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Technology Integration and Effects on Student Learning
A. Research
PLEASE REVIEW THIS SECTION
{chup_m_issues.doc}
In ET 631, Distance Education, we explored and discussed many aspects of online class and hybrid classes. Both offer different modes of learning, however, just like with traditional courses, they have some things to consider. One assignment was to explore a particular issue with distance style learning. I explored the issue of timely feedback. I used a combination of the required textbook written by Simonson, Smaldino, Albright, and Zvacek and various articles by Bailey, Epstein, and Rendon to help get the full picture when it comes to distance learning and feedback.

Technology Leadership
A. Staff Development
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IB- Integration of Technology into the Curriculum: Integration of technology into the curriculum has the most direct impact on student learning. You should have a firm grasp of how to plan lessons that use technology effectively to improve student learning.
Our PLC Wiki
IG. Technology for Diverse and Special Needs: Technology can facilitate the needs of special needs students through adaptive and assistive technology and differentiated instruction. As a technology facilitator, you should understand these tools, use them in your classroom as needed, and be able to work with other teachers to use these tools as needed.
As part of the Professional Learning Community (PLC) that I co-lead, we showed our group how to use Word Forms. One member of our group only works with students with severe special needs. Many of them type, rather than write when it comes to writing activities. There are also times when it is most appropriate for some of her students to have choices for their response. Using Word Form is a great way to create choices or typing fields so that students cannot alter the questions that you have created. In our group we shared many examples of Word Forms. My co-leader even created a video on our Wiki for use at another time. I think that this feature turned out to be very helpful for all students, not just the students with specials needs because it allows the teacher to set up a variety of question structures.
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IIA- Assessment with Technology: You should have an understanding of technology tools that aid teachers and schools in assessing student learning and using assessment data to improve instruction and student learning.
{Clicker Addition.pdf} {Clickers Addition Summary.pdf}
At my school, each team meets on a monthly basis to discuss math data collected in order to see how the students are progressing and to also design interventions for any outliers in the group. One of the Common Core Math standards for Kindergarten is for students to be able to add and subtract with in 10. As a team we decided one way to collect the data would be using the EPR clickers. We created a variety of addition questions, horizontal, vertical, and missing addend, this way we could see how well the students could perform on different problem structures. After each class administered the clickers assessment, we were able to analyze the data at our monthly data meeting. We were please to see how well the students did on the assessment and we were able to identify the students that needed additional instruction.
Another opportunity for me to provide professional development with data collection was part of role as the Dreambox coordinator. Since 2010, I have been the Dreambox coordinator for our school. The self-paced math program helps scaffold individual student learning to help them build on their areas of weakness. Since our school has a limited number of lisences, we have decided to use it as an intervention only for students that are struggling. When teachers are ready to set-up accounts, they contact me. After setting up the accounts, and helping the students get started, I typically schedule a time to meet with teachers using Dreambox. I am able to show them how to access the data through Dreambox to find the areas that their particular students are still struggling in. This helps guide some of the instruction during math intervention groups.
{Screen shot 2013-09-04 at 9.43.11 PM.png} Sample of Data
B. Reflection
{Chuppetta_Technology_PlanningGRADED.docx}

A. Staff Development
IB- Integration of Technology into the Curriculum: Integration of technology into the curriculum has the most direct impact on student learning. You should have a firm grasp of how to plan lessons that use technology effectively to improve student learning.
DuringOur PLC Wiki
During the 2012- Skills teacher. Prior to our first meeting, we used an interest survey to find out the needs of our group. We used the information from this data to plan our first few topics. Although the a challenge for our group.
I think that our group really tried to take what they learned each month to incorporate it in their classrooms. One of my Kindergarten teammates in the group planned a lesson during our weekly math planning meetings for the team to use. She offered to teach the lesson for another teacher that was not willing to give it a try. I think that being in our PLC really helped to empower the teachers to try something new in their classrooms.
As I look back on co-leading the Technology PLC this school year, I would say I feel relatively successful. Although our PLC group had only 4 teachers, I felt that we were able to tailor each session to the needs of the teachers in the group.
Something valuable that I learned was to slow down and think more simply. When I think of technology, I typically think about big, complicated technologies such as the Wii, EPR clickers, etc. Working with my PLC group taught me to look at more everyday type technologies such as using the copier as a printer or scanner and using the document cameras in different ways. Although I know our group enjoyed learning about ‘big’ technologies, I think that the daily technologies we looked at was the most useful for them.
I enjoyed the opportunity to teach other staff members about technology. Working with Cheryl was a great collaborative experience for me. Even though we may have different teaching and planning styles, we were always able to plan effectively for our
Our PLC Wiki
IC- Technology Resources: Being a technology facilitator requires the ability to use technology resources, find new resources, and find ways to acquire new resources that are compatible with the standards used in your school.

IB- Integration of Technology into the Curriculum: Integration of technology into the curriculum has the most direct impact on student learning. You should have a firm grasp of how to plan lessons that use technology effectively to improve student learning.
During the 2012- 2013 school year, I partnered with another teach in my school to lead a technology based Professional Learning Community (PLC). Our school creates PLC groups for teachers to choose from that meet once a month. Our PLC group included 4 teachers, 2 of which teach Kindergarten, 1 4th grade teacher, and one Academic Life Skills teacher. Although the group was small, I enjoyed being able to tailor each session to the needs of our learners. For each PLC session, we chose one type of technology to focus on, at the following session our group members would quickly share how they used it in their classroom. We explored using Word forms, EPR clickers, and the Wii, just to name a few. We created a Wiki in order for the members in our group to share any resources they created, however this was a challenge for our group.
Our PLC Wiki
IC- Technology Resources: Being a technology facilitator requires the ability to use technology resources, find new resources, and find ways to acquire new resources that are compatible with the standards used in your school.
{Making teaching easy.pptx}

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{Leprechaun checklist.xls}
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{Login checklist.xls}
One major goal of Kindergarten use of technology is to learn how to log-in to their school account independently. Being the classroom teacher, helping the students learn their log-in information was not my primary job, but I felt it was important to support our technologies teachers with this goal.
I took 3 observational data points on this in December, March, and May of the 2011-2012 school year. For students who were still having difficulty with logging- in on their own, I provided time for them in the classroom to practice. Although it is difficult for the students that hardly know their letters or numbers to learn their log-in credentials, with enough practice, all of my students were able to at least log-in using their information cards (which is a big success).

In the afternoon, we began the next phase- building! This was one of the most exciting steps. Many groups were able to us classroom materials to build according to their drawn plan. We left the ‘traps’ set up over night to see if we could catch any of those tricky little people. Secretly I had printed little leprechaun images and placed them in the traps after the students left. I figured they would have called my bluff, but one student declared “They left pictures of themselves, very tricky!” The project was a success- our class invited other classes in to see our projects. My students took time to explain their work to the other classes.
After all of our work was complete, it was time to head to the computer lab. I uploaded photos from the project and a Power Point template into my ‘Hand-Out’ folder on our school computers. We reviewed and discussed the different steps that we took throughout the project. I walked the students through accessing the photos for their group and how to drag it onto the Power Point slide. They did a great job! I was impressed that my Kindergarten students were able to create a Power Point- I think the Tech teacher was even impressed with their work. After printing their Power Point projects, we completed a writing piece.
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{Leprechaun checklist.xls}

Graded Pre-Internship Portfolio October 20, 2011
{ChuppettaPre-intern#33C5BE GRADED.docx}
{ChuppettaPre-internshipPortfolioGrading Review2.docx}
All revisions are noted with *NEW*
My Internship Portfolio can be found here.