Wednesday, July 24, 2013

Are you ready to integrate!?!

Since the end of last school year and through out the summer, I've been so excited to hear that so many of my Tweeps moving into technology integration positions.  My position is called Educational Technology Specialist.  Others are Instructional Technology Specialists.  Some of Technology Coaches.  Whatever the title, we all want to help teachers integration technology into their classrooms. This will be my 3rd year as an ETS and I wanted to share my process.

First, I should tell you that I'm totally and completely spoiled.  I work on at a small middle school. I have 5 of 7 periods available to work with teachers.  I am plenty of machines.  And my principal is completely supportive.

Second, you should know that curriculum always comes first.  When I meet with teachers, I want to know what they will be teaching next. I do not want to know what kind of project they want to do.  I created this graphic in the spring to get my point across


Finally, you should know that I'm a rare breed (I think) of educators who absolutely love a model.  I the love SAMR model of technology integration.  It's so elegant and simple.  To me, it matches to Bloom's very well and teachers are usually very comfortable with Bloom's.  
          

Okay, down to business.  When I meet with a teacher I use this form. You can download it here.

I either have a hard copy of the form or I upload it to my Penultimate app and write on it that way.
You'll notice that after the teacher name and subject is a place to write the TEKS. The teacher supplies the core area TEKS and supply the Tech Apps TEKS.  This is first to reiterate the importance of standards over tools.

Next, we talk about what we want the students to do: Interact, Manipulate or Produce.  Then we decide what level of SAMR that project falls into.  I've added the SAMR section for the coming school year so I'll let you know how it goes.

We then describe the lesson and technology to be used.  This is the real magic, where I get to introduce the teacher to exciting new tools.  I also work hard to trouble shoot in this section as far as things that may go wrong and how the long the project should take.

The next section is administrative, things I need to do to plan for the technology portion of the lesson.   The my role (Aimee's role) section where I make notes of anything special I need to do to prepare for the lesson.  

After the meeting, I place of copy of the form in the teacher's box so he or she can list the TEKS and project in their lesson plans.  I also schedule the laptop cart and block off the day the lesson will be taught in my planner.

The afternoon before the lesson, after school is out, I deliver the laptop cart to the teacher's room so it's there and ready to go the next morning. The morning of the lesson, I teach the entire lesson 1st period. 2nd period, the teacher and I coteach.  The teacher is becoming more comfortable with the lesson and technology.  3rd period, I generally just watch the teacher teach.  I'm just there for moral support and in case they forget something.  After that, the teacher is on their own.  Of course, I'm in the building and readily available.

That's my process.  I know that every campus is different but I think it's awesome to hear what other people are doing.  If you're an experienced technology integrator, please write a post about your process and post in the comments!







5 comments:

  1. Thanks for sharing. That was a cool read. Useful.

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  2. Love this post Aimee! I'm definitely going to be sharing these ideas (and that marker graphic) with my fellow Ed Tech team in my district. Thank you for sharing. I also think you helped me with my next blog post ;)

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  3. Hi Aimee! Thank you for sharing this process. I'm working with a group of technology integrators to develop a similar type of form/workflow to help guide teachers to think of their lesson objectives before bringing in the technology. 2 questions for you: How did you settle on "interact, manipulate, or produce" as your three options for student goals? Also, do you meet with the teacher after the lesson to see if the students were successful in accomplishing the instructional goal? Thanks!

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  4. HI Brooke! I'm glad you found the post useful!
    I settled on interact, manipulate and produce as my goals by thinking about what we were having students do most often (interact) and where we wanted them to do be (produce). Interact would be question/answer sites. Digital worksheets, if you will. Manipulate is the middle ground. They are producing something entirely new - they are changing something. Produce would mean they created something entirely new.
    I don't have formal meetings with the teachers afterwards but I'm usually in the classroom for at least part of the day. And most teachers will touch base with me to let me know how it went.

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