Observation+at+the+Intermediate+School

=Observation of Technology Use at Joseph P. Liberati Intermediate School = =May 23, 2012 = The activity was to observe technology use in Southern Lehigh School District. I visited Joseph P. Liberati Intermediate School where Technology Facilitator Elizabeth (Liz) Tate provided many opportunities to observe her as she assisted teachers and students in their daily use of technology. I utilized Cates’ Classroom Technology Observation Protocol to guide my observations and questions about technology use (Amankwatia, 2008, pp. 266 – 269). The Intermediate School has 741 students from grades 4 to 6. They utilize a variety of technology hardware to support curriculum and enhance learning. The school library has 12 desktops as well as supportive technology: 15 digital cameras, 15 flip video cameras, 5 digital camcorders, 2 VCR/DVD players, a PolyVision Interactive Whiteboard, and a monitor. A room next to the library houses a lab with 28 desktops. School-wide, there are 18 mobile carts with either 30 or 32 MacBooks. These 565 laptops bring the building to less than a 2:1 student to computer ratio. In addition, there is an inkjet printer for every 2 to 3 classrooms and three fourths of the classrooms have document cameras. Each classroom contains a flat screen monitor and a speaker system with mini microphone. Some other technology is8 sets of 32 CPS Clickers,50 Mobi™ Mobile Interactive Whiteboards, 2 Polycom Video Confe**r**encing units, a mobile cart of 25 iPods and another with 30 iPads, and 6 interactive whiteboards. I mostly observed MacBooks in use.

Most of the software used by the Intermediate School is web-based. A list of these is on the [|Student Center] page. The MacBooks are preloaded with iLife, iWorks, and MS Office. The school is just beginning to utilize Google Docs. Students do not have email accounts.

I utilized Amankwatia's observation tool (see file attachment at top of page) to guide questions about computer and supportive technology use. The Tech Facilitator shared that teachers frequently use computers to teach the entire class or small groups and to demonstrate skills. Students frequently use computers to complete class assignments, projects, reports, and presentations. Students individually use computers to conduct online searches and for research. The software used most frequently is Keynote, Word, and PowerPoint; some sixth graders use Excel. Students’ use of digital video ̴and photo taking varies; they frequently took and edited videos but only occasionally took and edited photos. Web searches and web-based activities are common. Students do not collaborate with others outside the school. Boys, girls, and different races use technology equally. Gifted children use technology slightly more than other students do. Although some teachers are very comfortable using technology, the majority are somewhat uncomfortable to somewhat comfortable with technology when setting up equipment, handling minor problems, maintaining lesson flow while using technology, helping students use technology, using digital cameras, and modeling use of Web and software. Teachers routinely use technology to support curriculum and not as a supplement. Overall students are excited about using technology and are comfortable using it. Its use does not lessen or increase discipline problems.

The Tech Facilitator spent most of the day trouble shooting technology-related problems.She helped with logging issues, Internet connectivity, transferring files to a loaner laptop, locating files for a Jeopardy-type game, and finding sound files for a Glogster project. The Tech said if she cannot find a solution, a help ticket is filled out. Currently one of the biggest issues with the MacBooks is battery life since they are past warranty. Most of the Tech’s time is spent dealing with the wireless network and software issues. The school does not have an automated system that pushes through software updates so this need to be done manually. Several teachers noted that within the school, assistive technology needs are minimal and are used when required. I observed and learned about a wheelchair bound student with a mitochondrial disorder. To help with her assistive technology needs, the school collaborates with Carbon Lehigh Intermediate Unit. One of the challenges she faces is the inability to speak, so a system of clicks is used to communicate: one click for yes and two for no. I observed the child communicating with an aid to choose wallpaper for her Glogster background. I was informed that most of her learning takes place on an iPad. I also talked with a reading specialist and asked what assistive technologies they used. She mentioned using iPads and the apps, iChat, as well as technology to help them communicate with her. Other than these students, there is minimal need for assistive technology.

I asked about Internet safety and learned about the [|DESIGN 21] class. DESIGN 21 stands for Developing and Empowering Students In the Global Network using 21st Century Skills. Each student takes the class for a semester and learns about Internet safety and 21st Century Skills.

While the Tech was helping a teacher locate lost files, I asked the teacher how student computer use is monitored. He said he simply walks about the room to see if students are on task. The Tech Facilitator added that issues with misuse are minimal, only occurring 2 to 3 times a year. The school does not use monitoring software. However, if there is an issue with improper use, staff reviews the Internet history on the computer used. One day in the Intermediate school showed how much the Tech Facilitator is in demand. All day long, we were on the move, with the Tech Facilitator answering calls for assistance. **Posted Recommendations** Teachers at Joseph P. Liberati Intermediate School,

My observations in the Intermediate School were primarily observing how Technology Facilitator Liz Tate troubleshot technology-related issues. Based upon some informative discussions and my own observations, I have compiled a few tips I hope are useful for some students and teachers.
 * 1. Keyboarding skills**are needed to type efficiently. One teacher noticed students’ keyboarding skills are minimal. She noted it often takes students up to three times longer to type something than write it out by hand. Keyboarding skills will help students type much faster and will increase classroom productivity. This [|Grade Level Technology Skills Checklist] shows when technology skills such as keyboarding should be introduced.


 * [|Freeplay Music] || This site allows users to use copyright free music (no registration required). ||
 * [|PartnersInRhyme] || A great copyright free site for sounds (no registration required). ||
 * [|Sound Jay] || A collection of free sounds and music. (Please read terms of use before downloading.) ||
 * [|Valenza's Copyright Free Multimedia Links] || A collection of free copyright multimedia (no registration required). ||
 * [|Microsoft Multimedia Collection] || Collection of free illustrations, photos, animations, and sounds (no registration required). ||
 * [|NY Public Library Picture Collection] || Free collection of over 30,000 digitized images; many are older pictures which pre-date copyright laws (no registration required). ||
 * [|Audio Micro] || A collection of Stock Music, Royalty Free Music, and Free Sound Effects for creating audio-visual projects (registration required). ||
 * SLSD.org > [|Staff Center > Web 2.0] || Links to more Music and Free Downloadable Pictures. ||
 * 2. For help with writing,**students can use **text to speech**. When students **hear**what they write, they can evaluate their own work.
 * a. Enable** **[|text-to-speech] in MS Word for Word 2010 and PowerPoint 2010:**
 * In the upper left corner of any word document (above the home tab), click the dropdown arrow and select **More Commands**.
 * From **Choose commands**, select **All Commands**, and then **Speak**.
 * Then click Add, and OK.
 * To **//hear//** what you typed, **highlight the text** and click the **Text to Speech** icon [[image:intermediateschoolclassroomobservation/sppech bubble.jpg width="27" height="25" caption="sppech bubble.jpg"]] to the left of the drop down arrow.
 * You can use [|text to speech in other languages].
 * b. To use text to speech in MacBook:**
 * Click the **Apple Icon** [[image:intermediateschoolclassroomobservation/apple.jpg width="28" height="28" caption="apple.jpg"]] on the upper left.
 * Click **System Preferences** in the drop down menu.
 * Click **Speech** to access **Text to Speech**.
 * Once in Text to Speech, click “**Speak selected text when key is pressed**,” then click “**Set Key**.” This lets you to use or create a keystroke command.
 * To **//hear//** what you typed, **highlight the text; t**hen click the keystroke command to hear it. To stop, click the keystroke command again.
 * [|YouTube tutorial] demonstrates how to do this.

a. YouTube: “[|Basics of Using a Flash Drive].” b. More detailed YouTube: “[|Using a memory stick on a mac].” c. Consider saving data by using a “virtual” flash drive. Utilize SLSD’s [|Google SpartanDocs]. Any document typed there stays there. It can be retrieved from any device with an Internet connection. Thanks for the opportunity to experience your wonderful community of learners!
 * 3. List of copyright-free sound, music, and graphic files** for multimedia projects. Use these to ensure students follow copyright laws.
 * [|Freeplay Music] || This site allows users to use copyright free music (no registration required). ||
 * [|PartnersInRhyme] || A great copyright free site for sounds (no registration required). ||
 * [|Valenza's Copyright Free Multimedia Links] || A collection of free copyright multimedia (no registration required). ||
 * [|Microsoft Multimedia Collection] || Collection of free illustrations, photos, animations, and sounds (no registration required) ||
 * [|NY Public Library Picture Collection] || Free collection of over 30,000 digitized images; many are older pictures which pre-date copyright laws (no registration required) ||
 * [|Audio Micro] || A collection of Stock Music, Royalty Free Music, and Free Sound Effects for creating audio-visual projects (registration required) ||
 * SLSD.org > [|Staff Center > Web 2.0] || Links to more Music and Free Downloadable Pictures ||
 * 4.** Utilize **flash drives**to save and store valuable data and documents. This is especially useful if a MacBooks breaks down.
 * 5.** [|**Jeopardy Labs**] - create your own Jeopardy template on-line. There are no fees, registration, or software. Games you create get shared by all, but you control how it looks. Sample: [|math review game].
 * 6.** [|**Class Tools**] – create your own free educational games, quizzes activities, and more. Post them on your website! There is no signup or password.
 * 7.** While shadowing Liz, I utilized Cate’s observation tool to guide my questions and observations (Amankwatia, 2008). For a similar observation tool, go to the [|ISTE] website. Under the “TOOLS” heading, select ISTE’s Classroom Observation Tool (ICOT). ICOT can be used by teachers to monitor and evaluate their own technology experiences. (Sign up if you do not have an account.)

Sincerely, Inta Gulbis

**Reflections** This activity fulfills the requirements for The activity was to “work with Building Level Technology Coaches and Facilitators to monitor student and teacher use of technology. Posted observation recommendations will be provided to teachers in the use of their technology.” This activity fulfills PDE requirements by observing how teachers and students integrate technology resources as well as how it can be modified to increase productivity.
 * I.B. Integrating technology into curricular planning and instructional design including:**
 * **Learner characteristics, developmental levels, and individual differences as related to instructional technology resources and modifications**

I spent the day shadowing the Tech Facilitator. Even though the day’s observations were spontaneous, my use of Cates Classroom Technology Observation Protocol helped guide my questions and observations about technology use (Amankwatia, 2008, pp. 266 – 269). I came away with many useful insights in not only how technology is used on a daily basis but also some issues teachers and students encounter in a day. From that day’s experiences and my conversations with Liz Tate and other teachers, I came up with a few solutions to help with keyboarding, student writing, copyright-free multimedia resources, and backing up data. I posted these recommendations as requested by Mr. Ken Jordan, Director of Instructional Technology.

**References** Amankwatia, T. B. (2008). //Teaching with technology for 21st-century learning: A multiple-case study of a school district's high school laptop initiative// (Doctoral dissertation). Available from Lehigh University, Bethlehem, PA. Bielefeldt, T. (2011). //ISTE classroom observation tool (ICOT).// Retrieved from []

Bielefeldt, T. (2012). Guidance for technology decisions from classroom observation. //Journal of Research on Technology in Education//, //44//(3), 205-223. Loucks-Horsley, S. (1997). Professional development for science education: A critical and immediate challenge. In R. Bybee (Ed.) //National standards & the science// //curriculum.// Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved from [] Tech & Learning. (2010). **//Study shows the benefits of 1:1 and the factors that enhance success.//**Retrieved from []