1. Digital Learning Environment Inventory:
1. What tools, software, operating systems, and equipment are available in your school and classroom? (including but not limited to: videoconferencing, streaming, photos sharing sites, video sharing sites, document sharing sites, podcasts, blogs, wikis, social networking sites, etc.)
If a teacher has the hardware (i.e. computer, LCD projector, Webcam)in his/her classroom, videoconferencing, streaming, photos sharing sites, video sharing sites, document sharing sites, podcasts, blogs, and wikis are available. Sites that require an email address are limited to teacher use only unless a student has an email account outside of school. Students at my school do not have school email addresses. Our social studies and science teachers have Smart Boards and LCD projectors mounted in their classrooms. A few other teachers in my school also have this technology. Our media center has one portable Intel board that can be checked out as well as a laptop computer and LCD projector combo on a rolling cart. We have two computer labs in our school, a business classroom equipped with computers, and one permanent desktop computer in each classroom. Additionally, three computers on wheels carts are available through a checkout system.
2. How does your school make use of school and/or teacher websites?
My school uses the website for announcements; our website shares school information with students, staff and parents. Parents can email teachers by clicking on a link. The school website is not used for student-to-student communication or teacher-to- parent communication. Our Live Grades system is used to email and communicate with parents. If a parent doesn’t have internet access they are can read the monthly school newsletter, but that does not have all the information the website cites.
Five out of 33 teacher websites on my school webpage are currently active. The 5 teachers who are using their websites had some assignments posted and pictures of students working on projects. Two of the five teachers had links to helpful internet sites and one teacher also had links to RSS feeds and embedded video clips. I think the majority of the teachers are using Live Grades to communicate with parents via the email feature on that platform.
3. How are you currently utilizing technology for learning?
The main technology tool I use is the internet. I have taught my students how to use Google translate, which I have on the desktop of the computers in my classroom. My students use this tool daily to translate words, essays or internet information they need. I use an LCD projector several times a week to share information on the internet, show pictures to help explain content, show a short video clip, or play an educational game with my students. I have an Elmo (projection camera) which I use to support whole class readings, editing, and writing assignments. I take my students on a weekly fieldtrip to study the water quality of a nearby watershed and have the students record their findings on a digital camera or flip camera. My CD player is front and center to play CDs with audios and music.
4. From the list of global e-learning sites, which are available and which sites are blocked by your firewall?
The sites listed (Choices Program, Connect All Schools, Edutopia, World Savvy, Pulitzer Center, iEARN) in Week 3 are all available at my school. Our school firewall is controlled by the state. The main sites I have found blocked are social networking sites, some music sites, and sites with “buzz words” that will more than likely lead to inappropriate content.
5. What sites and tools are colleagues in your building using?
All teachers in the school use the internet for grading and checking their school email. Teachers that have Smart Boards and LCD projectors are using them for instruction. One teacher uses an Elmo and two others borrow mine occasionally. BrainPop (a paid site) is popular with our 7th grade science teachers. Google Earth is also used by some teachers as well as Easy bib www.easybib.com when students are citing references. Since I am not in their classrooms while they are teaching, I am not aware of all the tools and websites teachers are currently using. Our librarian informed me that some teachers use teachersdomain.org videos, as well as Discovery Education videos (our school has an account at Discovery Education). A very small number of our teachers maintain blogs. Some of the educational sites used at my school include EBSCOhost at http://search.ebscohost.com provided free to us by the West Virginia Library Commission, Edvation TechSteps at techsteps.com, McGraw-Hill’s Acuity assessment system at http://acuty.jeff.k12.wv.us , Thinkfinity.org, Compass Learning Odyssey, West Virginia Writes, Math Navigator, Rosetta Stone for the ESL students, and free downloads such as PhotoStory 3, Google Earth and Google SketchUp.
6. Is there a system for evaluating student technology literacy in your school? If so, how effective or helpful have you found the assessment?
There is currently no system for evaluating technology literacy at the school level. WV has a program entitled Tech Steps that requires teachers to complete approximately 6 premade technology assignments per year. My state also has state standards:
Grade 5-8 Standards for 21st Century Learning
Upon completion of the eighth grade, the student will demonstrate ethical behavior and work responsibly and collaboratively with others to accomplish both individual and team goals. The student will become a more critical thinker and problem solver and use technology tools to solve problems and make decisions related to classrooms assignments. The eighth grade student will create products that reflect a growing understanding of visual language and the effective use of technology tools. The student will use expanded features of spreadsheet, database and presentation software and use telecommunications to publish information. A proficient user of technology, the student will demonstrate a sound understanding of the nature and operation of technology systems and will effectively use telecommunications tools for research, collaboration and communication. The student understands the need for individuals and business to protect the integrity of technology systems.
Retrieved Oct. 29, 2011 from http://wveis.k12.wv.us/teach21/public/21C/popUp21.cfm
7. Gather suggestions from students on their ideas for integrating technology into their learning.
The following is a list of suggestions gathered on 10/28/11 from my ELLs:
• Use an iPod to find vocab words instead of using a dictionary
• Use an iPad to translate words that I don’t know or to read books
• Use iPhone to listen to music to learn rhythm or sing
• Use iTV to watch Channel 1, movies or cartoons
• Use a computer at home to communicate with teachers from all over the world on FaceBook
• Use an IPod touch to get online to communicate with other people or make videos
• Play games online, get onto RosettaStone, and hi5
• Use computers to help me type faster and have fun!
8. What tools that are not presently available, would help to achieve district objectives?
There are no district objectives for technology, however to achieve the state’s Standards for 21st Century Learning (see question 6), more technology teachers are essential. The “older” regular classroom teachers do not have the knowledge to teach these skills. In WV, teachers are allowed to choose their Professional Development courses (if required) to keep their teaching credential current. After a set number of years teaching, teachers are not required to take continuing education courses. Therefore, older teachers and teachers who have been out of school the longest (the teachers who generally have the weakest technology skills) are exempt from taking the courses. In order to achieve the state standards, I recommend hiring a technology teacher to assist regular classroom teachers and integrating technology. Ideally the teachers at my school would feel more confident having someone help them implement technology into their lessons. Eventually teachers would be trained and could embrace technology independently.
Using your Digital Learning Environment Inventory:
a) Suggest an improvement or solution to technology/technology use in you school or district.
My middle school needs permanent computers in each classroom. Currently the one desktop computer in each classroom rule is not sufficient for the needs of our students. The one classroom computer is usually located on the teacher’s desk, because teachers use it to make assignments and enter grades. When I’ve asked teachers about availability of computers in their classroom, they generally say one is not available for student use. Whether it’s due to its location (teachers don’t want students at their desk) or because teachers are afraid students may hack into the computer to access grades, is immaterial. The reality is most of our student body does not have access to a computer in their classroom, therefore I would recommend at least 2 more permanent computers (either desktops or laptops) be installed in every classroom. The purchase of additional computers could be funded through a grant.
I would also suggest setting up a platform whereby each student can have his/her own email account. That way a student could use Google docs and access other internet sites that require an email address.
b) Submit a paragraph describing a potential use of technology in your unit plan.
In my unit plan Water is Life, students will use the internet to view pictures and a video from “Pure Water for the World.” Students will also use the internet to read information pertaining to the shortage of drinking water and research the causes, effects and solutions for this global problem. My goal is for my students to Skype with someone in Haiti about this issue (I have 3 students who Speak Haitian Créole) and Skype or email a family in Honduras who is using an intermittent slow sand filter.
