Check+3

What technology experiences within each grade level's PYP units of inquiry will ensure mastery of the technology TEKS?

**1. How has the exploration of my banner question impacted student achievement to this point in the ABC process? Summarize in both quatitative and qualitative ways.**

K- We continue to build on many of the same technology experiences as described in checkpoint #2. The students are currently working on understanding how word processing works so that they can write their stories for our UOI How We Express Ourselves. I continue to keep a checklist of individual student progress. 1- Students are becoming more competent and confident at using the computers. They are becoming familar with Microsoft Word and using the different tools in order to write a document and edit it. Microsoft Word is routinely used to reflect on our UOI's. Students are able to log on, access programs, and go on the interent to links on Teacher Websites. 2-We have been working with technology on a daily basis. Students have been working on their keyboarding, Excel to make graphs and regularly use Word. We recently completed a Power Point that reflects our Sharing The Planet Unit, students also imported pictures to their Power Points to enhance their presentations. Students also used different websites to search for their research for the Power Point information. 3- Currently, students are word processing stories from the UOI How We Express Ourselves. A few months ago, they had gone to the Austin City website to learn more about their community leaders and the issues that these leaders face for the UOI Who We Are. In March, we introduced the UOI Sharing the Planet. At this time, we talked about renewable, nonrenewable and inexhaustible resources. We have been researching together on selected sites about resources (EPA for Kids website )and our impact on the limited resources that we have in the world. Finally, we will introduce the POI Where We Are in Place and Time and use the Ibistro, Net-treker, Online Encyclopedias, and other online resources from the library links to help us learn more about famous people that have made a difference throughout history. 4- Students continue to improve in their research skills by using the laptop computers on various projects in our UOI's such as: researching different Native American groups, immigrant groups in Texas (Where We Are In Place and Time UOI), Heroes of the American Revolution, examples of conflict (personal, local ,and global)(Sharing the Planet UOI), and different ecosystems (How the World Works UOI). This was done several times a week. Also, in our How the World Works UOI the students completed webquests on conservation and endangered animals (Google Earth)The students continue to improve their keyboarding skills using Connected Tech. 5-Students strengthen all technology skills throughout all of our PYP units. Researching skills are incorporated when searching for specific phenomena in our UOI How the World Works, family heritage research in our UOI Who We Are, researching group specific topics for the exhibition in our UOI Where We Are in Place and Time, and researching world events focusing on certain decades in our UOI How We Express Ourselves. The students also strengthen skills with various Publisher programs when creating brochures and newsletters when we are exploring our rights and responsibilities to conserve resources in our UOI Sharing the Planet and also experiment with photostory programming when campaigning for our UOI How We Organize Ourselves. Library - There is more consistency with what the students are learning from class to class, but there is a lot of freedom to use any of the technology available. The students are able to focus and learn the technology that is expected of them, instead of learning a hodge-podge of applications. I can better help the students with their projects when I know what is expected and taught at each grade. Technology- Teachers and students were provided the technology skills needed for learning the content and producing products. They are able to determine the program that best meets the need of the project. Constant review and updating of the UOI's allows the teachers and myself to review the the technology programs and activities selected for a particular UOI. We discuss what is working with the students and what needs to be changed. In the grades that are utilizing the typing program in Connected Tech, it is evident there is an increase in the use of proper keyboarding. Over 90 % of 3-5 students are correctly placing their hands on the key boards as they type stories and create PowerPoints and/or PhotoStory3's. In TAG, Mrs. Morrow's 5th grade LA class is using the blogging feature to blog about books they are reading. Fifth grade's Exhibition projects will be showcased using PowerPoint, PhotoStory3, Wiki, and Word. Students are using Flip cameras to capture lessons in Science or to listen to speakers information after the presentation.


 * 2. What collaborative activities have I participated in related to my banner question? How have these collaborations helped me explore my banner question?**

K- Our kindergarten team collaborates weekly as we work to incorporate technology into every unit. We also collaborate with Amanda Allen, the librarian, and the technology team to help build on the basic kindergarten TEKS. 1- First grade meets regularly and we use technology to support our UOI's, as well as other areas of our curriculum. As a team we have met with Amanda. I have also been a part of the technolgy team and have participated in collaboration with them. By participating in these collaborations, I am able to get feedback, advice, and suggestions to use technology in the UOI's, as well as meeting the TEKS. 2-Second grade team has collaborated with the librarian, technology facilitator and as a team to incorporate technology into our units. This is a process that is always continually being improved upon to add more technology and to improve on the tech we already use. 3- The third grade team collaborates with the counselor, librarian, and technology team to fine tune our units. We add depth to each unit by using these people as resources for each of our UOIs whenever possible. Each support person has unique qualities that help us add technology into our curriculum and POIs. They impart the understanding of that technology to the children thus making it easier for them to use. 4- The fourth grade team has collaborated with the librarian, technology team, and technology facilitator to plan and supplement our UOI's in terms of technology. 5- Collaboration with the tech facilitator, the librarian, and team members to infiltrate our UOIs with multiple opportunities for the students to use technology. Library- I have met with the teams all through the year during the PYP meeting times, as well as informally as needed, to keep up with what is going on in the classroom and see how I can assist with incorporating technology into the library lessons. Technology- Collaboration has happened with all teams, the librarian, and myself when planning and editing UOIs. Lessons have been created for particular subjects, such as Math, Social Studies, and Science, and presented to the students using the SMART Board and programs on the computers such as Kidspiration, PhotoStory3 and Power Point. The teachers have been dilligent about keyboarding, assigning it as homework on a nightly basis thru Connected Tech.


 * 3. What data (qualitative and quantitative) trends are evident in my measure?**

K- The students in kindergarten practice weekly with Word, Kidspiration, and KidPix. The students are working at their own pace to master the technology TEKS for kindergarten. 1- Students regularly use Kidspiration, KidPix, and Word. They also use Tumble Books and Book Flix. 18 out of 20 students are able to log-on without help, or their card with information. With a short modeling lesson, the majority of the students are able to work with any of the programs. I constantly monitor, review, and use checklists. 2-Students have steadily improved throughout the year in all areas of technology. I havebeen monitoring all of the students progress in keyboarding, word processing and the general proper use of technology within and apart of PYP units. Students set their own goals for keyboarding in Connected Tech. I then check in with students to see if they have reached their goals. 3- Children in third grade are familiar with word processing, Kidspiration, using library links for research, and Power Point. They are able to use it with confidence and need little direction after having it modeled by a teacher. They have been assigned Connected Tech and their key boarding skills have improved. The Connected Tech gives the teacher the ability to view each child's progress. 4- The students are continuing to improve their keyboarding skills using Connected Tech at school and at home. Their words typed per minute has increased, and their errors have decreased. The students now have a basic under understanding of spreadsheets and are able to create headings, enter data, format, and create tables and charts. 5- Student knowledge and understanding is more evident daily as students ease of access and basic skills are observed. Students generally begin the year ready to get started with any technology application that is necessary to complete an assignment. Rarely is reteaching specific skills necessary to move forward. Students seem more capable to handle larger techology driven assignments. Library- Technology- Students are independently using the appropriate computer programs to create products, keyboard, and research. They know which program is best for a particular assignment and can find information on the data bases provided by the school. Key boarding skills have significantly improved through the use of Connected Tech as evidenced by watching the students in the lab.


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

K- We go to the lab weekly. The students receive whole group instruction with modeling on the Smart Board. The students are then released to work at their own pace. I work with each of the students to ensure they are receiving exactly what they need at their particular level. 1- We visit the computer lab weekly. Whole group instruction with the Smart Board is done and then students work independently. Students are also able to access the computers in the classroom for Tumble Books and Book Flix. 2-We visit the computer lab on a weekly basis as a whole class to explore and use various programs (Excel, Power Point, Word, Kidspiration, KidPix, Webquests, etc.). In the classroom the document camera, infocus projector, United Streaming Videos, Power Point, are used cross-curricularly on a daily basis throughout the day. 3- I continue to use the Smart Board for instruction before the children begin their work in the computer lab. I model exactly what is expected of the students. We have 45 minutes per week so it is necessary to quickly model and use our time wisely in the lab. 4- I have used the doument camera, presenter, and Smart Board to present a variety of lessons. As a result, the students are more engaged and see more clearly. 5- We have used the document camera, various Microsoft programs, flip cameras, and assigned multiple lessons to be completed on the computers. As a result, the students are more interested and engaged when using the computers. Library- I have taught groups of 5th graders how to use the Flip cameras, given PowerPoint lessons or assistance to several grades. I have also shown all the primary grades the new resources that the district pays for, such as BookFlix. I have subscribed to a new research resource called PebbleGo, and I hope to incorporate lessons using this with the primary grades after the subscription begins in April. I still use the older technology that we have available, such as TurningPoint and the SmartBoard. Technology- Teachers met in the computer lab for hands-on technology learning. They logged into the programs students would use, investigated the online math textbook, looked at lessons and the typing program in Connected Tech.