3.1 Candidates will be able to apply technology to facilitate a variety of effective assessment and evaluation strategies.
In the internship I applied technology applications in order to facilitate a variety of assessment techniques. In the pre-internship, I was able to gather information from individuals in the Office of Special Education by having them complete a Google Doc regarding their comfort level with presentation technology. This information gave me a good idea of where the office was as a whole on the ACOT scale. I also used technology when I worked with Linda when she needed to develop an online assessment for our IEP Chair meeting. With Linda we used Kahoot! Because it is easy to develop and use and most of the participants would have been familiar with it. Finally, I used video as the assessment for each of the three people I worked with this year. While I initially wanted to set up a Flipgrid for them to complete, we ultimately decided on them just using their cell phones to record a video and send it to me. This was the most convenient for them and worked great as I was able to record firsthand accounts of how my work impacted each of them this year.
In the internship I applied technology applications in order to facilitate a variety of assessment techniques. In the pre-internship, I was able to gather information from individuals in the Office of Special Education by having them complete a Google Doc regarding their comfort level with presentation technology. This information gave me a good idea of where the office was as a whole on the ACOT scale. I also used technology when I worked with Linda when she needed to develop an online assessment for our IEP Chair meeting. With Linda we used Kahoot! Because it is easy to develop and use and most of the participants would have been familiar with it. Finally, I used video as the assessment for each of the three people I worked with this year. While I initially wanted to set up a Flipgrid for them to complete, we ultimately decided on them just using their cell phones to record a video and send it to me. This was the most convenient for them and worked great as I was able to record firsthand accounts of how my work impacted each of them this year.
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7.1 Candidates will be able to apply models of technology in school (such as SAMR, TPACK, and/or TIM) to incorporate technology tools to improve teaching and learning.
During our internship we addressed key concept 7.1 by working to incorporate technology tools within our setting to improve teaching and learning. This was done by first applying models of technology in school. In my case, I applied both the SAMR model and the ACOT Model. For my internship I worked with Office of Special Ed (OSE) staff to take their face to face professional development and offer it in an online format either through a webinar or an online tutorial. When working to give staff the capacity to feel comfortable with online tools such as WebEx or Screen-Cast-O-Matic, I first needed to know where each person was in terms of their comfort level with technology and with their comfort level for change. I analyzed each individual in terms of both the SAMR and ACOT models of technology and determined that, while there was some variation between individuals, for the most part at the Augmentation stage of SAMR and the Adaption stage of ACOT. This analysis and application of these models allowed me to gauge a starting point with which to begin moving individuals and eventually our office to a point at which they are “above the line” so to speak and they begin to do things with their technology that were not possible without it. I include my internship portfolio as well as the reflection journal to show the application of these models.
During our internship we addressed key concept 7.1 by working to incorporate technology tools within our setting to improve teaching and learning. This was done by first applying models of technology in school. In my case, I applied both the SAMR model and the ACOT Model. For my internship I worked with Office of Special Ed (OSE) staff to take their face to face professional development and offer it in an online format either through a webinar or an online tutorial. When working to give staff the capacity to feel comfortable with online tools such as WebEx or Screen-Cast-O-Matic, I first needed to know where each person was in terms of their comfort level with technology and with their comfort level for change. I analyzed each individual in terms of both the SAMR and ACOT models of technology and determined that, while there was some variation between individuals, for the most part at the Augmentation stage of SAMR and the Adaption stage of ACOT. This analysis and application of these models allowed me to gauge a starting point with which to begin moving individuals and eventually our office to a point at which they are “above the line” so to speak and they begin to do things with their technology that were not possible without it. I include my internship portfolio as well as the reflection journal to show the application of these models.
8.1 Candidates will be able to model and promote strategies for achieving equitable access to digital tools and resources.
This key concept was addressed during the internship. I believe that through working with other professionals in the Office of Special Education to enhance their comfort level with digital tools and move them further along the ACOT model in terms of their use of those digital tools helps everyone have equitable access to digital resources. In my specific instance I worked with OSE staff to develop online professional development for special educators in Baltimore County. I worked specifically with individuals to meet them where they are in terms of their technology skills. For example, with one individual, we worked on taking raw video footage and editing it (both video and audio) until they had a finished published product. With another individual, they were working on voicing over a PowerPoint and screencasting it. In order for individuals to have equitable access they need to know what they have access to and they need to have the instruction to feel comfortable with using the technology. For the artifact, I included my internship proposal.
This key concept was addressed during the internship. I believe that through working with other professionals in the Office of Special Education to enhance their comfort level with digital tools and move them further along the ACOT model in terms of their use of those digital tools helps everyone have equitable access to digital resources. In my specific instance I worked with OSE staff to develop online professional development for special educators in Baltimore County. I worked specifically with individuals to meet them where they are in terms of their technology skills. For example, with one individual, we worked on taking raw video footage and editing it (both video and audio) until they had a finished published product. With another individual, they were working on voicing over a PowerPoint and screencasting it. In order for individuals to have equitable access they need to know what they have access to and they need to have the instruction to feel comfortable with using the technology. For the artifact, I included my internship proposal.
15.1 Candidates will be able to apply models of professional learning to begin the process of real change in a school.
I applied models of professional learning to the Office of Special Education to begin the process of instituting change in the use of technology in professional development in ET 691. This started with the internship proposal, particularly the timeline of implementation. This timeline outlined the plan for professional learning that was taking place. I analyzed the Office climate by applying Ely’s 8 conditions. Then I utilized Fullan’s Change Model by working on the Initiate (examining stakeholders, creating a timeline, and outlining a process) and Implement (putting the plan into action, providing coaching and feedback) phases. In addition to the office-wide professional development that was created, there was also individual professional development tailored to the specific needs of each participant. I worked with multiple staff members in OSE to develop specific online professional development that they delivered. An understanding of the adult learner from ET 662 was very helpful. Keeping Fullan’s Change Process in mind helped with increasing the effectiveness of teaching to the adult learner.
I applied models of professional learning to the Office of Special Education to begin the process of instituting change in the use of technology in professional development in ET 691. This started with the internship proposal, particularly the timeline of implementation. This timeline outlined the plan for professional learning that was taking place. I analyzed the Office climate by applying Ely’s 8 conditions. Then I utilized Fullan’s Change Model by working on the Initiate (examining stakeholders, creating a timeline, and outlining a process) and Implement (putting the plan into action, providing coaching and feedback) phases. In addition to the office-wide professional development that was created, there was also individual professional development tailored to the specific needs of each participant. I worked with multiple staff members in OSE to develop specific online professional development that they delivered. An understanding of the adult learner from ET 662 was very helpful. Keeping Fullan’s Change Process in mind helped with increasing the effectiveness of teaching to the adult learner.
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16.2 Candidates will be able to determine and implement the best approaches to improving their technology integration efforts through a continual process of self-evaluation and reflection.
Key Concept 16.2 was addressed in the internship. In fact, I would say that during the entire internship, I was engaged in a process of self-evaluation and reflection. Throughout the internship I completed journal reflections that allowed me to continually evaluate my understandings and processes as well as my effectiveness as a technology leader. Toward the end of the internship not only did I reflect backwards about what I could have done differently, but also projected forwards to determine how I would change in the future and the directions I might take. What I found is that a good percentage of people in our office had a fear of technology. This information was important because it shaped how I approached the process of integrating change and how I will work to continue to integrate change in the future and how I will evolve as a technology leader.
Key Concept 16.2 was addressed in the internship. In fact, I would say that during the entire internship, I was engaged in a process of self-evaluation and reflection. Throughout the internship I completed journal reflections that allowed me to continually evaluate my understandings and processes as well as my effectiveness as a technology leader. Toward the end of the internship not only did I reflect backwards about what I could have done differently, but also projected forwards to determine how I would change in the future and the directions I might take. What I found is that a good percentage of people in our office had a fear of technology. This information was important because it shaped how I approached the process of integrating change and how I will work to continue to integrate change in the future and how I will evolve as a technology leader.