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District Name: Adams Friendship 2009-2010
Total Number of Teams in project: one
Total Number of Classroom Teachers in project: two
Total Number of Classroom Teachers in district: 130
Total Number of Library Media Specialists in project: One
Total Number of Library Media Specialists in district: One
Total Number of Administrators in project: One (gifted and talented director/professional development)
Total Number of Administrators in district: Seven principals/Associate principals
Total Number of Students impacted by project: eighty - one hundred fifty
Total Number of Students in district: 1840
District Goals, Expectations, and Reflections on this project :
1. What is the team’s goal and expectations for participating in this EETT Competitive Project?
The nine strategies from Classroom Instruction that Works has already has been established within our school district, so it is our team's goal is to infuse technology into the already established lessons so as to not only increase student achievement, but also increase students knowledge and awareness of web 2.0 tools, online resources and other technologies that can benefit the learning process. Our expectations, then, are to increase student academic, information, and technology standards by supporting non-linguistic representation and summary and note-taking instructional strategies with software applications and web-based tools.
2. At the end of the project, explain how this project benefited the team, their students, and the district. (Note unique circumstances, strategies that worked, and lessons learned.)
Team: As the teams coach and tech person, I knew my teammates would absorb the tech skills needed to accomplish these goals and use the tools in their personal life not just professional life. . It is nice to have colleagues who speak the jargon, understand the possibilities and share the passion.
Students: Students were excited and extremely motivated to work on projects that included the use of computers and the new technology. Searching for images of characters and settings from a chapter in a book created visuals of students' imaginations and the discussions they had amongst each other about their choices created a new way of summarizing. This personalized the imagery for each student and that made it more meaningful to them. The end products of all assignments now are more diverse as the students added extra information, images, data then they would have with out the technology. Mostly, though, students wrote more in length and expression when keyboarding than writing with a pencil. I am deeply impressed with the amount of creativity the students have brought to each technology project they have done. Not only have their presentations been informative and met the mark in terms of meeting the learning goals, but they have been interesting and beautiful. The possibilities are endless.
District:
- a. Do to the influx of teachers on the team, and past CESA 5 tech team members incorporating these tools in their lessons, I made it aware to the district technology team that we needed to change the districts acceptable use policy. I rewrote the AUP to include web 2. 0 tools and the procedures that would maintain the safety of the students and personnel.
- b. As a first time TILT team member, and as part of the AF District's Administrative Team, I have been able to show my colleagues where we need to be headed as district leaders, in terms of 21st century learning goals. I have found it highly enriching as well as efficient to use Google Docs and and to create wikis for various purposes throughout the year. As a team, our administrative group is sorely lacking in current skills. I think I'm helping to change that direction.
3. Explain the district’s plans for sustaining the professional skills for effectively integrating educational technology and information inquiry daily teaching and student learning developed during this project and how the district plans to build these skills among the district’s educators and students.
A tech plan is in process in regards to the ability level of the teachers/professional.
- Teachers were assessed using ITLS 8th grade level.
- Data will be used to help teachers update their skills
- All teachers will need to be proficient in the skills needed at the 8th grade level.
- professional development will be on wavier days, in-service days or after school sessions
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