DIGITAL LEARNING ENVIRONMENT - INVENTORY
LEWIS & CLARK HIGH SCHOOL (Fall 2013)
Q1: What tools, software, operating systems, and equipment are available in your school and classroom? (including but not limited to: videoconferencing, streaming, photos sharing sites, video sharing sites, document sharing sites, podcasts, blogs, wikis, social networking sites, etc.)
A1: All students received a Microsoft 365 account this year with access to an e-mail, SkyDrive, Word, PowerPoint, Excel, and other software tools. We have a staff of over 100 teachers. Teachers have access to portable laptop carts with 15 computers in each – a teacher can check out 2 carts providing each student with a laptop. A few classrooms are equipped with SmartBoards. Some teachers have podcasts and blogs. One teacher does videoconferencing four times a year with global classrooms in a religious tolerance program.
Q2: How does your school make use of school and/or teacher websites?
A2: This question is on a case by case basis. A few teachers are seamlessly using teacher websites and using BlackBoard for nearly all their work. I am encouraged to do a blended class model – some online curriculum and some “brick and mortar” curriculum.
Q3: How are you currently utilizing technology for learning?
A3: I use my laptop for the basics – email, research, lesson planning, roll keeping, grade book program, PowerPoint, and video presentations.
Q4: Which websites are blocked by your school's firewall?
A4: This question is complex. Our district policies regarding websites allowed and not allowed are hit and miss. Most social networking sites are blocked including twitter, facebook, snapchat, and similar. “Adult Content,” “Games,” and “Humor” come up in our Lightspeed Filtering System
Q5: What websites and tools are colleagues in your building using?
A5: I barely know how to answer this question. Our opportunities to authentically collaborate are few and far between. The professional development offered is most often related to Common Core, at-risk student interventions, and Marzano teaching elements as they relate to a new observation model passed by the legislature of the State of Washington.
Q6: Is there a system for evaluating student technology literacy in your school? If so, how effective or helpful have you found the assessment?
A6: I don’t think we have this model in place.
Q7: Gather suggestions from students on their ideas for integrating technology into their learning.
A7: Videos, podcast, music videos, blog, and PowerPoint were mentioned.
Q8: What tools that are not presently available would help to achieve district objectives?
A8: I don’t know how to answer this question. Not knowing what I don’t know is a tough thing to explain. Perhaps the answer might be each student having a device that will be respectfully used – take it out when needed, put it away when not needed.
Q9: Does your school promote BYOD (bring your own device) policies for students?
A9: Our school district embraced the BYOD concept and policy this school year. It is in the curriculum that I teach, Contemporary World Affairs. I am using this opportunity once a week as a guideline.
Using your Digital Learning Environment Inventory, develop a solution or suggest an improvement customized to your school/classroom circumstances. Include an outline describing:
1. The solution/suggestion
a) Professional development where fellow teachers share exactly how they are using specific programs
and/or devices to seamlessly assist instruction in their classroom.
b) Paid time to learn how to use these tools. Practice time using these tools. Experts helping me use these tools.
2. Reflect on what you learned from this process
a) I don’t really know what is happening with other teachers and technology. I am not sure when and/or how that lack of knowledge can be remedied.
b) I feel our staff, including myself, is generational when it comes to technology use and technology skill set. More experienced teachers are less likely to adopt latest technologies – overhead projectors with transparencies and VHS are the norm. Teachers in the midst of their career are adopting strategies and tools as they are rolled out in our district. The digital learning curve is steep. The youngest teachers are usually fluent and approaching seamless in using technological tools in instruction.
c) I would not have ever made a Pinterest page if not for this program. I am pleased to use it, see what others have pinned, and look forward to the challenge of greater immersion in technology.
d) Technological tools are evolving rapidly. I am willing to work at it and grow. There is much to learn. I remember the difficulties in first learning to use a scientific calculator as a high school sophomore. I used that tool through engineering coursework at university through my first years in college. That tool became an extension of my work and a part of my life for those years. My laptop is a similar tool present day, as is a cell phone. It takes real TIME to learn to use these devices, programs, software, apps, and similar products.
A1: All students received a Microsoft 365 account this year with access to an e-mail, SkyDrive, Word, PowerPoint, Excel, and other software tools. We have a staff of over 100 teachers. Teachers have access to portable laptop carts with 15 computers in each – a teacher can check out 2 carts providing each student with a laptop. A few classrooms are equipped with SmartBoards. Some teachers have podcasts and blogs. One teacher does videoconferencing four times a year with global classrooms in a religious tolerance program.
Q2: How does your school make use of school and/or teacher websites?
A2: This question is on a case by case basis. A few teachers are seamlessly using teacher websites and using BlackBoard for nearly all their work. I am encouraged to do a blended class model – some online curriculum and some “brick and mortar” curriculum.
Q3: How are you currently utilizing technology for learning?
A3: I use my laptop for the basics – email, research, lesson planning, roll keeping, grade book program, PowerPoint, and video presentations.
Q4: Which websites are blocked by your school's firewall?
A4: This question is complex. Our district policies regarding websites allowed and not allowed are hit and miss. Most social networking sites are blocked including twitter, facebook, snapchat, and similar. “Adult Content,” “Games,” and “Humor” come up in our Lightspeed Filtering System
Q5: What websites and tools are colleagues in your building using?
A5: I barely know how to answer this question. Our opportunities to authentically collaborate are few and far between. The professional development offered is most often related to Common Core, at-risk student interventions, and Marzano teaching elements as they relate to a new observation model passed by the legislature of the State of Washington.
Q6: Is there a system for evaluating student technology literacy in your school? If so, how effective or helpful have you found the assessment?
A6: I don’t think we have this model in place.
Q7: Gather suggestions from students on their ideas for integrating technology into their learning.
A7: Videos, podcast, music videos, blog, and PowerPoint were mentioned.
Q8: What tools that are not presently available would help to achieve district objectives?
A8: I don’t know how to answer this question. Not knowing what I don’t know is a tough thing to explain. Perhaps the answer might be each student having a device that will be respectfully used – take it out when needed, put it away when not needed.
Q9: Does your school promote BYOD (bring your own device) policies for students?
A9: Our school district embraced the BYOD concept and policy this school year. It is in the curriculum that I teach, Contemporary World Affairs. I am using this opportunity once a week as a guideline.
Using your Digital Learning Environment Inventory, develop a solution or suggest an improvement customized to your school/classroom circumstances. Include an outline describing:
1. The solution/suggestion
a) Professional development where fellow teachers share exactly how they are using specific programs
and/or devices to seamlessly assist instruction in their classroom.
b) Paid time to learn how to use these tools. Practice time using these tools. Experts helping me use these tools.
2. Reflect on what you learned from this process
a) I don’t really know what is happening with other teachers and technology. I am not sure when and/or how that lack of knowledge can be remedied.
b) I feel our staff, including myself, is generational when it comes to technology use and technology skill set. More experienced teachers are less likely to adopt latest technologies – overhead projectors with transparencies and VHS are the norm. Teachers in the midst of their career are adopting strategies and tools as they are rolled out in our district. The digital learning curve is steep. The youngest teachers are usually fluent and approaching seamless in using technological tools in instruction.
c) I would not have ever made a Pinterest page if not for this program. I am pleased to use it, see what others have pinned, and look forward to the challenge of greater immersion in technology.
d) Technological tools are evolving rapidly. I am willing to work at it and grow. There is much to learn. I remember the difficulties in first learning to use a scientific calculator as a high school sophomore. I used that tool through engineering coursework at university through my first years in college. That tool became an extension of my work and a part of my life for those years. My laptop is a similar tool present day, as is a cell phone. It takes real TIME to learn to use these devices, programs, software, apps, and similar products.