Check+2

 What technology experiences within each grade level's PYP units of inquiry will ensure mastery of the technology TEKS?
 * 1. What do I still need to do at this point in my investigation regarding my Banner Question?**

5- I need to make a committment to keep a designated computer lab time each week and make sure that all students are familiar with and can use the Exel program, make more effort to give digital cameras to students, and try to assign some students the task of formulating assessments for their peers. Library -** I need to incorporate some of the library lessons to include reinforcing the applications that are learned in class. I need to check with teachers and see if anyone needs help teaching the programs to the kids and see if anyone would like additional help in the lab when introducing the new application.
 * K-** I need to have the students practice going to the different programs (Word, Kidspiration) so that they are more comfortable working independently. Also, our team has worked with integrating technology into our units and we will continue to make sure we have authentic experiences inserted as appropriate. I need to do some advance study on our units so I can help provide examples of what we can incorporate.
 * 1-** I still need to implement ConnectedTech in lessons**.** I need to take advantage of using the document camera and the Smart Board in my classroom to support instruction.
 * 2-**I have yet to introduce Excel and Power point to the students. The second grade team has planned technology experiences that go with our PYP units that will include Excel and Power Point. Students also need to work with and be introduced to using digital cameras and the video camera. Students will be required to take their own photographs of their final assessments in the future to ensure that they have used the digital camera.
 * 3-** I need to make sure that all students are familiar with the various computer programs. So far, the children are doing well except that they need more time for keyboarding practice.
 * 4- I still need to introduce the students to the digital cameras and the video camera. I also need to work more with the students on their use of PowerPoint.
 * Technology**- I still need to provide 4th grade with technology training on enVisions, Connected Tech, SMART Board and requested programs. I need to keep better records of the technology being used to support instruction.


 * 2. What collaborative research learning experiences to date have I engaged in related to my banner question?**

5- 5th grade has met with our technology representative for training and set-up using Connected Tech, our document camera, and various other programs. Library-** I have met with the tech team and know what programs/applications that are expected at each grade level. I have shown some teachers how to use the new Flip video camera. I have practiced with Connected Tech so I can offer assistance to the students when they come to the library for independent work. The librarians often discuss the research resources and the activities they are doing with each grade.
 * K-** Our team has worked during team planning meetings and met with Amanda Allen to decide where we can incorporate available software (Kidspiration, Connected Tech) in authentic ways. We also talk about using available technology when teaching lessons both in the computer lab and in our classrooms. Since the kindergarten Technology TEKS are so basic, we know that experiences we include will be the basis for other grade level integrated experiences.
 * 1-** I have met with my grade level team to discuss computer lessons that students will complete in the lab. As a grade level, we have met with Amanda Allen to experience and play with Connected Tech, enVisions Math, and the Smart Board. I have also met with the technology team to discuss and practice using different programs and modes of technology.
 * 2-**The second grade team has met with Amanda Allen for technology training where we explored Connected Tech and how the lessons can support our PYP units. As a team, each class visits the computer lab for lessons weekly. We also incorporate technology into our PYP planning and lessons.
 * 3-** Technology lessons are part of our weekly grade level plans. Third grade has met with Amanda Allen to setup Connected Tech for our students to work on at home and in the lab. We are implementing our weekly technology lessons during our computer lab time.
 * 4- The fourth grade team has met with Amanda Allen for technology training in set-up and using Connected Tech in our PYP units, as well as, enVisions Math and use of the Smart Board.
 * Technology**- I have met with grades K,1,2,3,and 5 to go over the programs available. They have had time to play with the lessons in Connected Tech and enVisions Math. Many in the upper grades are assigning the online typing practice program, Typing Pals, as homework.


 * 3. What evidence do I have that student achievement is being impacted? Summarize the data (qualitative and quantitative). If no evidence is apparent yet, what might I do differently to bring about measurable change in my students' achievement?**

5- I will continue to monitor the various online programs the students are assigned, Connected Tech, enVisions Math, Study Island. I will also observe the use of different tech programs being incorporated throughout PYP assignments. Library-** I see that many students are using the programs when working on projects in the library. When they come to the library, sometimes with their classroom laptops, they often incorporate the new technology to produce their final product. All of my data is informal observation at this point. Qualitative- Students work alone or in groups to plan, research and complete a task. Students have many opportunities to gather information from multiple sources. They also use a variety of tools such as, but not limited to computer programs, interactive white boards and document cameras.
 * K-** I use a checklist type form to mark what each student is able to do. It is evident that students are incorporating their new technology skills when they are able to log on and open a program. They also love being able to print their own work! The kindergarten students are motivated to create their own products such as importing pictures and writing related sentences.
 * 1-** I use a checklist to monitor how the students do on assignments. The majority of my students are able to easily move throughout Microsoft Word, KidPix, and Kidspiration. All students are able to log-on. I need to help them use keyboarding skills more efficiently, and have them work on inserting a picture on Microsoft Word.
 * 2-**I track students progress and completion of technology related assignments. There has been a noticeable growth in all of the student's level of confidence and ability in using the computers and the programs that they have worked on. I need to check the Typing Pal program and conference with students on their progress.
 * 3-** I will need to monitor the Connected Tech to see how much progress each child has accomplished.
 * 4- I will continue to monitor students' progress in Connected Tech assignments.
 * Technology**- Quantitative- Teachers are using the computer lab and laptops with their studnets on a regular basis. A variety of programs, such as online databases, keyboarding, Kidspiration, PhotoStory3, Excel can be found on the computers and students are using those that are appropriate to their grade level and ability. Students are following the acceptable use policies of the district.


 * 4. What instructional strategies did I initiate in my teaching practice that impacted student achievement?**

5- I use the infocus to introduce the different online programs available for student use at home and make sure that all students have access and passwords. I also model different formats for final products to be completed throughout the PYP units and reteach any program that seems unclear Library-** I introduce the fee-based online research resources to students at the grade level they can start using these resources. I have shown parents these resources at a variety of meetings as well, so they will be able to better help at home. When I do lessons that use technology I always try to incorporate using the correct vocabulary associated with the different applications so the students become familiar with the terms.
 * K-** I seat students at the Smart Board for the whole group lesson. We go one step at a time. Since this is technology we don't have in our classroom, they are especially attentive to the lesson and are eager to go use the information at the individual computers. While the students are working, it is effective to monitor each student to check for understanding. I can tell by their attentiveness to the lesson and eagerness to get to the computers that this has been effective for their learning!
 * 1-** First, I use the Smart Board to model the lesson and lead discussion. When students are working individually, I monitor, assist, and reteach as needed. I also have students who are comfortable with using the computer help others.
 * 2-**For each lesson in the computer lab, the class gathers in front of the Smart Board as a whole group. I introduce the lesson and model for students what to do using the Smart Board. I check for understanding and answer questions after the mini-lesson before students go to the computer to work independently or in partner groups.
 * 3-** First, students must have background information that is supplied before entering the computer lab. Next, the Smart Board is used to show students how to navigate the sites, specific expectations for work on those sites, and where to save their projects.
 * 4- I first go over the procedure and expectations before going to the computer lab, or using the laptops, then I demonstrate on the the smart board or document camera.
 * Technology-** Activities done with the teachers was mostly hands on. They were able to go in as a student and practice the various assignments students would be doing in Math. In Connected Tech, they were able to go through an entire lesson, looking at the plans for the teacher and the information the students would see and use. Teachers could enter themselves into the Typing Pals program, pracrticing like their students would at home. The SMART Board was used with the younger grades. Teachers are able to download activities to be used on the interactive board. Teachers also had time to play with these activities.