Technological Literacy for Staff & Students
One of the greatest problems my school faces, is the low literacy levels in our students. A number of initiatives have been developed to attempt to resolve it. Some examples include, hosting a community event called “The Wonder of Reading” that welcomed all the elementary students from our catchment area to our high school with numerous activities and presentations to get excited about reading; and we had a great deal of staff collaborative planning time, led by our school administrators, to plan for next year’s literacy goals for each department.
An ongoing initiative is the Reading Block that runs everyday from 10:50AM until 11:10AM, 20 minutes. This year we reevaluated its benefits, and despite some debates, we had agreed to keep it at the same time, (better in the morning than in the afternoon), and emphasized how Reading Block is not “Silent Reading” as many were traditionally accustomed to. Therefore, upon the teacher’s discretion, this block could be independently reading, group reading and sharing, or teacher read-aloud time (teachers must always be reading as an example). However, and a very important thing to note, is that during this time, no one is allowed to use their electronic devices, no reading ebooks or smart phones or tablets. Why? Because, as a collective, we’ve agreed that many students end up using their devices to socialize (Facebook, text message, etc.) and not benefit from creative literature or building on their reading skill foundations.
Despite this, our school is one of the leading high schools in our district in technology. We have 3 computer labs for class bookings; a Learning Commons area that provides multimedia for students and staff to access, while functioning as a library, computer lab, and meeting space. We are fortunate to have two teachers who are extreme tech savvy and help with the technological functions in the school, where one is a librarian and the other a district tech mentor; we have global interactions, screening the Dalai Lama at our school to broadcast live; we annually host the Canadian Film Festival with multiple films playing throughout the week in multiple spaces; and the list goes on. However, when it comes to technological literacy per student and per staff member, again we fall behind.
One reason is because the district fails to provide support and funding. Our school was able to start its transition of adopting the technological age by first constructing the environmental space for it, this was led by the district tech mentor and the previous principal, that was continued to be supported by the principal today. To ensure its upkeep, out of approximately $55,000 budgeted to the school each year, the principal must allot part of it aside for “technology.” What the district has been able to do is, provide every high school teacher a Macbook air laptop or a PC tablet (according to preference request) because we require its use to input marks and attendance. Furthermore, they have a contract with a private company for the Internet service. Hence, even though their plan for technology lacks details, there is an obvious hint to progress.
Therefore, I would like to propose a chunk of every school day to be dedicated to “Technology Time.” Just like the Reading Block (between first and second blocks of class), it could be about 20 minutes long between third and fourth block. This will also balance the timeframe for all four class blocks. During this period, students could be led through various workshops to use their digital devices in accordance to teachers’ preference (as the Reading Block is). At the same time, staff are expected to be learning and advancing their own skills and setting an example. To ensure progress, a list of workshops for students or staff would be available online (via email – since everyone is mandatory to have a work email), or a folder on their desktops, or even the school website that could be updated by staff, which will encourage more staff to support other staff. Also, students could then share with other students their own knowledge during this time.
These mini workshops could consist of using various 2.0 web tools, or educational games or polls, or going through privacy settings for various social media applications and discussing effective communication or learning; and watching podcasts or YouTube appropriate resources. Ideally, what will be accomplished, will be students and staff understanding various programs and collaborating online to accelerate and engage learning in classrooms.
With greater Technology Literacy, the school resources and the new devices, could be fully utilized. Familiarity takes time and practice; both students and staff need to have that time for positive development. We need to have an initiative that will encourage those who are comfortable in their traditional settings to recognize all the change around them and move forward. This could lead beyond the school and reach out to our neighboring children during a community event.
We can already see that the higher authority is supporting these changes. According to “School Law” by Kemerer & Sansom, “From the educational perspective, the Internet is a vast electronic library that increasingly is being used to secure information and enrich learning. The legislature has established the California Technology Assistance Project to provide a regional network of technical assistance to school districts and schools” (Ch. 2). Which is very similar to the perspectives found in Canada’s Ministry of Education, with the establishment of the district tech committee to aid with policies and the development of new curriculum for next year.
Furthermore, school districts, in both cases, are responsible for establishing Internet use policies, in the US, Acceptable Use Policies (AUPs); and in our school, the “Digital Code of Conduct.” Even the “CIPA [Children’s Internet Protection Act] also now requires schools to include an Internet educational component designed to educate students about appropriate online behavior including interacting with other individuals on social networking websites and in chat rooms, as well as cyberbullying awareness and response“ (Ch. 2). According to Common Core, there are a number of requirements that include the use of technology, such as:
“Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.” What better way to achieve a higher level of Technology Literacy? As a result, students and staff will not only be prepared for the technology age, they will be better equip to teach and learn from each other more successfully.
In terms of funding, this pilot project would need to be pitched to our Parent Advisory Committee as well as any other stakeholders who are technology supportive, including Best Buy. Tech committee, followed by staff committee would need to be on board to be able to receive approval by admin to provide some funds from flex accounts or materials funds. If the district supports to run this program, they would best be able to provide funding. Yet, how much?
The biggest cost would probably be equivalent to a half-time teacher, like our district tech mentor, who is present every other day as a teacher though. During this time, this individual would update and guide the workshops, and ensure staff having enough support. He/she could be booked by varying teachers to come in to the class during those 20 minutes to lead some of the workshops, or to provide technical support, or he/she could be booked during Teacher’s prep time, to mentor how to lead a workshop so that the teacher could do so during his/her own class time.
Another future additional funding needed would be for loaner equipment. Especially, for classes that have specific workshops on particular devices, they would need to “sign” them out for those days and only for that time slot. All other times, the devices would be available in the Learning Commons, like the other laptops and tablets, to be used by staff or students.
Some financial numbers to consider includes the cost of a set of 29 MacBook Air and 29 iPad Minis tablets to circulate around the school would be, $24,621 and $8,091. This would increase the current 29 laptops we have, so more than one full class could sign these out, and increase the current 9 tablets. However, this is not necessary for the program to start prior to these purchases, because of the existing resources.
In other words, in the future, if the program deems successful, then better models and more devices would be ideal. If none of these fundings are available the project could still proceed on the established resources and from the help of any teachers willing to create a tech committee in the school.
References:
California State Board of Education. (2013, March) Common Core State Standards. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Kemerer, F. & Sansom, P. (2013). California School Law (3rd. Ed.). Stanford, CA: Stanford University Press.
One of the greatest problems my school faces, is the low literacy levels in our students. A number of initiatives have been developed to attempt to resolve it. Some examples include, hosting a community event called “The Wonder of Reading” that welcomed all the elementary students from our catchment area to our high school with numerous activities and presentations to get excited about reading; and we had a great deal of staff collaborative planning time, led by our school administrators, to plan for next year’s literacy goals for each department.
An ongoing initiative is the Reading Block that runs everyday from 10:50AM until 11:10AM, 20 minutes. This year we reevaluated its benefits, and despite some debates, we had agreed to keep it at the same time, (better in the morning than in the afternoon), and emphasized how Reading Block is not “Silent Reading” as many were traditionally accustomed to. Therefore, upon the teacher’s discretion, this block could be independently reading, group reading and sharing, or teacher read-aloud time (teachers must always be reading as an example). However, and a very important thing to note, is that during this time, no one is allowed to use their electronic devices, no reading ebooks or smart phones or tablets. Why? Because, as a collective, we’ve agreed that many students end up using their devices to socialize (Facebook, text message, etc.) and not benefit from creative literature or building on their reading skill foundations.
Despite this, our school is one of the leading high schools in our district in technology. We have 3 computer labs for class bookings; a Learning Commons area that provides multimedia for students and staff to access, while functioning as a library, computer lab, and meeting space. We are fortunate to have two teachers who are extreme tech savvy and help with the technological functions in the school, where one is a librarian and the other a district tech mentor; we have global interactions, screening the Dalai Lama at our school to broadcast live; we annually host the Canadian Film Festival with multiple films playing throughout the week in multiple spaces; and the list goes on. However, when it comes to technological literacy per student and per staff member, again we fall behind.
One reason is because the district fails to provide support and funding. Our school was able to start its transition of adopting the technological age by first constructing the environmental space for it, this was led by the district tech mentor and the previous principal, that was continued to be supported by the principal today. To ensure its upkeep, out of approximately $55,000 budgeted to the school each year, the principal must allot part of it aside for “technology.” What the district has been able to do is, provide every high school teacher a Macbook air laptop or a PC tablet (according to preference request) because we require its use to input marks and attendance. Furthermore, they have a contract with a private company for the Internet service. Hence, even though their plan for technology lacks details, there is an obvious hint to progress.
Therefore, I would like to propose a chunk of every school day to be dedicated to “Technology Time.” Just like the Reading Block (between first and second blocks of class), it could be about 20 minutes long between third and fourth block. This will also balance the timeframe for all four class blocks. During this period, students could be led through various workshops to use their digital devices in accordance to teachers’ preference (as the Reading Block is). At the same time, staff are expected to be learning and advancing their own skills and setting an example. To ensure progress, a list of workshops for students or staff would be available online (via email – since everyone is mandatory to have a work email), or a folder on their desktops, or even the school website that could be updated by staff, which will encourage more staff to support other staff. Also, students could then share with other students their own knowledge during this time.
These mini workshops could consist of using various 2.0 web tools, or educational games or polls, or going through privacy settings for various social media applications and discussing effective communication or learning; and watching podcasts or YouTube appropriate resources. Ideally, what will be accomplished, will be students and staff understanding various programs and collaborating online to accelerate and engage learning in classrooms.
With greater Technology Literacy, the school resources and the new devices, could be fully utilized. Familiarity takes time and practice; both students and staff need to have that time for positive development. We need to have an initiative that will encourage those who are comfortable in their traditional settings to recognize all the change around them and move forward. This could lead beyond the school and reach out to our neighboring children during a community event.
We can already see that the higher authority is supporting these changes. According to “School Law” by Kemerer & Sansom, “From the educational perspective, the Internet is a vast electronic library that increasingly is being used to secure information and enrich learning. The legislature has established the California Technology Assistance Project to provide a regional network of technical assistance to school districts and schools” (Ch. 2). Which is very similar to the perspectives found in Canada’s Ministry of Education, with the establishment of the district tech committee to aid with policies and the development of new curriculum for next year.
Furthermore, school districts, in both cases, are responsible for establishing Internet use policies, in the US, Acceptable Use Policies (AUPs); and in our school, the “Digital Code of Conduct.” Even the “CIPA [Children’s Internet Protection Act] also now requires schools to include an Internet educational component designed to educate students about appropriate online behavior including interacting with other individuals on social networking websites and in chat rooms, as well as cyberbullying awareness and response“ (Ch. 2). According to Common Core, there are a number of requirements that include the use of technology, such as:
“Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.” What better way to achieve a higher level of Technology Literacy? As a result, students and staff will not only be prepared for the technology age, they will be better equip to teach and learn from each other more successfully.
In terms of funding, this pilot project would need to be pitched to our Parent Advisory Committee as well as any other stakeholders who are technology supportive, including Best Buy. Tech committee, followed by staff committee would need to be on board to be able to receive approval by admin to provide some funds from flex accounts or materials funds. If the district supports to run this program, they would best be able to provide funding. Yet, how much?
The biggest cost would probably be equivalent to a half-time teacher, like our district tech mentor, who is present every other day as a teacher though. During this time, this individual would update and guide the workshops, and ensure staff having enough support. He/she could be booked by varying teachers to come in to the class during those 20 minutes to lead some of the workshops, or to provide technical support, or he/she could be booked during Teacher’s prep time, to mentor how to lead a workshop so that the teacher could do so during his/her own class time.
Another future additional funding needed would be for loaner equipment. Especially, for classes that have specific workshops on particular devices, they would need to “sign” them out for those days and only for that time slot. All other times, the devices would be available in the Learning Commons, like the other laptops and tablets, to be used by staff or students.
Some financial numbers to consider includes the cost of a set of 29 MacBook Air and 29 iPad Minis tablets to circulate around the school would be, $24,621 and $8,091. This would increase the current 29 laptops we have, so more than one full class could sign these out, and increase the current 9 tablets. However, this is not necessary for the program to start prior to these purchases, because of the existing resources.
In other words, in the future, if the program deems successful, then better models and more devices would be ideal. If none of these fundings are available the project could still proceed on the established resources and from the help of any teachers willing to create a tech committee in the school.
References:
California State Board of Education. (2013, March) Common Core State Standards. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Kemerer, F. & Sansom, P. (2013). California School Law (3rd. Ed.). Stanford, CA: Stanford University Press.
1st Interview: Principal T. McGeer
Needs Assessment 1
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2nd Interview: Tech Mentor Z. Su
Needs Assessment 2
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Fiscal Analysis
fiscal_analysis |