Robert Ives
Guiding
Question:
How have
you used technology to enhance your productivity and professional practice,
your reflection as an educator, and your leadership and collaborative skills?
Throughout
my coursework at Eastern Connecticut State University, I’ve strived to learn
about technology that would improve my abilities as a teacher. I have learned to use technology to enhance
my productivity and professional practice, my reflection as an educator, and my
leadership and collaborative skills. I
am able to succeed in these areas due to the development of many tools and the
research of many current technological trends and ideas.
In order to enhance productivity and
professional practice, I needed to research and review many types of
software. Without knowing of the
positive programs available for educators, it’s impossible to use them
effectively. In EDU 621, I was able to
review several pieces of software for classroom use (see Appendix
N). Within these reviews, I
identified the program type, age appropriateness, and technology standards
addressed by the software. I was also
able to describe the ways I would use the software within my profession, along
with any reservations or concerns I may have about using the program. By completing these reviews, I became of
aware of many programs that I was not previously aware of. I was then able to implement the use of the
programs more effectively. For example,
I used both PowerPoint and Microsoft Word to complete notes for students and a class web page (see Appendix
G). This web page enables me to
distribute information to students and the community in an efficient manner,
therefore improving my productivity. In
EDU 577, we were encouraged to use accessibility testing tools to make our
websites more efficient and accessible to all possible viewers. I performed this testing on this portfolio,
for example, to make it more professional and accessible. By reading the report I generated and have
attached as Appendix O, you can see how the use of
many accessibility-testing tools helped me to improve my web page designing
capabilities. This is a good example of how technology can enhance professional
practice.
I
also use technology to be more productive in my recording of grades and other
records in school. I use a program
called Gradequick
to record all grades for students. This
program keeps the students’ running average, records of late work, homework
completion, attendance, and seating charts.
It enables me to efficiently track important student records. I have also designed templates that help
track student information among teachers of the same team. An example is the spreadsheet used to track
late homework (see Appendix H). As a teaching team, we track late work more
productively due to the spreadsheet being stored in a public access
folder. Any teacher can add late work
to the spreadsheet and the other teachers will be able to note it at any
time. I also use technology to find
lessons that currently exist on the Internet.
There are numerous units and lessons that are very effective that are
being shared through the World Wide Web.
In EDU 542, we were encouraged to find some of these lessons and
critique them. I’m teaching three
science classes this year, so I went in search of good science lessons that fit
my curriculum. I found several that
have helped me develop more efficient teaching tools. Appendix P shows a review that I
wrote to examine the usefulness of a technology integrated science unit
available through the Internet.
I have also used technology
extensively to enhance my reflection as an educator. In EDU 621, I developed an individual technology plan to evaluate
my current technology use and devise a plan of action to improve my technology
use in one area (see Appendix Q). My plan focused on the development of a
revised class web page. I’ve also given
this plan to other teachers at my school that also wished to have a framework
for web page development. Through this
plan, I was able to reflect on a current tool and devise a plan to improve
it. In EDU 580, I was encouraged to
reflect upon my current abilities in the field of educational technology, and
devise a plan to improve upon weaknesses.
I completed a survey provided by our class instructor. This survey was completed using Microsoft
Excel. I used the data from the survey
to write a narrative outlining my areas of strength and weakness. This Individual Tech Faq narrative is
attached as Appendix R. This technology enabled me to reflect upon my own practices. It’s important for teachers to not only
reflect upon their teaching, but also to reflect upon their learning in
professional development and institutional settings. Near the end the Capstone Seminar, I was asked to reflect upon my
performance and participation in class.
I was able to adequately reflect upon my performance as a student,
noting both positives and areas where I could have been better. This reflection is attached as Appendix S.
Technology has also enabled me to
enhance my leadership skills. Due to my
graduate education, I’ve been able to participate on the district’s technology
committee. In EDU 577, I completed CEO
Forum's STaR Chart assessment, and it was determined that my current
educational setting is at the Mid Tech level.
This report highlighted areas of technology that
are well developed in our system and areas that are in need of more
development. I wrote more details of
the findings in Appendix T. After reflecting on this report, I was able
to lead many discussions within the technology committee. Considering recommendations from the StaR
chart assessment, I was able to write a school technology plan in EDU 577 as
well (see Appendix U). I shared many of my ideas within this plan with my district’s
technology committee and really contributed to positive action steps being
added to the district plan. There is
also evidence of leadership in the multiple workshops I’ve designed and
facilitated within my school. I’ve
provided instruction to other teachers in the areas of web page design,
Smartboard usage, PowerPoint, and Harcourt Math online components.
Technology
has greatly enhanced my collaborative skills.
Throughout my coursework, I’ve completed several collaborative projects
with other students. These projects are
evidence of my ability to work collaboratively with other students. As discussed in an earlier narrative response,
I developed an Authoring Cycle with another student (see Appendix
E). This unit was developed to
teach important concepts in a way that integrates technology and reaches a very
diverse group of learners. I also
worked with a larger group to develop a unit titled “Culture Through the
Asia”. I contributed an entire unit on
Asian Immigration to this unit (see Appendix F). This unit on diversity also encompasses
lessons that reach those with all sorts of learning types and preferences. Within my school setting, I’ve worked
collaboratively to develop units and lessons with colleagues. The media specialist and I are currently
developing a science unit that incorporates the Internet and other media types
into light and sound concepts. We have
made it our collaborative goal for this school year (see Appendix
V). I also use e-mail to improve
communication with other colleagues and aid in collaborative efforts.