Intership+Activities+Log+and+Reflections+November+2009

 ** (TF-II.A) ** Design developmentally appropriate learning opportunities that apply technology-enhances instructional strategies to support diverse needs of learners. (** TF-VIII.D) ** Lead in the development and evaluation of district technology planning and implementation. ||^  ||     ||^   ||   Information is communicated to all stake holders via district e-mail, monthly campus and technology department newsletter. ||  2   || ** (TF-II.E)  ** Plan strategies to manage student learning in a technology-enhanced environment. ||^  ||
 * **  Date: November 2009 Total Internship hours at the start of the month:   ** ||   13   ||
 * **  Week   ** || **  Functions  ** ||   The following activities were done with the cooperation of PIISD Technology Department and the PIJH Campus Administration Staff.   ||  **  Hrs  **  ||
 * ** 1  ** || **   Week’s Activities   ** ||   Met with the campus SBDM committee to discuss the creation of a presentation, “Campus Technology Profile”    ||   1   ||
 * ^  || **   Standard / Indicator   ** ||   Planning and Designing Learning Environments ** (II). ** Vision and Leadership ** (VIII) ** /
 * ^  || **   Communication with Supervisor   ** ||   Campus principal attended the SBDM meeting and communication in reference to the Campus Technology Profile presentation was recorded into the meetings minutes and approved.   ||^   ||
 * ** 2  ** || **   Week’s Activities   ** ||   Working with the campus librarian (media specialist) a profile of physical inventory, software resources, storage capacity, and previous STaR Chart Information is begun.    ||   2   ||
 * ^  || **   Standard / Indicator   ** || Planning and Designing Learning Environments ** (II) ** / (**  TF-II.C)  ** Identify and locate technology resources and evaluate them for accuracy and suitability.
 * ^  || **   Communication with Supervisor   ** ||   Met with campus principal to discuss progress on campus technology profile.   ||^   ||
 * ** 3  ** || **   Week’s Activities   ** ||   Continue working with the campus librarian (media specialist) a profile of physical inventory, software resources, storage capacity, and previous STaR Chart information.    ||   1   ||
 * ^  || **   Standard / Indicator   ** ||   Planning and Designing Learning Environments ** (II) ** (**  TF-II.C)  ** Identify and locate technology resources and evaluate them for accuracy and suitability.     ||^   ||
 * ^  || **   Communication with Supervisor   ** ||   Met with campus principal to discuss progress on campus technology profile.    ||^   ||
 * ** 4  ** || **   Week’s Activities   ** ||   Technology information gathered is organized and documented.
 * ^  || **   Standard / Indicator   ** || Planning and Designing Learning Environments ** (II)   **
 * ^  || **   Communication with Supervisor   ** ||   Technology information and campus profile is communicated. Email and newsletter information is approved by the campus principal.    ||^   ||
 * ** 5  ** || **   Week’s Activities   ** ||     ||     ||
 * ^  || **   Standard / Indicator   ** ||     ||^   ||
 * ^  || **   Communication with Supervisor   ** ||     ||^   ||
 * **  Hours worked this month:   **  ||   6   ||
 * ** Total internship hours to date including this month:  **    ||   19   ||

Internship activities in November centered on ISTE TF/TL standards II - Planning and Designing Learning Environments and VIII – Vision and leadership. “Integrating technology into the classroom requires teachers to engage in sophisticated planning and design processes, but there is no guarantee that teachers will have the support they need to accomplish their tasks successfully” (Williamson & Redish 2009). To achieve the goal of successful supported technology integration planning two important steps must be taken to begin the process.

The first step toward the goal of technology integration was creating a vision. As campus technologist and intern I was able to share this vision of “Providing High-Quality Support” to teachers (TF/TL VIII). Communicating the vision is an important element it its success. After meeting with my campus principal / mentor approval was given for time in the next SBDM committee meeting. In the meeting members were informed of my campus vision. The members were also informed of my role as facilitator in directly supporting teachers “by providing options, strategies, resources, and feedback in the planning process” (Williamson & Redish 2009).

“When enacting this standard (TF/TL II) facilitators and leaders introduce teachers to high-quality instructional technology” (Williamson & Redish 2009). Having already assessed the teacher’s knowledge and skills in October, it was time to assess the tools and resources available to them. This would involve the process of creating a “Campus Technology Profile.” With the help of the librarian a survey was created and sent out to campus teachers. Question regarding amount of computers available, type of equipment used, software / programs, and more related questions were asked. In addition, the Librarian compiled a list of available programs / software available, computer lab equipment, and other devices (portable labs, distance learning carts, etc…).

With my vision communicated and the campus profile complete it became time to organize, document, and communicate the data. An entire page of the campus newsletter was devoted to technology. Contained in the information was my both the vision and the campus technology profile. Completing this important step toward to goal of successful supported technology integration planning has given me a clearer understanding of what quality technology leadership / facilitation involves.

Williamson, J. & Redish, T. (2009). Technology and leadership standards: what every K-12 leader should know and be able to do. Eugene, OR.