The faculty at my mentor’s school has taken a giant leap in their technology skills over the last two years. Over that period of time, every classroom in the school has been equipped with a Promethean Activboard and projector. While some teachers are still more advanced in their technology skills than others, the new technology in every classroom pretty much forced the faculty to advance in their technology skills. The training approach that the school took in this situation was to send two teachers to extensive training on the use of the Activboards, and then have them redeliver information to the faculty. This decision was made primarily due to funding or lack thereof, one of the major problems of technology training. Another problem or barrier that exists in technology training is that it does not take priority over the latest “program” that the system is promoting. So, schools have to get creative and motivated within their building to make the training occur and on-going.
The first item on my “Do” list if it were my responsibility to provide technology training would be to be proactive in offering training. I see this as one of my main responsibilities and priorities as a media specialist. Also on my “Do” list would be to offer technology training in a variety of formats. (such as on-line, small group, large group, and training aid type materials) Just like students, teachers are not all the same in their learning styles and preferences, so flexibility of instruction is important. It is also important to offer training during a variety of times as well. (during planning time, before or after school periodically, or by sign up) Also included on my “Do” list would be to provide follow-up support to the training. This is a vital piece to technology training that is often missed, but is often the determining factor in the continued use and success of technology.
The sole item on my “Don’t” list would be making training mandatory. Instead, I would focus on communicating with staff to see what technology is needed and desired, spreading the word about what trainings are available, and publicizing the success of teachers applying the technology in their classrooms.
Monday, November 24, 2008
Sunday, November 23, 2008
Teacher Technology Training
I have had precious few staff development technology training sessions in the past 12 years. I remember in 1998, some of us completed several sessions on Microsoft Word. I recall learning nothing, but I think I still have the handouts...I hate to say this, but technology training has been pretty much non-existent in my teaching history. I have attended several faculty meetings where United Streaming was demonstrated, but aside from that my training has been limited to someone showing us how to input test scores on a website, and demanding that we post our personal information on our class web page, (name and educational background only) in return for a free jeans pass. Precisely one year later I repeated this exercise.
I was beside myself when I was told that I no longer had to take the county technology class but that I could "test out" of it. I had no idea how I would pass the computer test as I had had no instruction at all over the years. I managed to pass that test only to discover that I had to pass 6401 when I enrolled in this program (help) which was substantially more difficult than the county course. Now I wish I hadn't spent all those years avoiding the course...
There are no official people in my school to go to for technology assistance. When I have a question about a project I am doing (always for one of the media classes, never for my own students) I have to run around the school and ask people who know more than I do. Someone usually say, "go ask Susie Q., she knows about XYZ." Then Susie says, " I can help you with Powerpoint but I don't know anything about LNMOP." It's very frustrating. I have, however, learned a great deal from the teachers in my school. I learned Powerpoint from a team member, and was fortunate enough to spend several hours during a work day getting technology assistance from another teacher who was soooo lovely to me. I could not have completed my projects without these fabulous colleagues. In return, I willingly help anyone who comes to me for help.
I believe that it would be very difficult to provide technology training for the staff since everyone starts from a different "place" and if you are not prepared to take in the information you take in nothing. We do have optional classes provided on Blackboard for teachers and staff to take for small amounts of credit. It certainly doesn't work to have mandatory training. Any training done by the county would need to be voluntary. During pre-planning, a technology department person came to our school and briefly discussed the 2007 Word which had been installed on the computers over the summer. If I were sending someone to present this topic to school I would make sure that they were extremely well versed in the program. I asked a very simple question and she could not answer it. ("How do you change the default font?" Kim Huett discovered the answer.)
I was beside myself when I was told that I no longer had to take the county technology class but that I could "test out" of it. I had no idea how I would pass the computer test as I had had no instruction at all over the years. I managed to pass that test only to discover that I had to pass 6401 when I enrolled in this program (help) which was substantially more difficult than the county course. Now I wish I hadn't spent all those years avoiding the course...
There are no official people in my school to go to for technology assistance. When I have a question about a project I am doing (always for one of the media classes, never for my own students) I have to run around the school and ask people who know more than I do. Someone usually say, "go ask Susie Q., she knows about XYZ." Then Susie says, " I can help you with Powerpoint but I don't know anything about LNMOP." It's very frustrating. I have, however, learned a great deal from the teachers in my school. I learned Powerpoint from a team member, and was fortunate enough to spend several hours during a work day getting technology assistance from another teacher who was soooo lovely to me. I could not have completed my projects without these fabulous colleagues. In return, I willingly help anyone who comes to me for help.
I believe that it would be very difficult to provide technology training for the staff since everyone starts from a different "place" and if you are not prepared to take in the information you take in nothing. We do have optional classes provided on Blackboard for teachers and staff to take for small amounts of credit. It certainly doesn't work to have mandatory training. Any training done by the county would need to be voluntary. During pre-planning, a technology department person came to our school and briefly discussed the 2007 Word which had been installed on the computers over the summer. If I were sending someone to present this topic to school I would make sure that they were extremely well versed in the program. I asked a very simple question and she could not answer it. ("How do you change the default font?" Kim Huett discovered the answer.)
To Attend or Not to Attend: or What! Not Another Meeting ! by Sharon H.
I admit I'm somewhat at a disadvantage on this topic as I am not presently teaching within a school system. You see, I retired this past June after 30 years of teaching. However, I can comment on how it was done at my previous school for years and years and years. It went something like this. (teacher's voice) Okay, I've got a teacher workday. So, I'll work on finishing my report cards. Then, I'll start planning that Social Studies lesson I've been meaning to get to like forever now---" (sound of intercom) "If all teachers will report to the computer lab for the mandatory meeting on whatever technology we're trying to introduce to you today."
And so it goes. So, for the morning or aftenoon I would be in the computer lab learning about some new technology the school wanted me to know about. Most of the training was great, and I usually learned a lot for it, however, there were drawbacks. Namely, the meeting was mandatory. Some of the classes could have been voluntary. So, why not offer an incentive for attending? For example, a PLU. Many of these classes were taught by employees of the firm who was selling the program to the school. This instructor was in a room with 30 teachers who would rather be someplace else. Also, there was always a time limit. Frequently, some questions were not answered because there was need to "move on." I could surely empathize
with my students after one of these sessions. I would have enjoyed it more if I could have been in a room with a smaller group where I could ask questions without worrying about holding up everyone else. So, I guess my do's and don'ts lists include the following:
If the technology is not needed for maintaining school records or information, make the class voluntary and offer an incentive for attending.
Teach the technology in as small a group as possible so that dummies like me can ask lots of questions.
While some teachers may never attend these trainings, the teachers that did attend are usually willing to share what they learned, so the information is dispersed to others through the "trickle down" process.
Make the technology training as specify a possible and provide handouts with step-by-step instructions so that we can follow them when we go back to our classrooms to practice this new skill.
Well, I've spoken about training teachers in technology. What about the students? The students' training was always done in the computer lab by the manager of the computer lab. However, again she was met with many of the same problems that I mentioned above with the teachers. She had a varying degree of proficiency among her learners, and there were too many students present for her to answer all their questions. Often though when I would walk into the computer lab, I would see that the children were teaching each other about the technology.
The media specialist at the school where I am apprenticing for my media specialist add-on expressed some of the same concerns to me in a conversation we recently had. He told me that he would like to offer more technology classes to the teachers but feel that they would resent the intrusion on their time. So, I suggested that he teach the willing, offer an incentive, and let the word spread about the rest.
I admit I'm somewhat at a disadvantage on this topic as I am not presently teaching within a school system. You see, I retired this past June after 30 years of teaching. However, I can comment on how it was done at my previous school for years and years and years. It went something like this. (teacher's voice) Okay, I've got a teacher workday. So, I'll work on finishing my report cards. Then, I'll start planning that Social Studies lesson I've been meaning to get to like forever now---" (sound of intercom) "If all teachers will report to the computer lab for the mandatory meeting on whatever technology we're trying to introduce to you today."
And so it goes. So, for the morning or aftenoon I would be in the computer lab learning about some new technology the school wanted me to know about. Most of the training was great, and I usually learned a lot for it, however, there were drawbacks. Namely, the meeting was mandatory. Some of the classes could have been voluntary. So, why not offer an incentive for attending? For example, a PLU. Many of these classes were taught by employees of the firm who was selling the program to the school. This instructor was in a room with 30 teachers who would rather be someplace else. Also, there was always a time limit. Frequently, some questions were not answered because there was need to "move on." I could surely empathize
with my students after one of these sessions. I would have enjoyed it more if I could have been in a room with a smaller group where I could ask questions without worrying about holding up everyone else. So, I guess my do's and don'ts lists include the following:
If the technology is not needed for maintaining school records or information, make the class voluntary and offer an incentive for attending.
Teach the technology in as small a group as possible so that dummies like me can ask lots of questions.
While some teachers may never attend these trainings, the teachers that did attend are usually willing to share what they learned, so the information is dispersed to others through the "trickle down" process.
Make the technology training as specify a possible and provide handouts with step-by-step instructions so that we can follow them when we go back to our classrooms to practice this new skill.
Well, I've spoken about training teachers in technology. What about the students? The students' training was always done in the computer lab by the manager of the computer lab. However, again she was met with many of the same problems that I mentioned above with the teachers. She had a varying degree of proficiency among her learners, and there were too many students present for her to answer all their questions. Often though when I would walk into the computer lab, I would see that the children were teaching each other about the technology.
The media specialist at the school where I am apprenticing for my media specialist add-on expressed some of the same concerns to me in a conversation we recently had. He told me that he would like to offer more technology classes to the teachers but feel that they would resent the intrusion on their time. So, I suggested that he teach the willing, offer an incentive, and let the word spread about the rest.
Monday, November 17, 2008
Video Distribution and Announcements
Currently at my school the county is in the process of updating our video distribution system. As the system is currently set up in the media center we house the vhs tapes and dvd's. We request that teachers sign up for videos at least one day prior to the showing date. Of course this does not always happen. Rain, substitutes, and other events often bring unexpected changes in our video schedule. We fast forward the videos through the credits and previews to avoid that time being wasted in the classroom. Teachers send down a student when they are ready for us to start the videos. We let them know then what channel the video is on. This works well for teachers if their schedule or time is off a little. The new system from what I understand is going to allow teachers to access the system and begin the videos via their computers in the classroom. I haven't heard very positive remarks about this new system so I am somewhat dreading it.
My school does do a morning announcement show via the closed circuit system. We pre-tape it every morning at 7:30 and show it over the closed circuit system at 7:50. At the end of last year we auditioned upcoming 5th graders for news anchors, weather, camera, and technical crew. Each day we have different students Monday through Friday. We have a Powerpoint system that the kids use as a teleprompter. Each week a different class sends 3 or 4 students down per day to do the pledge and the national anthem.
My school does do a morning announcement show via the closed circuit system. We pre-tape it every morning at 7:30 and show it over the closed circuit system at 7:50. At the end of last year we auditioned upcoming 5th graders for news anchors, weather, camera, and technical crew. Each day we have different students Monday through Friday. We have a Powerpoint system that the kids use as a teleprompter. Each week a different class sends 3 or 4 students down per day to do the pledge and the national anthem.
Video Distribution System
The media center at the middle school where I am mentoring is not responsible for or even connected to any production of a morning show or announcements. To get information on the morning announcement television show I had to go see the technology teacher. He is responsible for producing the program every morning.
The show is aired every morning via a channel on a video distribution system. Children read the announcements and sign up on a voluntary basis. The show is created through Visual Communicator software, and this is apparently an easy program to use and manipulate. In the show the students show photographs, make announcements, say the Pledge of Allegiance, and announce the daily lunch menu. There is not much else done with the announcements over the video distribution system.
There are five other channels in the video distribution system. The single one used for the morning show is located in the technology room. The five others are located in the media center workroom. Four are attached to VCRs while only one has a DVD. The system is not used for anything other than showing movies closed circuit throughout the school.
The classrooms use the Smart Boards and projectors to show multimedia off of the computer. More than GPB, the teachers use united streaming. They usually show these videos only in their single rooms through their projectors. The media center does not do anything with these activities and leave it up to the teacher to choose media to show in their classroom.
The show is aired every morning via a channel on a video distribution system. Children read the announcements and sign up on a voluntary basis. The show is created through Visual Communicator software, and this is apparently an easy program to use and manipulate. In the show the students show photographs, make announcements, say the Pledge of Allegiance, and announce the daily lunch menu. There is not much else done with the announcements over the video distribution system.
There are five other channels in the video distribution system. The single one used for the morning show is located in the technology room. The five others are located in the media center workroom. Four are attached to VCRs while only one has a DVD. The system is not used for anything other than showing movies closed circuit throughout the school.
The classrooms use the Smart Boards and projectors to show multimedia off of the computer. More than GPB, the teachers use united streaming. They usually show these videos only in their single rooms through their projectors. The media center does not do anything with these activities and leave it up to the teacher to choose media to show in their classroom.
Saturday, November 15, 2008
TV news and GPB
We do not have TV news at my school. We do all our news on the announcements in the morning and afternoon. Students are selected to assist with the Pledge. The students are in second grade and above. The principal discusses the lunch menu, character word of the day, and any special announcements.
One nice thing we do is mentioning students on the announcements who have exhibited good character. A teacher will submit their name and mention what they did. For instance, a child may find a dollar in the hall and turn it in or pick up trash on the playground without being asked. This is a nice way of highlighting students who "do the right thing." Their name and good deed is written on a leaf and added to the tree bulletin board in the front hall. This program has promoted more good deeds in our school.
We do not use GPB educational resources through a video distribution system. We could use the GPB digital resources via the computer or with our new projectors. There are many wonderful resources available and would be something I could refer teachers to in the future as a media specialist.
I have used some of the GPB online resources with my students. We do use United Streaming in our classes. We locate material that is related to the lesson topic and show them to individual students on the computer.
One nice thing we do is mentioning students on the announcements who have exhibited good character. A teacher will submit their name and mention what they did. For instance, a child may find a dollar in the hall and turn it in or pick up trash on the playground without being asked. This is a nice way of highlighting students who "do the right thing." Their name and good deed is written on a leaf and added to the tree bulletin board in the front hall. This program has promoted more good deeds in our school.
We do not use GPB educational resources through a video distribution system. We could use the GPB digital resources via the computer or with our new projectors. There are many wonderful resources available and would be something I could refer teachers to in the future as a media specialist.
I have used some of the GPB online resources with my students. We do use United Streaming in our classes. We locate material that is related to the lesson topic and show them to individual students on the computer.
Friday, November 14, 2008
Hear All About It by Sharon H.
I interviewed the media specialist at Allatoona High School in Acworth about their school news, video distribution system, and the GPB. Allatoona High's principal conducts the announcements each morning over the intercom. You know, what I mean. The pledge, the moment of silence, the warnings about writing obscene words on the bathroom walls. However, the media specialist also has a computer which runs powerpoint presentations on televisons throughout the school. These powerpoint presentations include announcements about important dates (such as holidays), club meetings, and when and where the pep rally will be held on Friday afternoon. Teachers who want to contribute a slide to the power point announcements can create the slide and put it into the media specialist's drop folder on the computer. Additionally, the journalism teacher in the school has a class which allows the students to produce and present video announcements which are also shown over the television. These announcements usually contain information about special events that may be too long for a single slide. For example, this month his class did a video about a charity drive. The student in the video stood in front of a green screen with a white forest behind her so that she appeared to be in a snowy environment. Other teachers may also request videos from this teacher about special projects they may have. They have to fill out a Request for Production form and submit it to this teacher in time for the production to be completed. This is the video distribution system for the school.
The school encourages teachers to use GPB in their classrooms especially the United Streaming part of the web site. When teachers approach the media specialists asking about videos the library may have a certain topic, the media specialist will often refer them to GPB.
I interviewed the media specialist at Allatoona High School in Acworth about their school news, video distribution system, and the GPB. Allatoona High's principal conducts the announcements each morning over the intercom. You know, what I mean. The pledge, the moment of silence, the warnings about writing obscene words on the bathroom walls. However, the media specialist also has a computer which runs powerpoint presentations on televisons throughout the school. These powerpoint presentations include announcements about important dates (such as holidays), club meetings, and when and where the pep rally will be held on Friday afternoon. Teachers who want to contribute a slide to the power point announcements can create the slide and put it into the media specialist's drop folder on the computer. Additionally, the journalism teacher in the school has a class which allows the students to produce and present video announcements which are also shown over the television. These announcements usually contain information about special events that may be too long for a single slide. For example, this month his class did a video about a charity drive. The student in the video stood in front of a green screen with a white forest behind her so that she appeared to be in a snowy environment. Other teachers may also request videos from this teacher about special projects they may have. They have to fill out a Request for Production form and submit it to this teacher in time for the production to be completed. This is the video distribution system for the school.
The school encourages teachers to use GPB in their classrooms especially the United Streaming part of the web site. When teachers approach the media specialists asking about videos the library may have a certain topic, the media specialist will often refer them to GPB.
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