Every time I power up my school computer, I look at a digital sticky note on the desktop that resembles an inverted Bloom's Taxonomy. My simple note reads,
"Basic User
Adaptive User
Transformational User of Technology"
Reflecting on the Week One Assessments made me think of the yellow box on my screen. I can describe my evolution as a teacher from a basic technology user to a teacher using technology to transform lessons in the English and Communication Applications classroom I shared with students. The Technology Applications Inventory helped me remember when I had to check "No" for many items for which I can now check "Yes." I can tell you why I led so many of the lessons along the way and how my class plans grew and changed as I moved from a basic to adaptive to tranformational user of technology in the classroom.
But after completing the SETDA Building Survey, I see so many areas where our school and district can grow and lead by reflecting on our use of technology from a more comprehensive view. I see opportunities to encourage teacher growth and collaboration and professional support for their learning so that they can share it with students. I see windows to open to encourage collaboration within the district among 1:1 campuses and with district instructional leaders. I see opportunities to share my view with Information Technology team members to support the realities of functioning in a 1:1 computing setting with consistent functionality. I also see specific, measurable professional goals that will help our campus gain credibility as a flagship establishment in the district's long range technology plan and its implementation.
First, we need to assess new students coming into our school and their technology use - both personally and related to school.
Next, we need to conduct exit interviews for students who finish our program. We need to ask several specific questions about their technology use, perceived benefit, and areas where we could improve when it comes to transformational use of technology in school.
We need to gather real, accurate data and then consider that data when we look at test scores, attendance rates, and dropout data. What are we learning works with our at-risk kids that can help all students in the district? What can we share with others?
That's my starting point with this class and the next lesson I'll craft as an educator.
