Blog Post #4

May 3, 2015- Wow!  Flexibility is vital in the Education World.  I started out my practicum with the goal of teaching teachers about Google and Learning Earnings.  During my first presentation to the staff, I taught about Google Search, Google Drive, and Google Forms while touching on Learning Earnings.  Many of the staff had follow up questions about Google and I have helped them individually with those questions.  Learning Earnings is a reward software that had many problems to be handled by the company.  Our school is piloting this new software and the teachers that were using it at the beginning of the year already had a routine for awarding points to students, other teachers were not ready to utilize the program.   At times I think teachers exclude new software until they know it is going to stay as part of the school program.  Some new software that is introduced with excitement seems to fade away the next school year or with the next supervisor.  

The flexibility part comes with the new endeavor that the school is utilizing.  The house system has been introduced to the rest of our staff and they were all “sorted” into their houses.  As with all new ideas, there were some that were excited and some that were not excited.  As the group continues to work on the implementation of the new system, I have been helping with Google and MovieMaker, as well as other technical questions.  I am looking forward to finding a software program that will help keep up with our house points and then introducing it to our staff. 

This school year is closing but I have enjoyed the last few weeks utilizing some of the concepts I brought back from Atlanta.  I have noticed a huge difference in my students with the changes that I have implemented into my own classroom.  Teaching the students about Google Search was a great lesson especially before they completed research on a Historical Figure in Alabama for our wax museum exhibit.  

Part 2

Practicum Part 2

 Lisa Bowen

March 10, 2015

1.       Instructional Goals

·         Share with teachers essential searching tools to use with Google

·         Provide teachers an overview of Google Drive, Google Docs, and Google Forms.

·         Introduce Learning Earnings program and how to set it up for classrooms.

2.       Content

Google Search Tools

About 5% of what Google has to offer.

Google Search

Safesearch and preferences –go to search settings

Advanced Search

Dictionary-define a word

Search Tools

Timeline World War II

Reading level

Recipe view

Weather- Indonesia example

Calculator

Unit conversion

Currency conversion

Cooking conversion

Time zones

Time

Stock quotes- Google

Ruler

Google Custom search

Google Lit Trips and Virtual Field Trips through World Wonders Project

Google Earth-Cape San Blas

Google e-mail

You can do a couple of neat things.  Get your attachments to download to your drive and set up your e-mail in a layout of folders.  You can have all of CJHS or county e-mails in one folder, newsletters in another, assessment, and reading, etc.

Google Drive-cloud

Docs –sharing lesson plans and mentoring

Forms

Sheets

Slides

Drawings

Translation- not 100 % perfect

Downloading the drive will allow you to automatically save to the drive instead of uploading it.

Shared Spreadsheets- data assessments

Capable of- multiple collaborators, shared folders/collections, access anytime/anywhere, communication tools including chat, upload pre-existing docs and folders, customize sharing and publishing, built in tools for research, template gallery, many export options, and revision history. 

Learning Earnings

www.learningearnings.com

Click on teacher, your log-in is your STI log in.  Choose Cotaco School

1.  Click on classrooms, Make sure your students are listed.  

2. Click on shop.  This is where you will add your classroom incentives.

3.  Under the report tab is where you will find student log-in and passwords.

You can issue credits through this website or you can issue them through STI.

3.       Learners

Two groups of teachers will attend 30-40 minute sessions.  The first group will be the kindergarten through third grade teachers.  The second group will contain fourth through eighth grade teachers. 

4.       Performance Context

The teachers have varying degrees of technological knowledge and needs.  The meeting room is the computer lab in the junior high building.  A laptop and projector will be used for the training.   Teachers will have access to the computers in order to follow along or practice if desired. 

5.       Learner Evaluation

A Google Form was created and sent to all learners through Google Drive.  The results showed that most everyone was satisfied with the content.  Learners participated, asked questions, and have asked for follow-up within the classroom.  Sending the form through Google Drive allowed learners to use some of the content that was discussed but 100% participation was not established for the evaluation.

Google Forms sent through Google Drive

https://drive.google.com/open?id=1GirPP-8lkPtmeoplMl7x0x5iIhNsz224Ugd5O22Xo2k&authuser=0

Bowen PD for Google and Learning Earnings Evaluation

How helpful was information overall?*required

1= not helpful 5= very helpful

 1

 2

 3

 4

 5

I learned more about Google Search and Google Drive.*Required

1= not much 5= I learned a lot

 1

 2

 3

 4

 5

Presentation was clear.*required

1= not clear 5= very clear

 1

 2

 3

 4

 5

I learned more about Learning Earnings.*Required

1= not much 5= I learned a lot

 1

 2

 3

 4

 5

Presenter was professional.*required

1= not professional 5= very professional

 1

 2

 3

 4

 5

I have further questions about Google.

I have further questions about Learning Earnings.

I have another technical question.

6.       Personal Evaluation

Researching for the Google Tools and Learning Earnings PD for teachers at Cotaco School proved to be more stressful than the actual presenting of the material.  The presentation took place in the computer lab where the learners had access to computers.  The content delivered was well receptive and the learners genuinely participated, listened, and asked questions.  The presentation content was thorough and useful to most of the learners in attendance.  A few of the learners have extensive knowledge of the content and added to the content being presented. 

The use of the computer lab proved to be helpful to some learners that wanted to practice and follow along with the content.  The major drawback was the lack of time.  Only thirty minutes per group was available which was definitely not enough time for the content to be thorough.  The needs of the learners have been established as the necessity of time to practice in order to make the content useful in the classroom.  Afterwards, taking time to go into the classroom and allow the learners to practice and be guided with Google Tools and Learning Earning is proving more beneficial than a thirty minute demonstration. 

Learners did express amazement as shown on the video from the lack of knowledge they had from seemingly simple tools such as Google Search.  Questions were given when clarifications were needed and all questions were answered in further detail.  At the end of the video, one teacher did share that the lesson was “good”. 

My limitations were the same limitations the learners were concerned with.  I felt inadequate when presenting Learning Earnings simply because of the lack of time that I personally have while in the classroom.  Learning Earnings is another program that teachers need to comprehend and utilize in an already hectic schedule.  More practice for me has allowed me to feel more comfortable with assisting teachers in setting up and utilizing Learning Earnings in their classroom. 

Questions and concerns are continually being brought to my attention so that I can now assist teachers in a grade level or individual setting.  The learners or teachers are scheduling times for me to come into the classroom and assist them with technology and software issues.  Also questions are being handled school wide by providing extra content through video lessons. 

PD with Lisa Bowen

Post #3 Snow Days

Snow Days
That is the only title that I know would be fitting for this post.  We had about six days that we went to school delayed because of ice or snow.  We also had six days that we were out because of snow.  If you have ever been in a school setting that is getting close to "the test" then you know that chaos is only a snow day away.

Am I still working on my practicum?
I did work with a couple of teachers about Google Drive.  We also had an exciting field trip for ten of our staff to Atlanta, Georgia.  We ate supper at Mary Mac's, but that was not the best part.  We spent the day at The Ron Clark Academy.  WOW!  What a tiring and exciting day.  The possibilities that we brought back are endless not only for school in general but also the technology that we could integrate into these exciting updates.

I am researching ways to keep our points if we decide to divide our school into the "House" system that Ron Clark uses for his school.  It is based on Harry Potter's four houses.  The technology portion is keeping up with the points for the individual student and for the house.  Panasonic created a great way for Ron Clark to calculate and display their house points.  I am researching to see if that system is available or if we can use our Learning Earnings system.  I am also creating several videos for the students and teachers to use with the "chants" that were so common at the Ron Clark Academy.  My class created their first chants but we definitely need help with choreography and rhythm.

Research and organization is the key for technology coordinators in order for them to be a useful resource for the teachers and the students.  I have always thought that introducing something to a student or teacher is the most important because then they could go in depth and finish, learning the rest as they go.  I think that anyone that works in the school system is expected to do just that but it sets them up for failure.  The introduction is the very beginning and then the support is the backbone of the content.  Whether it is a student or a teacher, the support needs to be ongoing.  A technology coordinator's best support is going into the classroom in order to help model a lesson with technology and then stay for the support of the teacher and for the students.  This is  the reason so many technological tools are dropped and never utilized because the teacher is given the tool then left alone with the student's without the much needed support.  Teachers are so busy with all the assessments and tests, that overall, anything new is an overload to them.  New teachers and veteran teachers all need that support in order to move to project-based learning that does not just use technology as a tool but part of the learning process.

Blog Post #2

February 11, 2015

Early release day for Morgan County Schools and I was on deck to teach the teachers at Cotaco about Google Search, Google Drive, and Learning Earnings.  It is funny of how nervous you can be talking in front of co-workers of over six years.  Everything went great.  Follow-up will be going into the classrooms and helping the teachers with Google or Learning Earnings, sending follow-up short videos from questions received, and helping with any other technology problems that arise.  

Brief Notes for PD: 

About 5% of what Google has to offer.

Google Search

Safesearch and preferences –go to search settings

Advanced Search

• Dictionary-define frugal or mistake

Search Tools

• Timeline World war II
• Reading level
• Recipe view
• Weather- Indonesia
• Calculator
• Unit conversion
• Currency conversion
• Cooking conversion
• Time zones
• time
• Stock quotes- goog
• ruler

Google Custom search

Google Lit Trips and Virtual Field Trips through World Wonders Project

Google Earth-Cape San Blas

Google e-mail

You can do a couple of neat things.  Get your attachments to download to your drive and set up your e-mail in a layout of folders.  You can have all of CJHS or county e-mails in one folder, newsletters in another, assessment, and reading, etc.

Google Drive-cloud

Docs –sharing lesson plans and mentoring

Forms

Sheets

Slides

Drawings

Translation- not 100 % perfect

Downloading the drive will allow you to automatically save to the drive instead of uploading it.

Shared Spreadsheets- data assessments

Scanning a file will not let you work on that paper especially if it is a pdf.

Capable of- multiple collaborators, shared folders/collections, access anytime/anywhere, communication tools including chat, upload pre-existing docs and folders, customize sharing and publishing, built in tools for research, template gallery, many export options, and revision history.  

www.learningearnings.com

Click on teacher

your log-in is your STI log in.  Choose Cotaco School

1.  click on classrooms,  Make sure your students are listed.  

2. Click on shop.  This is where you will add your classroom incentives.

3.  Under the report tab  is where you will find student log-in and passwords.

You can issue credits through this website or you can issue them through STI.  

Blog Post #1

January 14, 2015- Initial contact was made in order to identify areas of weakness in school technology for teachers.  The identified areas are Google Tools and Learning Earnings.

After the initial meeting, I have been busy trying to become an expert of Google Tools.  I have used Google Docs, Mail, and Forms in the past but would like to become more efficient when teaching the teachers.  I have learned that most of the people around me only use less than ten percent of what Google has to offer.  It has been overwhelming of where to begin, what paths to follow, and how to present to the teachers that I work with every day.  There are many diverse levels of technological proficiency in the school and I hope to present something that will benefit everyone.  

The best way to start is basics and an overview.  I will create and send a Google Form to all the teachers that will answer questions about Learning Earnings.  This will give me a chance to teach Google Forms and Learning Earnings.

Part 1

EDUC6914

Lisa Bowen

PART 1

Preliminary Work:

January 14, 2015- The initial contact for the practicum was by e-mail to my principal, assistant principal, and the technology coordinator for Morgan County.  The following is a copy of that e-mail:

This semester, I am taking a practicum course and need 60 hours of service concerning technology.   I have recognized a couple of needs at Cotaco but require your assistance in concluding ideas and accomplishing my required goal while making it most beneficial to Cotaco and the Morgan County School system.  

There is not enough time for a thorough implementation of technology into the classroom.  Teachers still use technology as a tool instead of student immersion through independent thinking and activities.  I would like to help change the situation.  The 4^th grade has been learning computer coding through Khan Academy.  They are having a great time and learning.  I would like to take it school-wide.  I could train the teachers by letting them participate in a trial run and guide their class during computer lab.  I would also like to send out a survey to gain the knowledge of what teachers would like to add to their classroom projects and then teach them at the next early release day.  I could then help in the classroom to complete the projects. 

My concern is that using Khan Academy is too basic for my practicum but at the same time we need to start somewhere.  I am asking for your help and your time to help me achieve my goal and make an impact in our school.    

Two primary assignments during practicum –

1)       Prepare and conduct professional development training

a.        Conduct needs assessment

b.       Conduct training – video yourself doing the training and take pictures

c.        Evaluate training – learner evaluation; self-reflection; supervisor evaluation

d.       Detail progress on this training in weekly blog

2)       Work with practicum supervisor on tasks related to his/her job –

a.        Detail your work in your weekly blog related to these duties

b.       List all tasks in final letter from supervisor

Problem Identified

After the initial contact was made, the principal and I met in order to discuss where my needs would best be utilized and most beneficial for the school or county.  Several ideas were discussed including teaching about Khan Academy, Google Tools, and Learning Earnings.  The discussion concluded with two areas identified as the utmost problem areas for Cotaco School. 

1.      Google Docs and Tools- the majority of teachers at Cotaco School use the Morgan County e-mail system set up through Google.  The weakness is in using Google Docs, Forms, Sheets, and other collaboration applications that can be beneficial for the school and classroom. 

2.      Learning Earnings- a tool that is set up through the STI program as a reward system for students.  A very brief introduction was given at the beginning of the school year with little success in teacher implementation. 

Solution:

A variation of the Flipped PD Concept will be used for teaching the identified problems.  The first meeting with the teachers will be on the February Early Release Day.  After the initial meeting, then videos will be used to update teachers and one-to-one help will be used inside the teacher classroom as help is needed. 

February 11, 2015-On this day, the teachers will be meeting in the computer lab for professional development.  A thorough overview of Google Docs, Forms, Mail, and Search tips will be given in a face to face format.  A Google Form will be sent out a couple of days before the initial meeting in order to establish how many teachers are using Learning Earnings, how points are rewarded and redeemed, and any questions from the teachers.  This form will help to teach Google Forms and to identify the problems teachers are facing with using Learning Earnings.  The teachers also expressed concern that a baseline was to be established in order to have points and rewards used in the same format throughout the school in order to be fair to the students. 

After the initial meeting with teachers, then questions will be answered by going directly into the teacher classrooms for additional support in the implementation of both Google Tools and Learning Earnings.  Videos will be created to send out after questions are established in order for teachers to view in their own time.  Then additional face to face time will be used to insure that the tools are in fact being implemented. 

Support:

The principal and assistant principle support the problems that have been identified and have both been instrumental in providing extra support and ideas for presentation.  Applications were decided to be kept at the local school level and therefore the Technology Coordinator for the school system will not be the contact person.