano and Simms (2012) explain that feedback has to be timely and specific to areas that need improvement. Regardless of whether the feedback is instant, formal, or informal, teachers need consistent feedback throughout the coaching process. Starting with informal positive feedback, a casual email or note builds trust and strengthens the coaching relationship. More thorough feedback during a scheduled time allows the coach to dive deeper into the progress of the teacher and allows the teacher to ask questions.

Aguilar, E. (2013). Coaching new teachers: The importance of modeling.

          Retrieved from: http://blogs.edweek.org/teachers/coaching_teac

          hers/2013/00/coaching_new_teachers_the_impo.html

Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction.

          Marzano Research Laboratory Bloomington, IN.

Beginning to Innovating Instruction

Marzano and Simms (2012) explain that a common thread for coaches and teachers is incorporating research to improve instructional practice. Incorporating researched-based strategies is essential to move toward the growth goal. Coaches and teachers must work together to build strategies to transition from level 0, not using, to level 4, innovating. Engaging in research to build a solid foundation of skills, specifically skills that are technology-based, is essential to improve instruction. Working closely together to transition to a higher level of instructional practice requires support. Coaching requires a mutual bond with teachers, allowing a relationship founded on trust to emphasize growth and learning.

                                                       

As part of Marzano and Simms (2012) coaching continuum, coaches must transition between consultant, collaborator-mentor, and coach. Reviewing relevant research to meet the needs of students allow teachers to move from level 0, not using, to level 1, beginning. Marzano and Simms (2012) explain that teachers transition from level 1, beginning, to level 2, developing, when a teacher corrects errors or omissions within the strategy that is chosen. Immediate corrective feedback is extremely beneficial for teachers. Marzano and Simms (2012) state that coaches can observe instruction in real-time and provide immediate feedback through bug-in-ear technology to assist teachers as they monitor students’ responses to a certain strategy. This allows teachers to instantly identify errors within the practice through a hands-on application.

The following video, presented by Edward Barnes (2013), demonstrates an effective way for coaches to communicate successes and techniques to adjust instruction with teachers through a coaching continuum model. Barnes (2013) explains that working with teachers should be a collegial experience, focusing on the positives first, and growing through a reflective process. Coaches and teachers engage in these conversations with a face to face meeting or through a virtual application such as Skype or Google Hangouts.

                                                       

Providing feedback on the growth goals is key as teachers transition from a level 2, developing, to a level 3, applying. According to Marzano and Simms (2012) teachers are applying instructional strategies when they are fluently assessing the needs of the students and adjusting the instruction accordingly.

  

Marzano and Simms (2012) explain that "a macrostrategy is a set of instructional strategies uses for a specific purpose" (p.155). Macrostragies are typically researched-based strategies that are proven to be effective for teachers on the applying level. Once a teacher is actively engaging in multiple strategies, a macrostrategy can be developed through a combination of the skills. When teachers are utilizing a plethora of combined strategies, they transition from the applying level to the innovative stage. As a special education teacher I am constantly adapting strategies to individualize instruction to meet the needs of all learners. Marzano and Simms (2012) explain that on the innovating level, teachers adapt research-based strategies to benefit diverse learners. Examples of differentiation strategies include small-group instruction, alternative assignments, and scaffolded assignments.  

References

Barnes, E. (2013, October 10). Teacher coaching conversations [Video file]. Retrieved

          from https://www.youtube.com/watch?v=x8lqvaiSglA

Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction. Marzano

          Research Laboratory Bloomington, IN.