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Reflection on Achievement of Technology Goals

As I reflect on my knowledge of technology from the first day of class until now, I realize that I
have learned a lot about technology. Even though the goals we set were to give us a focus for
our learning, in addition to accomplishing my goals, I learned more about technology that I
didnt know before. My understanding about technology was limited to using a cell phone, a
tablet, laptop or any other electronic device. However, my knowledge of technology has now
expanded to being able to use various websites to enhance students learning and meeting their
diverse needs as well as being able to coach teachers in and model design and implementation of
technology-enhanced learning experiences addressing content standards and student technology
standards (ISTE standard 2a for coaches). This new knowledge as well as the products that were
created to show mastery of the goals will help me to improve as an instructional coach and be
able to better serve the teachers who I work with.
Goal One-Integration of Technology Survey:
The first goal that I set was to create a survey that would assess if and how the teachers at Capital
Preparatory Magnet school integrate technology in the classroom. Unfortunately, the survey was
created after teachers left for summer vacation and I was not able to give it to them. However,
when the staff returns from summer vacation and they have completed the survey, I will
disaggregate and analyze the data based on the goal of the survey. The information from the
survey will be used to determine if the staff and students at Capital Preparatory Magnet school
need more technology and it will also be used to help create a technology professional
development plan for the staff.
The reason that I created the survey focused on integrating technology in the classroom was
based on several ISTE standards for coaches. The survey and the data from the survey align to

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ISTE standards 1, 2, and 4 for coaches. These standards discuss the having a shared vision of
integrating technology, coaches assisting teachers with using technology effectively in the
classroom for various reasons and conducting needs assessments to develop technology related
professional learning.
In addition, the survey also aligns to the Essential Conditions of skilled personnel, curriculum
framework and student centered learning. The questions on the survey will help to determine
who the skilled personnel are when it comes to using technology, how teacher integrates the
technology into the curriculum and determine if the teachers create student centered learning
environments for students based on their needs and abilities.
In addition to connecting the survey to the ISTE standards and the Essential Conditions, the
Smart EdTech article Student Websites and History in the Making by Maria Allard, supported the
reason why it was important to integrate technology in the classroom. In this article the tenth
grade students created a website based on what they learned in their US History class. The
students use Google Chrome and also content aligned to the state curriculum to create their
websites. The article even quoted one of the students stating that she was excited about learning
about history via the website project and also found that it is easier to learn this way than the
traditional way. This is aligned to the ISTE standard 5b for students and supports the reason why
it is important for teachers to integrate technology into the classroom.
Although I do not have responses from the survey, I was able to create a detailed technology
professional development plan for the staff at Capital Prep which I used as the evidence of
learning in my e-Portfolio for ISTE standard 4 for administrators. I used the questions to create
different professional development sessions and aligned the sessions to the ISTE standards for
teachers. I also incorporated the professional developments such as edMod and Teaching

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Channel from the edSurge article into the professional development plan. The expectation is that,
by having the teachers complete the survey and also participating the planned professional
developments, teachers will be more adept with integrating technology into the instructional
practice.
Goal Two- Power School Scheduling Manual:
For the second goal, I created a Power School scheduling manual. I created this manual because I
am in charge of creating the schedules for students in Prekindergarten through fifth grade at
Capital Preparatory Magnet school. I also created the manual as a way to help me remember the
steps on how to create schedules since the administrator who usually does the scheduling left to
take on a different assignment.
I accomplished this goal after I made a terrible mistake with trying to do the scheduling using
notes from several years ago. When I followed the notes that I wrote years ago, I accidently
wiped out the schedules for the sixth through twelfth grade students. I contacted the other
administrators to let them know and they immediately told me to contact the Power School lead
person at central office.
When I contacted the individual for central office, I told him about what happened and luckily he
was able to restore the schedules for the sixth through twelfth grade students. He also tried to
assist me with creating the prekindergarten through fifth grade schedules over the phone,
however, we decided doing it face to face would be better. After meeting him face to face and
going through the steps of creating the schedules, I was able to create the Power School manual
with detailed steps and screen shots so that anyone who needs to create schedules could use the
manual.

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The creation of the Power School manual aligns with ISTE standard 4e for administrators. At my
school Power School is used for storing students information, grading, taking attendance, sorting
demographic information for the school, creating schedules for students and many other things.
It is also used to create schedules for the teachers and support staff as well as storing their
contact information. The creation of the Power School manual also connected to the Essential
Conditions of skilled personnel and empowered leaders because after the creation of the manual,
I am confident that I can train others to create schedules in Power School.
After I created the manual, I had a colleague use it to be able to assist me with creating the
schedules for students in Kindergarten through fifth grade. As a result of using the manual she
was able to successfully create the schedules.
Goal Three- Blended Learning Schedule:
For my third goal I decided to create a blended learning schedule for the Kindergarten through
fifth grade humanities teachers for the iRead and iReady program. I decided to create this
schedule because the district will be using quite a few blended learning programs this school
year. Integrating these programs in the classroom will be tricky for the teachers at Capital
Preparatory Magnet school since they teach either math/science or humanities and they teach
their assigned grade level for two hours a day.
Before creating the schedule it was important for me to get background information about
blended learning. After exploring the Clayton Christensen Institute for Disruptive Innovations, I
learned:
Blended learning is a formal education program in which a student learns (1.) at
least in part through online learning, with some element of student control over
time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar
location away from home; (3) and the modalities along each students learning

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path within a course or subject are connected to provide an integrated learning
experience (Clayton Christian Institute):
After doing more research I learned that there are several blended learning models. These models
include the rotation model, station rotation model, lab rotation, flipped classroom, individual
rotation, flex model, A La Carte model, and the enriched virtual model. Based on the schedule
and resources at Capital Preparatory Magnet school, I realized that the best model to implement
was the station rotation model.
The station rotation model allows students to work in a classroom or a lab and rotate across
differentiated learning stations on a fixed schedule or at the teachers discretion. The stations
include small group instruction by the teachers, collaborative or independent practice, and selfdirected, online activities which in this case would be the iRead (K-2) or iReady (3-5) for
students (Aspire Pubic School Blended Learning 101 handbook, 2).
I also learned that teachers implement blended learning because it allows teachers to work with
small groups of students to address learning goals, set rigor in the classroom and monitor student
progress which are all part of ISTE standard 2 for teachers. It also allows for differentiated
instruction (ISTE standard 2 for teachers), personalized learning (ISTE standard 2 for teachers
and Essential Condition-student centered learning) and allows for digital literacy which is part of
ISTE standard 5 for students and ISTE standard 5 for teachers. The teachers also receive data
from the programs which allows them to inform their practice which aligns to the Essential
Condition of assessment and evaluation. The programs that the teachers will be using with the
students will generate data about each students progress in a variety of different ways. Teachers
can use the data to address the students strengths and weakness with certain standards.

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Although the teachers will be getting a lot of student data, its important that they know how to
use the data. After reading Smart Brief Ed Tech article, Dont Know What to Do With the Data
by Maggie DeBlassis, I learned that teachers who use digital tools to inform their instruction are
not pleased with the quality of data that they receive or the data tools that they have access to.
The teachers in the article felt overwhelmed from the amount of data and the amount of time that
it took to pull data together and analyze. This took away from their teaching and learning
(DeBlass, 2015). This made me realize that as an instructional coach I will have to help teachers
with analyzing the data and help them pick up trends with the data that they receive from the
computer based programs.
After creating the schedule, I realized the time that we currently have for stations which is forty
minutes four times a week is not enough time to implement the online programs. The online
programs require that for students to be successful with the programs, they need to use it at least
three to five times a week for twenty to twenty-five minutes per session. As a result I am going
to propose to my administrator that we extend the centers time to sixty minutes five times a day.
Hopefully by proposing this change students will benefit from the programs and teachers will get
useful data to meet the students needs.
Overview/Final Thoughts
After completing this course, I realize that I there is still a lot more that I would like to learn. For
example, I will continue to stay current with the latest technology trends by continuing to read
more Smart Brief Ed Tech articles. I would like to learn about more websites that teachers can
use to enhance learning in their classroom. In addition, after creating my e-portfolio on Weebly
and realizing how easy it was to create a webpage, I would like to learn how to integrate ePortfolios in classrooms for the senior Social Justice Project and the fifth grade capstone project.

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To expand on my learning, I will try to attend the next ISTE conference or attend one of the
edCamp conferences. By doing this it will help me to grow as a professional and I will be able to
use this new knowledge to better serve the teachers who I work with.

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Works Cited
Allard, M. (2015, June 3). Student websites are history in the making. Retrieved from C & G
Newspaper : http://www.candgnews.com/news/student-websites-are-history-making83923

Aspire Public Schools College for Certain . (2013 ). Retrieved from Blended Learning 101
Handbook: http://aspirepublicschools.org/media/filer_public/2013/07/22/aspire-blendedlearning-handbook-2013.pdf

Blended Learning 101 Handbook . (2013 ). Retrieved from Aspire Public Schools College for
Certain: http://aspirepublicschools.org/media/filer_public/2013/07/22/aspire-blendedlearning-handbook-2013.pdf

Blended Learning Definitions . (2015, July 4). Retrieved from Clayton Christensen Institute of
Disruptive Iinnovation : http://www.christenseninstitute.org/blended-learning-definitionsand-models/

DeBlasis, M. (2015, June 10). Teachers Don't Want More Data, They Want Better Data, Gates
Survey Finds" . Retrieved from
http://blogs.edweek.org/teachers/teaching_now/2015/06/teachers-want-better-data-saysgates-survey.html