Reflections+for+Internship+Program

​​​ ​ __Field-based activity logs for Elaine Swalley:__



Reflections for Internship Activities January through April 30, 2010 located at: [|www.eswalley.blogspot.com/]

​__ Reflections for Internship Activities May 1 through May 30 posted here: __ ​ __ Activities May 17, 18, and 19th: __ 17th - Standard TF - III.A.1., 3., 5. Students worked on the multimedia presentation assignment using prezi.com, Microsoft Power Point, or Microsoft Publisher -web page.This activity created more engagement of the students and more learning and teaching. Using the laptop computers from the library cart, my students began working ontheir presentations with my periodic assistance. I helped them as much as I could with importing photographs, clip art,videos, sound, and any other creative items they wanted to add to their presentations.I learned that I was "rusty" on some of the technical procedures regarding video and photograph import. Also, sites for pictures were blocked in several instances.Some students became frustrated in learning to operate prezi.com and switched to using powerpoint. The students were actively engaged with helping each other and being creative. Those students who were "brave" enough to try something new helped those who were hesitant. The students who had taken more advanced computer graphics and design classes took leadership roles in helping other students with their presentations. It was a fantastic experience for me and the students. They presented their multimedia presentations to the class the last four days of school, and their innovation and technology skills were mpressive. This was the best field-based activity for me in the internship program.

17th - Standard TF- VII.C.1. & Standard TF- VII.A. Discussion with Principal and Assistant Principal regarding my teacher assignment for 2010-2011 to facilitate English 4/Dual Credit classes offered online through Amarillo College, but facilitated on campus.This was another exciting field-based activity! Because I do have (or wil have) a Master's degree in Educational Technology Leadership, but not a Master's in English, I was asked to facilitate this first-time ever on-campus, online course for credit. The only other online learning on our campus is for credit recovery and takes place in our NovaNet lab. My principal was very complimentary and said when they learned that another teacher (who has a Master's in English) did not want to instruct the course, he immediately thought of me and knew it would be a right fit. The assistant principal was also encouraging and excited that I am willing to accept the assignment. We discussed the particulars of the course, the computer requirements, the technical support needed, and other various details.My principal gave me the name of the teacher at our sister high school who also facilitates English 4/Dual Credit classes. I contacted him for additonal information.

18th - Standard TF VIII.C.1 Discussion with English teacher at another high schoo in the district regarding the facilitation of online learning - English 4/Dual Credit class.Mr. Hargrove e-mailed his syllabus and the Amarillo ollege requirements for this class. We discussed the format for in-class instruction, computer/technical requirements, and the responsiblities of Amarillo College and my responsibilities. Mr. Hargrove was positive and helpful. We agreed that I should align my instruction and activitieswith his so that we are consistent in our school district. I learned that I am ready for online learning facilitation, and I want to "see" it in action inthe classroom. This will give me an opportunity to see another educational institution's online learning design, which can assist me in refining my own design of online learning activities.

19th - Standard TF - V.E.1. Re-examined textbook to review effective field-based experiences. It helped me better understand the direction I am going with the field-based activities. 19th - Standard TF - VI E.1. Applied for grant to make available in clas five mp3 players to download literature for audio learners. This activity gave me hope of being better prepared next year for using technology for diverse learners. Our English department has adopted a new textbook, and all literature is mp3 downloadable. Having mp3 players available in my classroom will take care of several different learners: audio learners, ESL learners, and the economically-disadvantage should I require the use of mp3 players for a particular assignment. I have applied for a grant before and excite about the possibility of receiving a grant for this standard. If I do not receive the grant, I will approach our department leader to see if funds are available to purchase mp3 players for teachers that desire to have some in their classrooms.

__ Activities May 10th, 14th __

10th - Standard TF I.A.1. Presentation of Schooogy course to PLC team meeting of Junior English teachers as an example of online learning course development; discussion of its use. The Schoology presentation of the course I developed was received without much enthusiam. We discussed its use next year as a tutorial for TAKS open-ended questions and responses. The two teachers who have Smart boards were more interested and inquisitive than the two teachers who do not have Smart boards and are in general reluctant to use technology. I was disappointed at the response, but I am aware that a change in focus requires time. The department leader was receptive and interested. I learned that knowing how to use technology and presenting the use of technology entail different skills and approaches. While technology tools and instructs take time to develop, they enhance learning and student achievement in the long run.

14th - Standard TF - VI A.1. Students viewed Cyber Safety DVD (provided by the District Technology Department) and discussed safety onthe internet. 14th - Standard TF - IV A.1. Quiz over Cyber Safety DVD with students using the Senteo Response System. We evaluated and discussed the results of the quiz. The DVD provided by the district was engaging for the students. Video clips narrated by victims of internet crimes gave compelling testimonies. Although several of the students indicated they were aware of the dangers explained in the DVD, they remained engaged. We discussed other information available regarding internet risks, and several had viewed Dateline's "To Catch a Predator." I learned that teenagers are aware of the dangers, but they admitted to engaging in some risky behaviors. They did make some jokes, but I think it was to cover up their discomfort at realizing their own risky behaviors. The use of the Senteo Response System was well received. All of the students had experience using the "clickers," and they helped me set up the program and navigate through the techical procedures. We viewed the results of the quiz, and the benefits of using the response system. I learned that once familiar with the system, I can use it for quicker, more timely assessment and re-teaching. I think the students enjoyed me being their "student" in helping me navigate. __Activities May 3__ 3rd - Standard TF-I.A.2. & TF - I.B.3. Presentation of prezi.com as a Web 2.0 tool to use in the multimedia presentation assignments required in Unit 6 of the curriculum.The excitement my students and I have for this new 21st century Web 2.0 tool did not carry over to all of the PLC team members when I demonstrated its use. I explained that I gave my students three choices to use for their assignment: prezi.com, Microsoft Word Power Point, and Microsoft Publisher -web page. I was disappointed in the response and a little hurt that two of the team members paid litle attention while I was demonstrating and explaining. Those teachers who are more active in integrating technology were more interested. I would like to suggest to my principal that we have "Techno Tuesday" technology professional development available next year, with a requirement to attend at least one session a month so that teachers can progress on the STar chart ratings as well as progress in the integraion of technology in learning and teaching for higher student achievement.