Aziza+H


 * Vision-** School leaders must articulate a shared vision of how technology will be effectively used to support learning, teaching and school management. It is imperative that the school vision be properly communicated to all stakeholders in ways that are meaningful so that a “buy in” is created among all parties involved.


 * Stories**

When district leaders realized that there was a need for addressing the changing needs of the workforce skills that students needed upon graduation the idea for the Center for Applied Technology and Career Exploration was birthed. CATCE was conceived and developed around three primary goals: The vision for the concept was communicated to all stake holders in the community and all realized the need and positive impact that a program. As a result all eight grade students are enrolled in the Center for Applied Technolofy and Career Exploration where they act as interns for careers during this period they are explored in crital thinking and problem based learning that expands well beyond the walls of the classroom.
 * 1) Prepare students for the work of the 21st Century.
 * 2) Motivate and inspire students.
 * 3) Address the issue of overcrowding at the secondary level.

Personal Experience with Vision:

A former administrator at my school knew the benefits that a strong math and science focus had on young learners. As a result he communicated his vision to the staff, parents, and all community stakeholders. The school had many successful implementations of math and science. Science nights, math fest competitions, accelerated math programs for students, a science lab where a full time certified teacher worked with students on labs and hands on experiences. Due to the administrator effectively sharing his vision with all a “buy in” created and all stakeholders saw the need for a more rigorous approach to math and science and were willing to put in the necessary effort to make the math and science initiative a success.

Research States that systematic reform is the approach that must be addressed in order to ensure that all stakeholders are involved and aware of the vision that technology must be intergrated into teaching practices and student learning in order for students to be prepared for the 21st Century.

[] []
 * Assignment 2**

[]
 * Assignment 1**

Assignment 3 []

30 goal challenge

Goal 13- Build an idea classroom culture This summer I have committed myself to interspectively looking at my self as a teacher, and what I can do differently to change. I have decided that I want to create the idea classroom culture. The idea classroom culture encompasses classroom management, expectations of teacher and students. As part of my research I have been reading Teach Like a Champion bt Doug Lemov. and finding information of the wole brain teaching website [] by Chris Biffle.

How will I change the classroom culture of my class 1. Start each morning with a community circle- this will be the time when students and teachers will share information that is going on in our lives (5 minutes) 2. Make sure that students are actively engaged in lessons and that they have opportunties for sharing what they know with others. (Whole Brain Teaching Suggests that after 2-5 minutes of teacher directed teaching the students become the teacher and share what they know with a buddy- Class Teach) 3. Be Consistent with behavior- My behavior managment plan is based on the whole brain teaching approach to discipline [] 4. Be organized- I am a teacher who is fly by night I have a plan in my head and rarely write down my ideas. Often inspiration can hit me and when will do that as a class. I realize that I need to be more organized and that is my goal for next year

Goal 4- Leave it Behind I think that one reason that I have a lot of stress is because I always wait to the last minute to do everything, so it feels that I am always tring to play catch up. My goal is to not wait and do those things that I can do today, TODAY- not putting things off.

Ways that I plan to destress in the classroom this year. 1. Wake up a little early- eat breakfast, read my bible, and pray 2. Go to school a little early- write an agenda for the day, pray 3. Talk to others (vent) I keep everything bottled up and usually do let others know when I need their help or just someone to talke to 4. Take time to enjoy my family and friends 5. Excerise- Walk with my daughter 6. At the end of the day take time to reflect before going home and leave- any school work, stress, etc. at school do not take home

Goal 7- Play and Have Fun **//“We spend the first twelve months of our children’s lives teaching them to walk and talk and the next twelve telling them to sit down and shut up.” - Phyllis Diller//**

I agree with the quote that traditonal classrooms stifle the skills that are important. Teachers expect for students to sit down the majority of the day not talking and not moving. I think that this is due to the fact that when students are engaged in activities where they are up moving in talking often it creates chaos. The goal is to have students participate in lessons that are engaging and meaningful, yet still maintain control of the classroom environment. In order for this to occur students need to be keenly aware of the expectations and the behaviors must be modeled for them. It really does not make sense to me that before school age children learn through play, and then when children enter school age they are no play is not equated into the curriclum. In my classroom, we do a lot with song and dance. This year I want to have the students to be able to get up and move around the room as they see fit. the goal that I have is to allow the students the opportunity to get up and move around, but still be able to maintain control of the classroom environment. Students should not be confined to sitting in thier chairs to do work.

Also every Wednesday, I would like it to be a no worksheet Wednesday where not worksheets or handouts are used for class or as homework assignments. Also my goals for these days are to involve the students in activities that give them an opportunity to collobrate, create, and construct their own knowledge. I want learning to be hands on and engaging for the students. This summer I have been learning about a lot of Web 2.0 tools that I plan to use next year as a means to create an envrionment where 21st century skills are cultivated.

I really want students to understand that learning is fun. In order for this to happen I think that I have to have fun teaching. When students that see that the teacher is passionate about something, they in turn will be passionate about the same things.

I plan to make learning fun for the students by having them participate in more collobrative grouping where they have the opportunity to share ideas. I think that in this setting students will also have opportunties to think critically, problem solve, and create learning that is authentic.

Aziza Hanks Implementing Web 2.0 tools into Elementary Education Dr. Herr June 3, 2012

Abstract The goal of elementary education is to have students begin the journey of arising 21st Century Skills so that they are college and career ready by the end of 12th grade. Using Web 2.0 tools in the classroom will afford teachers the opportunity to teach students problem solving, critical thinking, collaboration, and creation in ways that are relevant and integrate technology. By having monthly sessions where Web 2.0 tools are introduced to the staff and then archived on the public drive, teachers will have the information and tools they need to use Web 2.0 tools effectively with their students. Additionally, by offering incentives for teachers each month to use Web 2.0 tools will motivate teachers to participate and buy in to the vision of technology integration for all students. Documentation of Need Currently educators are not using the mini laptops in a way that promotes critical thinking, problem solving, collaboration, and creation systematically across the school. When recently asked 19 of the 35 teachers admitted to using the mini laptops only to have the students take county-wide assessment, search the web, and play games. Eleven of the teachers that were asked stated that they have not used the mini laptops in any capacity in their classrooms When asked why they have not used the technology that is available, many stated that they did not feel comfortable with technology and how they could use it with their students. Five of the teachers have been using the mini laptops along with Web 2.0 tools and feel confident in their abilities to use the mini laptops in ways that engaging and meaningful for students. At this time the mini laptops are not being used to cultivate the 21st century skills that are deemed necessary for students’ success for future college or career readiness. Implementing integration of Web 2.0 tools to enhance student learning of curriculum content will benefit students and align directly with county and state goals to effectively integrate technology and establish a method that increasing rigor and relevance in the classroom. Measurable Project Goals 100% of the teachers will receive training on how to effectively use the Web 2.0 tools and the mini laptops in ways that increase rigor and are relevant throughout the academic school year 2012-2013. 60% of the teachers will begin using Web 2.0 tools in their classroom with the students by the end of the year.

Literature Review Technology is omnipresent, touching every part of our daily living, our communities, and our homes. With an increase in technology in the home that students have access to, it seems apparent for teachers to seek out ways to integrate technology into the ir classroom environments. Often most districts do not have appropriate technology accessible in classroom learning, making many classrooms not able to prepare students who are ready for the 21st century society in which they currently find themselves. Wallis, Steptoe, and Carolina (2006) stated that public schools need to prepare students for the global society that we currently live in by allowing students opportunities to think through abstract problems and work collaboratively. Effective technology integration into curriculum is crucial in bridging the gap and preparing our students for the 21st Century (Woodbridge J., 2004). Technology is transforming the way we think, work, and play. Technology, when incorporated into the curriculum, regenerates the learning process (Johnson, D. L., & Liu, L.2000). More and more studies show that technology integration in the curriculum improves students' learning processes and outcomes (Jonassen, D. H., Carr, C., & Yueh, H. 1998). Teachers who recognize technology as problem-solving tools reinvent the way they instruct students. When technology is included project-based learning takes place utilizing interactive multimedia and telecommunications technologies. When technology is effectively included in classroom instruction students are engaged in their learning. Many schools are just starting to explore the open ended possibilities technology offers for teaching and learning. Integrating technology into classroom instruction means more than teaching  basic computer skills and software programs in a separate computer class. (Walker, A., & Macaruso, P. 2008). Rather than using the power of computer technologies to disseminate information, technology must be used in all subject areas as tools for engaging learners in reflective, critical thinking about the ideas they are studying (Jonassen, Carr, Yeuh, 1998). Successful technology incorporation must happen across the curriculum in ways that research shows deepen and enhance the learning process. More importantly it must buttress the main components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts (Shields, and Behrman, 2000). Technology also has the potential to change the way teachers teach, offering educators efficient ways to reach different types of learners in ways that are individual to the learner as well as assess student understanding through multiple means. Technology can help make teachers more effective in ensuring that all students learn. According to the NETS (National Educational Technology Standards) for teachers, teaching <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> in all settings should encompass student-centered learning approaches to learning. Students must have the opportunities to identify problems, collect and analyze data, draw conclusions, and convey results using electronic tools to accomplish each task (p. 22). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology integration focuses on supplementing what the students are already learning, thus allowing for a deeper depth of knowledge and an opportunity for rigorous thought and critical thinking for all learners. This process allows for students to become reflective critical thinkers. Students will be more prepared to use what they learned in other settings because of their deeper level of understanding. Research completed by Woodbridge (2004) concluded positively that <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">integrating technology effectively has the potential to benefit students in many ways by increasing <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> active, authentic, constructive, cooperative, and intentional, reflective learning across all grade levels <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">. Results revealed that technology integration varied according to individual teaching beliefs, perceptions towards technology innovations, and how the teacher practiced and put technology to work in the classroom. Additionally, <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">technology helps change the student/teacher role. It fosters project-based learning. Student centered technology engages students in their learning outcomes. Students attain and implement analytical thinking, synthesis and analysis of their learning process, and problem solving. Students are than encouraged to become active participant in their learning process. Teachers then become guides and facilitators when technology is used as a mode for integration. For socio-economically deprived students, the school may be the only place where they will have the opportunity to use a computer and integrate technology into their learning. Link to District Plan [] The technology plan for Clayton Co. states that the vision for technology in the school system is that every student in every curricular area at every grade level be exposed to technology as a resource (Technology Plan, 8). Furthermore the plan includes that technology should be used to foster 21st century learning skills, promote critical thinking, encourage higher order thinking, and cultivate a standards based learning environment. The idea of using the Web 2.0 tools with the mini laptops across curricular content directly aligns with the vision and mission of the current technology plan for Clayton Co. Supports District/ State Learning Goals Clayton County has a set of three instructional properties or academic pathways that should be implemented daily in the classroom in order to prepare students for college or career readiness. The first priority is critical thinking. Critical thinking is the ability to think reflectively, solve problems, and make logical decisions based upon information gathered from diverse investigations and perspectives as a guide to beliefs and actions. The benefits that are supported by Clayton as a result from increasing critical thinking in the classroom is that students will be able to communicate effectively in figuring out solutions to complex problems, and gather and assess relevant information using abstract ideas to interpret criteria and standards. The second priority for Clayton Co is the implementation of integrated technology. Integrated technology enables students to apply 21st Century learning skills, and resources to solve problems, complete projects, and creatively extend their abilities as they prepare to work, live, and contribute productively to the their communities. The outcomes deemed from this priority is that students will be able to think critically and solve problems and make decisions. Also students will be able to comprehend technology operations and concepts. The final priority of Clayton Co. is to use literacy across the curriculum. This idea encompasses the ability to use reading, writing, speaking, listening, and inquiry to develop an in-depth comprehension and application of various forms of texts and media to be successful in a global society. The benefits to the students are that they will demonstrate proficiency with the demands of college and career readiness in the 21st century. Students will utilize active literacy based strategies which include evaluating, clarifying, summarizing, and interpreting to access and comprehend various texts. Georgia plans to implement the Common Core Standards for the academic year 2012-2013 school year. The standards define the knowledge and skills and that students should have within their K-12 education so that they will graduate high school able to succeed in both college and career arenas. The Common Core Standards also have embedded in 21st century skills and technology components. Georgia also aligns its standards with the International Society for Technology and Education (ISTE). ISTE affirms that technology needs to be used to analyze, learn and explore rather than simply being used. The initiative of using Web 2.0 tools with the students on the min laptops across the curriculum directly links into the Clayton Co. and State Learning Goals. The implementation will allow students to integrate technology in ways that are relevant. Students will be provided with the opportunities to collaborate, create, and think critically on content that is being taught in the classroom. Using the Web 2.0 tools may also provide teachers with a vehicle to integrate curriculum in ways that are meaningful for the students. Professional Growth Plan/ Budget The five teachers who are currently integrating the mini laptops and Web 2.0 tools into the curriculum have agreed to volunteer their time one Wednesday a month during our already scheduled staff meetings to introduce a different Web 2.0 tool and how it can be integrated into the curriculum. The 60 mini laptops have already been purchased from Title I funds totaling $ 13, 200. The mini laptops will be maintained by the county at no cost to the school. The mini laptops have wifi capabilities, Microsoft Office, and all County programs which include STAR, AR, and Versa- Tiles. Calendar of Professional Development and Budget
 * Month || Location || Lesson || Outcome || Budget ||
 * August 15, 2012

Help with Wiki’s || Media Center

Ms. Blackmon or Ms. Hanks classroom 2:25-3:15 || All about the wiki-Presenter Ms. Hanks

Help with the wiki tutorial (Not mandatory) || Teachers will learn how to set up a wiki (teachers are required to set up websites for their class)- All teachers will have their wiki set up by –August 31, 2012 Teachers who need one-on- one guidance will meet with Ms. Blackmon and Ms. Hanks to set up Wiki || Teachers will already be on the clock no additional wages will be given ||
 * September 19, 2012

Technology Meeting- September 12, 2012 (Not mandatory) || Media Center

Media Center || PBWorks-Ms. Bowers || Teachers will learn how to use PBWorks in ways that encourage collaboration in the classroom technology plan and discuss ways that technology can be better implemented systematically throughout the school ||  || October 10, 2012- Technology Meeting || Media Center
 * October 17, 2012

Media Center || Increase Rigor with Web Quest-Presenter Ms. Hanks || Teachers will learn how Web Quest can be used to increase rigor and make learning skills relevant Group will discuss implementation of technology systematically throughout the school ||  ||
 * November 14, 2012

No Technology Meeting || Media Center || Tell your story with Story Bird- Ms. Traylor || Teachers will learn how to use story bird and allow students the opportunity to create Group will discuss implementation of technology systematically throughout the school ||  || Technology Meeting December 12, 2012 No Web 2.0 || Media Center ||  || Group will discuss implementation of technology systematically throughout the school ||   || Technology Meeting January 9, 2012 || Media Center
 * December
 * January 16, 2012

Media Center || Student Blogs-kidsblog.org-Ms. Hanks || Teachers will learn how to kids blogs to encourage collaboration Group will discuss implementation of technology systematically throughout the school ||  ||
 * February 20, 2012

February 13, 2013- Technology Meeting || Media Center

Media Center || Comic Strip Creators- Ms. Arnold || Teachers will use Comic Strips to allow students an avenue to showcase content that they have learned Group will discuss implementation of technology systematically throughout the school ||  || March 13, 2013-Technolgy Meeting || Media Center Media Center || Podcasting- Ms. Bowers || Teachers will learn how to use podcast ||  || April 10, 2012- Technology Meeting || Media Center || Survey Tools-Ms. Blackmon || Teachers will learn how to use survey tools Group will discuss implementation of technology systematically throughout the school ||  ||
 * March 20, 2013
 * April 17, 2013
 * May 15, 2013

May 22, 2013 Technology Meeting || Media Center || Reflection || Teachers will complete surveys discussing the experience of learning Web 2.0 tools Students will take surveys also Team will review survey data and make recommendations for next year ||  || The technology committee is open to any staff that would like to attend the meetings will take place at 2:45-3:15 p.m. on the second Wednesday of each month (excluding December). Teachers are required to stay at school until 3:15 daily, therefore no additional compensation is required. Budget As a means to motivate teachers to use Web 2.0 tools a $20 gift card to School Box, Free Friday Jean Pass, etc. will be drawn. Each teachers who has been observed using Web 2.0 tools in ways that are engaging and relevant will have his/her name placed in the drawing.
 * All of the information that is related in the presentations will be archived on the school public drive so that they can be referenced to by the staff as needed.
 * Month || Incentive || Cost ||
 * August || $20 dollar School Box gift card || $20 ||
 * September || Free Friday Jean Pass || free ||
 * October || Free Leave Early Pass(after all students have left, must be approved by administration first) ||  ||
 * November || Chick Fila Lunch || Provided by the PTA ($10) ||
 * December || $20 dollar School Box gift card || $20 ||
 * January || Free Friday Jean Pass || free ||
 * February || Free Leave Early Pass(after all students have left, must be approved by administration first) ||  ||
 * March || Chick Fila Lunch || Provided by the PTA ($10) ||
 * April || Free Friday Jean Pass ||  ||
 * May || Free Leave Early Pass ||  ||
 * Total cost ||  || $60 ||

References Clayton Co. Technology Plan (2009). Reterieved from [|http://www.clayton.k12.ga.us/departments/technology/new/techplan/TechPlan.pdf on May 5], 2012. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Johnson, D. L., & Liu, L. (2000). First steps toward a statistically generated information technology integration model. . //Computers in the Schools//, //16//(2), 3-12. Reterieved from April 3, 2012, from the ProQuest database.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jonassen, D. H., Carr, C., & Yueh, H. (1998). Computers as mind tools for engaging learners in critical thinking. //TechTrends//, //43//(2), 24-32. Retrieved December 18, 2010, from the ProQuest database.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Report of the National Reading Panel: Teaching Children to Read. (n.d.). //NICHD - The Eunice Kennedy Shriver National Institute of Child Health and Human Development Official Home Page//. Retrieved March 21, 2012, from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Walker, A., & Macaruso, P. (2008). The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children. //Reading Psychology//, //29//(3), 266-287. Retrieved March 17, 2012, from the EBSCOhost database.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wallis, C., Steptoe, S., & Carolina, M. A. (2006, December 18). How to Bring Our Schools out of the 20th Century. //Time//, //168//, 50-56. Retrieved March17, 2012, from the Academic Search Premier database.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Woodbridge, J. (2004). Technology Integration as a Transforming Teaching Strategy. //Tech&Learning//, //March//. Retrieved March 17, 2010, from http://www.techlearning.com/article/2022