Action Report

Leakey School is a small PreK-12 campus. The technology director has been at the school for one and one-half years, and the principal began his tenure this school year. Both are aware of the large amount of change that is needed with regards to plans for the school in technology integration and general improvement.

According to our technology director, M. Davis, the StaR chart provides the overall responses which are used to decide in what areas our school is deficient. He does not currently use AEIS or AYP for identifying needs (M. Davis, personal communication, December 2, 2009). In all areas evaluated by the StaR chart, our school is “developing technology” in all areas except infrastructure, which is barely in the “advanced technology stage.” In reviewing three consecutive years, the school has remained in the developing stage for technology integration.
After reviewing the district improvement plan and the technology plan, together these are not currently congruent. The district improvement plan is in need of major restructuring. After reviewing this plan, I noticed large gaps of information missing, especially in the area of technology integration in the classroom. The only recurring information in the plan with regards to technology was the use of the Accelerated Reading program. When discussing the plans with my principal, he stated that the plans basically had not been revised using the technology plan, and work was in progress with the Site Based Decision Committee to make changes to the plan and begin implementing them (R. Baldwin, personal communication, December 1, 2009). Furthermore, a strategy documented in the district technology plan states that technology integration will be a part of the campus improvement plan (LISD School District Technology Plan, 2009-10).

The campus technology plan, on the other hand, gives current information on the existing condition of technology that is in place and has strategies documented for improving technology integration district-wide. The district and school are directly linked to the Internet with a web server to provide district information and student work. A distance learning lab is available for staff, students, and community members. Technology labs house most systems for student use. The one-to-one computing that Prensky (2008) suggests we move toward is far from fruition. Personally, I have two out-dated systems in my classroom for student use. These are used occasionally for my UIL students to go on-line to enhance learning in social studies, but primarily they are used for Accelerated Reading testing. I herd students to the lab often when we need computers to enhance learning. In regards to the round table discussion/interview, the idea of observing classrooms to see exactly how technology is being used and if teachers are still in front of the room imparting information to students would, I imagine, be witnessed quite a bit (Jenkins, Ed.D., Abernathy, Ed.D., & Cummings, M.Ed., 2009). However, in most classrooms a projector is available and is connected to a mini-Mac system that will allow Internet access for the whole classroom. In addition, most classrooms have an Elmo system which works with this system. The technology plan summary states that much has been done to improve infrastructure for technology since our technology director has been on staff, and this has occurred in approximately in one and a half years. I believe that we are moving ahead as funding is available, and improving technology is a primary concern of our new administration.

M. Davis reports that currently Leakey ISD is using VOD for curriculum enhancement. Safari Montage is a Video on Demand system that allows teachers to enhance/enrich a broad spectrum of subjects. Ninety-five percent of the videos are TAKS/TEKS aligned and provide guides and quizzes (M. Davis, personal communication, December 2, 2009). According to T. McNiel, a member of the site-based committee, technology is used for research in gifted and talented programs with use of the Internet and Enchanted Learning. In addition, math curriculum is enhanced with software for practicing computation and problem-solving with such programs as Brain-pop, which is a learning tool in a game format (T. McNiel, personal communication, December 1, 2009). Another site-based committee member, C. Thomasson, explained that at the high school level, graphing calculators enable students to visualize graphs and check calculations, line intersections, and more. Also, the Internet is used to access game sites to enrich math skills and experience scavenger hunts for specific information. To deliver instruction, the Elmo allows teachers to project text, making transparencies and over-head projectors obsolete in the classroom. She reported that one white board is available in a classroom allowing interaction between students, teacher, and the curriculum. However, this technology is not easily accessed by teachers (C. Thomasson, personal communication, December 3, 2009).

Leakey ISD within the last two months has acquired a new service through Infosource Learning. As stated by the website, “This content library helps educators learn, use, and then integrate the latest Web 2.0 tools into their classroom curriculum. Throughout each of the 20 courses, educators answer questions to build their own Curriculum Integration Plan. This personalized action plan will help them inte­grate these technologies into their classroom curriculum” ("Infosource, Inc.”). This is exciting for our district as this will allow teachers to have 24/7 access to professional development and hopefully, we will begin understanding and put into action learning in a way our digital natives require (Prensky, 2008). In the week three round table interview with Lamar University professors, this was a point that was made – that professional development should come to the desktop of educators and administrators so that access is available (Jenkins, Ed.D., Abernathy, Ed.D., & Cummings, M.Ed., 2009). Another point was made that I think is important as we move into learning and implementing is that new acceptable use policies should be reviewed and updated (Jenkins, Ed.D., Abernathy, Ed.D., & Cummings, M.Ed., 2009). When speaking with our technology director and principal, I learned that they are currently collaborating about how to allow technology tools into the classroom that have previously been outlawed (R. Baldwin and M. Davis, personal communication, December 2, 2009). This issue is in the beginning stages, but if we are learning how to integrate Web 2.0 tools, I would think that answers to this dilemma are on the horizon.

Personally, I use the state-adopted Techknowledge program which directly teaches my fifth-grade students about technology. This Web-based program consists of an introduction to technology and ten units where students earn points when they master instruction ranging from keyboarding to presentations. Each unit has a project that can be completed in order to practice the new learning, and the instruction is presented using animated characters. These projects use skills across the curriculum. Besides this, I use cooperative grouping to research social studies topics, and students must access the Internet to gain knowledge. With the information I asked them to present the information in various ways, including PowerPoint presentations and typed papers using Microsoft Word. When discussing various topics, I use Safari Montage to enhance or give background information in reading. For instance, before reading a story about a character who is a child of a migrant farm working family, I accessed a video stream about migrant farm workers and Cesar Chavez. This video on demand service also has video to enhance writing instruction, which I use often. Students watch these presentations in the classroom with the aid of a projector which works with a mini computer. The Elmo allows me to switch between what is seen on the computer and the camera which projects text. Others ways that I use technology is to access Websites, such as Scholastic, which as interactive units for my students use. This site has electronic reader capability which helps my struggling readers.

While Leakey ISD has a long way to go to reach the type of technology integration that would allow students to use technology tools to interact globally, I believe a vision for this is emerging. By implementing online 24/7 professional development opportunities for staff to learn Web 2.0 tools, I think this is a step in the right direction. Organizational changes will need to be made, and our administration and faculty will have to make big strides to make this happen.



References:

Jenkins, Ed.D., S. , Abernathy, Ed.D., K. , & Cummings, M.Ed., C. . (2009). Week three
round table interview. Department of Education, Lamar University, Beaumont, TX.
Infosource, Inc.. (n.d.). Retrieved from /www.infosourcelearning.com.
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.