Technology Center Analysis

Mary Frances Pinson Georgia Southern University FRIT 7738: Practicum March 23, 2012

Part A: Technology Center Analysis

Technology Center Analysis Executive Summary

This Technology Center Analysis reviews the activities and organization of the 21st Century Global Lab of Altama Elementary School. The center began in January of 2009 with the goal to provide a 21st Century learning experience that allows students the opportunity to use technology and apply 21st Century skills. The Global Labs mission is to have students learn and apply 21st Century skills. Mr. Knight, the Instructional Technology Coordinator for Altama allows ample opportunity for classroom teachers to utilize the workspace provided by the Global Lab. With twenty-five desktop computers, four laptop computers, and a plethora of other technology resources, the lab provides students the opportunity to explore and expand the learning taught in the classroom. The center also provides opportunities for professional development for teachers through trainings and webinars. After reviewing the organizational chart, interviews, and observations, a few recommendations are made for the Global Lab; provide opportunities for teachers to see the benefits of the lab for their students engagement and success. The role of the Instructional Technology Coordinator could also be revised for the lack of responsibility that his role could potentially have. In conclusion, the Global Lab of Altama Elementary School is making progress toward their goals and mission. Each year has shown growth and continues to evolve to reach its full potential.

Technology Center Analysis Organizational Chart

Mr. K. Ross: Computer Network Technician

Mr. H. Mann: Glynn County Schools Superintendant

Dr. J. Rogers: Executive Director of Early Academics/ Intervention Programs

Valerie Turner: Computer Network Technician

Mrs. C. Lawson: Director of Professional Learning

Ms. M. Drew: Principal of AES

Ms. B. Weiss: Media Specialist of AES

Mrs. S. Schuyler: IT Coordinator for Glynn County Schools

Mr. Kevin Knight: Instructional Technology Coordinator at AES

AES Faculty and Staff

AES Students

*KEY: AES- Altama Elementary School

Methods The data collected for the evaluation of the Altama Elementary Schools Global Lab was done with interviews and observations (Appendix A, B, andC). Two interviews were conducted with the Instructional Technology Coordinator, Mr. Kevin Knight. The first interview was to address the Global Labs mission and goals. Mr. Knight also shared the history of the lab and the purpose that the lab was opened. We also discussed the variety of uses of the lab. I asked Mr. Knight about the current status of the lab. He said that The lab is still growing and evolving to its full potential as a Global Lab. His tone of voice seemed to be enthusiastic

Technology Center Analysis about the lab continuing to grow. Mr. Knight has been the Instructional Technology Coordinator since the lab opened in January of 2009; he has seen a lot of changes from the beginning. The answers to the first interview are addressed in the next section, Center Context and Goals and in Appendix A. After I reviewed the background and initial purposes of the Global Lab, I had a second interview with Mr. Knight. This interview was to get a better insight of the changes that has been seen in the last three and half years. I wanted to look more into Mr. Knights response of the lab still growing and evolving. The responses of the second interview can be seen in Appendix B. After the second interview, I could tell that Mr. Knight takes great responsibility in the success and the growing potential with the Global Lab. He takes great pride to see teachers and students utilize the lab. However, after the creation of the Organizational Chart, Mr. Knight has to go through a lot of other people in different roles and locations within the county to be able to have access and the ability to do something within the lab and in the school on his own. It was discussing these people that made Mr. Knight seem discouraged about his position and the potential that his job truly has. Using an observation rubric, Appendix C, I observed two classes utilize the Global Lab, Kindergarten and 3rd Grade. The first observation was 30-minutes and the second observation was 40-minutes. The Kindergarten class that came in did not have much teacher instructions. The class has been coming into the lab weekly to work on Success Maker. Prior to arrival of the class, Mr. Knight had the login screen for Success Maker on the desktop computers. The students knew the routine and logged into the program as they walked to their designated computer. The Kindergarten teacher, paraprofessional, and Mr. Knight walked around the room during the designated time. Students were able to choose Success Maker Math or Reading first and knew once finished with one lesson, they were to complete the lesson of the next. With three adults monitoring the room, students stayed on task and help was given to individual students in ample time. The second observation was of a 3rd grade class. This class has been studying a variety of historical figures; Paul Revere, Frederick Douglass, Susan B. Anthony, Mary McLeod Bethune, Franklin D. Roosevelt, Thurgood Marshall, and Cesar Chavez. Prior to coming to the Global Lab, the students have done library research and online research of the seven historical figures. In the Global Lab, students were to create a PowerPoint presentation of each person. On each slide, students were to list 5-7 facts and find 1-2

Technology Center Analysis pictures of that person. This particular class came to the Global Lab the day before to get an introductory run-through of the expectations and how to use PowerPoint. During this time, Mr. Knight also showed the students how to search and save pictures. When the student came into the Global Lab, they walked to their assigned computer. They came to the lab with their note cards of research. The classroom teacher and Mr. Knight monitored the room while the students worked. The students worked well independently. Many of the students navigated their way through PowerPoint very well and when the teacher or Mr. Knight could not get to a student quick enough, a surrounding student would help their peer. I asked the teacher what will happen next after the presentations are completed, and she told me that the students will present them to their own class and a selected few will present their presentations to the other 3rd grade classes. The two classes that I observed utilized the Global Lab in very different ways. However, the classes used the lab in order for all students to have a workspace. This is one of the purposes for having this lab available to classrooms. This allows each student to have their own space to work, equal working time for each student, and for students to develop their own 21st Century skills. Center Context and Goals During the 2008-2009 school year, Altama Elementary School had an extra classroom on the 4th and 5th grade hallway. After careful consideration and looking at the Title 1 budget, the administration of the school agreed to make the classroom a 21st Century Global Lab. The school administrators opened a new position to be the schools Instructional Technology Coordinator/Administrator of the Global Lab. The interview committee agreed to hire Mr. Kevin Knight for the new position. Mr. Knight was currently a 2nd grade teacher at the school. In January of 2009, the school opened The 21st Century Global Lab. The lab has 25 desktop computers, 4 laptop computers, an ActivBoard, an ActivSlate, a ceiling projector, 2 ceiling speakers, an ELMO document camera, and CPS units for student use. The Global Lab has been in active use now for three years. The Mission of the Global Lab is, to have students learn and apply 21 Century skills. The Goals of the Global Lab are, to provide a 21st Century learning experience that allows students the opportunity to use
st

Technology Center Analysis technology and apply 21st Century skills. The Stakeholders of the Global Lab are, the parents, the teachers, and the students. No monetary donations are given for the lab. The school provides all funds. Mr. Kevin Knight is the Instructional Technology Coordinator of the Global Lab. His role is, to provide technology support, professional learning to teachers, as well as instruct students in uses of technology in the classroom. The current status of the Global Lab is that it is in good use by classroom teachers. The Global Lab continues to grow to reach the potential and purpose in which the lab was created.

Center Activities All center activities are conducted on site in the Global Lab of Altama Elementary. The lab has a signup sheet for teachers and administrators to fill a time for classroom activities, projects, or professional learning. The center activities are as follows: Student Culminating Activities (Audience- Students) Post Classroom Instruction o Online Tutorial Practice SuccessMaker, OAS, Study Island, and Education City.

o Research Assignments o Project-Based Assignments Timelines and PowerPoint presentations (individual and collaboration with peers.)

o Writing Assignments Word Documents (write a story, response to literature, writing a letter)

o Collaboration Skype

Technology Center Analysis The activities listed above have the purpose to engage students as the class summarizes a unit. After teaching is done in the classroom, the Global Lab provides opportunities for classes to do projects and activities that will conclude the lesson. This is a way the students can show what they know and apply what has been taught. Intersession Classes (Audience- Students)

Six weeks prior to the CRCT, administration provides classroom teachers with a cut score for the 3rd Nine Weeks Benchmark Test. The students who score on or below the cut score will be placed in early morning small groups called intersession groups. These groups work with Special Education teachers, EIP teachers, the schools counselor, the administrators, and other certified non-classroom teachers for a rigorous 30minute small group time. These small groups are to give aid to these students in preparation for the CRCT.

The ones that teach an intersession group will utilize the Global Lab to use the online tutorials as guided practice for the students. The purpose of the intersession groups is to prepare students for the CRCT. Staff Development/Professional Learning (AudienceTeachers) Webinars o Education City o PD360 o Safari Montage Training o Website Design o Infinite Campus o CPS Mr. Knight, the Instructional Technology Coordinator, the schools administrators, and the schools instructional coaches will use the Global Lab

Technology Center Analysis for webinars and trainings for teachers. The purpose of these activities is for professional development for teachers. Evaluation:

After reviewing the organizational chart, the data from the interviews and observations, I have concluded that the Global Lab of Altama Elementary School is progressing well in meeting its goals. The center is still growing and evolving into the potential that it has for the 21st Century Global Lab. In three and half years, the lab has gone through a variety of changes with adding more technology and making the lab more available to teachers. It continues to add more components and as teachers continue to see the benefits, the more the teachers will utilize the space. The Global Lab provides ample opportunity and resources for students and teachers to apply 21st Century skills. After the interviews and observations, there are some recommendations that I have for the Global Lab. Although the teachers of Altama Elementary are utilizing the lab weekly, not many of the teachers are truly using it fully. I think schools administrators and the Instructional Technology Coordinator could advertise the Global Lab and show teachers the benefits the lab has on student engagement. After reviewing the organizational chart, I would recommend that Mr. Knight, the Instructional Technology Coordinator be given a more freedom when it comes to the areas of control he has when it comes to technology in and throughout the school. Mr. Knight has a passion for technology and teachers using technology in their classrooms, however some limits hold him back from being helpful to teachers in their individual classrooms.

Technology Center Analysis

Part B: Monthly Report

Student Activities: (Approximately 15-25 students) o SuccessMaker, OAS, Education City, Study Island These are online tutorials that reinforce Georgia Performance Standards taught in the classroom. These programs provide multiple choice questions, games, and activities that spark student engagement.

o Historical Figures PowerPoint Students will do media center and online research to develop a PowerPoint presentation that highlights the significant historical figures taught in the grade level.

o Commercials (Storyboard and Recording) Students were to write a persuasive storyboard of a product they would like to sell. Students use recording equipment to record commercials to advertise their product.

o Webquests

Technology Center Analysis Teachers will post Webquests on their webpages for students to complete. Webquests are used as a summarizing activity for students to explore and apply the standard taught.

o Timeline (using Timeliner) Students will highlight significant historical events and use an online program, Timeliner, to create a timeline.

o Ft. Frederica Research Fourth grade students participate in a local archeological dig at Ft. Frederica. Students will research the area prior to their trip to the park.

o Making How-To Videos Using recording equipment, students will make How-To videos that will reinforce school-wide expectations. These videos will be shown on the schools morning announcements.

Teacher Activities: (Approximately 15-20 Staff Members) o Webinars The instructional technology coordinator will record webinars for teachers to view and respond to. These webinars are for teachers to become more aware of the resources that are available for classroom instruction.

Technology Center Analysis

Appendix A. Interview 1: 1. What are the goals of the center? To provide a 21st Century learning experience that allows students the opportunity to use technology and apply 21st Century skills. 2. What is the mission of the center? To have students learn and apply 21st Century skills. 3. What is the history of the center? The center opened in January of 2009 after seeing a room that could be utilized to pursue the use of the room as a 21st Century Global Lab. The lab was to allow teachers and students to apply 21st Century skills. 4. What is the current status of the center?

Technology Center Analysis The Global Lab is still growing and evolving to its full potential as a Global Lab. 5. How long have you been the Instructional Technology Coordinator for the Global Lab? I interviewed for the position when it became available. At the time I was a 2nd Grade teacher at the school and I changed roles that January when the Global Lab opened. B. Interview 2: 1. What do you see as the biggest benefit for teachers as they use the Global Lab? Teachers are able to use the Global Lab for a variety of instructional tools that they cannot use in their classroom alone. The lab provided a computer for each student and allows the teacher think of new and creative ways to teach the standards and units. 2. How do you feel is the best way for teachers to utilize the Global lab more for their students? I wish more teachers would use the lab. I see the same teachers using the lab over and over. Those students are actively engaged and are able to see the world through the use of technology and not just in a textbook. I wish the teachers that use the lab would encourage their grade level teams to do the same. 3. How would you as the Instructional Technology Coordinator like to see the Global Lab reach to its full potential? I would like to see more teachers use the lab. I also wish I had more control in my position to be more of an aid to teachers. Teachers come to me about technology and curriculum, but I have to go through other loopholes before I can address their need. This frustrates me and the teachers too. 4. What are the biggest changes you have seen in the Global Lab since it opened in 2009?

Technology Center Analysis I have seen the teachers that use the lab become more creative in how they use the lab. 5. What is the biggest change you would like to see in the next year with the Global Lab and/or your role as Instructional Technology Coordinator? I would like more teachers to see the benefit the lab has on student achievement and those teachers utilize the lab more. I would also like to get in the classroom more to help and encourage teachers to use technology in their classrooms.

C. Observation Rubric: Observation 1: Kindergarten Class Poor 1 Instruction Teacher does no prior instruction or set expectations for students. Meets 2 Exceeds 3

Teacher does Teacher has set little instruction to prior instructions assist or hold and expectations students to and hold students expectations. to those during the time in the Global Lab. Students are mildly off task Students are on task and actively

Student Engagement

Students are off task and not

Technology Center Analysis engaged in activity. Activity The activity is not aligned with GPS and does not have a set goal for the students to meet. and engaged in activity. The activity is aligned with GPS, but does not have a real purpose for the students. engaged. The activity is aligned with GPS and has a concrete purpose for the student to be engaged in this activity.

Total:_______8/9_______

Observation 2: 3rd Grade PowerPoint Presentation Poor 1 Instruction Teacher does no prior instruction or set expectations for students. Meets 2 Exceeds 3

Teacher does Teacher has set little instruction to prior instructions assist or hold and expectations students to and hold students expectations. to those during the time in the Global Lab. Students are mildly off task and engaged in activity. The activity is aligned with GPS, but does not have a real purpose for the students. Students are on task and actively engaged. The activity is aligned with GPS and has a concrete purpose for the student to be engaged in this activity.

Student Engagement

Students are off task and not engaged in activity. The activity is not aligned with GPS and does not have a set goal for the students to meet.

Activity

Technology Center Analysis Total: _______9/9__________