Hope-Hill Elementary School Technology Center Part I - March 2015 Monthly Report

Prepared by Damon Johnson

Executive Summary

The computer and technology lab at Hope-Hill Elementary school exists as a resource to the staff and 375 students at the school. An in-depth review of the lab produced the findings included in this report. This Executive Summary provides an overview.

Organization – The computer lab is a shared resource with only ‘dotted-line’ ownership across instructional, technical specialization, and support areas.

Study Methods – The lab review included 40 hours of on-site observation and interviews with select school personnel. In addition, students were interviewed and teachers were asked to provide data through an online survey.

Center Context and Goals – The lab’s goals default to the Technology Plan goals of the Atlanta Public Schools System, which includes references to ISTE (International Society for Technology in Education) standards. There are no school-specific goals, and teachers tend to individualize their usage of the computer lab.

Center Activities – The computer lab is utilized for test preparation, testing, and “gaming” as a form of instruction.

Evaluation – The lab is underutilized, has no full-time management or instructional resource, and the teachers have not committed to the integration of technology in instruction.

Recommendations – Major recommendations include increasing teacher training on technology integration in instruction and ISTE standards, and providing funding for full-time support of the technology lab.

Organizational Chart

Methods Data were collected through interviews, technology center observations, surveys, and a documentation review. Interviewed were teachers at Hope-Hill, the Site Supervisor, the Technology Specialist and one student. I was able to observe the technology center in operation during class sessions and accumulate notes on lesson plans and technology integration. Through the surveys, I gauged staff and student attitudes toward the technology center. As the school does not have its own technology plan, I reviewed the Atlanta Public Schools Technology Plan to identify the objectives of the district. http://www.atlantapublicschools.us/cms/lib/GA01000924/Centricity/Domain/15/APS-TechPlan-2012_2015.pdf

The open-ended questions staff and student interviews are Appendices A and B, respectively. Recurring themes were coded and categorized to present the evaluation information and recommendations. The staff survey distributed via Survey Monkey is included as Appendix C. Appendix D is an excerpt of relevant sections of the Atlanta Public Schools Technology Plan.

Center Context and Goals Hope-Hill Elementary School is a Title I school located at 112 Boulevard, NE, Atlanta, Georgia – in one of the most economically disadvantaged areas of the city. There are approximately 403 students in kindergarten through fifth grades. According to the school’s website (http://www.atlanta.k12.ga.us/Page/6867), “Technology, problem-solving, (and) hands-on- projects are incorporated in every content area.” The Organizational Chart section of this report contains the structure of staff support for the center and students.

There are two technology centers at Hope-Hill. Much like the classrooms, they are on separate floors, with the lower-grades center on the first floor and the upper-grades center on the second floor. These centers exist independently of the computer workstations in the school’s library. Both have 30 workstations, with flat-screen monitors and headphones. Individual classrooms have 4-6 workstations and the school maintains a mobile iPad cart with 35 devices. Without a school-specific technology plan, the mission of the lab defaults to alignment with the Atlanta Public Schools System Technology Plan (Excerpt, Appendix D). Specific goals for students are listed here:

Solutions – Instruction The APS Information Technology and Instructional Technology departments in collaboration with the

Curriculum and Instruction department drafted detailed solutions to address the current instructional

challenges. A few of the solutions are highlighted below.

Students 1A. Video Conferencing Video conferencing would enable APS to connect students with external experts and

knowledgeable peers, as well as connect families to schools to advance student learning and

performance. Video conferencing would give students, teachers, Media Specialists, and

administrators the opportunity to participate in local and national competitions as well as

conferences and global learning opportunities. Incorporating video into the digital learning mix

helps to close the digital divide, address the need for inclusion regardless of location, and expand

the richness of programs, bolster the homework hotline, and allow students to communicate,

collaborate, and engage in meaningful learning beyond normal school hours.

1B. Social Collaborative Online Learning Creation of a student portal would provide a central starting point for students to locate and

access all APS digital assets. The platform would give students a familiar, social networking user

experience to increase learning, communication, and collaboration while greatly improving

retention of content. The student portal would also be used to access audio and/or visual learning

content as well as to provide virtual classrooms where students can receive assistance with

homework.

1C. Information Literacy To promote Information Literacy, APS will need to provide digital resources and assessments

highlighting the integration of the NETS standards for the 21st Century lesson plan database that

are aligned with the Common Core and Georgia Performance Standards.

Center Activities Generally, the center is used for integrating technology into traditional lesson plans, allowing students to play educational games on sites such as Slumdog.com, test preparation, and testing/assessment. Scheduling is maintained by a paper “Sign-up Sheet” taped to the center door. Teachers, or their students by proxy, enter their name into the date block they plan to occupy the center. This is mostly done on a half-day or full-day basis.

Evaluation The goals of an established Technology Lab at Hope-Hill are not being met. There are two key areas where attention should be directed to close the gap in intention and actual usage. The labs are greatly underutilized and there is a resistance by educators to assume the “additional work” of having to integrate technology in education.

Underutilization – This was a recurring theme in all conversations, observations, and the survey results. As of March 10th, the sign-up sheet to reserve the lab was still the February version. In all of my February/March visits, the lower-grades lab was never occupied. These things render the computer lab ineffective at realizing the goals. The data show that in February, the lab was utilized on only 12 of 19 instructional days. Even more significant, only 5 teachers accounted for 100% of the utilization.

Resource Commitment – This key area of attention surfaces on multiple levels. Hope-Hill does not have an in-house Technology Specialist, as the funding does not exist to staff that position. Funded through Title 1 funding at a school like Hope-Hill, the principal and other staff members have to make challenging decisions about allocation. For that reason, a school such as this one places more value on Instructional Coaches than Technology Specialists. In another manifestation of this issue, the teachers have the perception that incorporating the technology lab in instruction is “something else to do.” This is not a failure to recognize the value-add of technology integration, it is the reality of their workdays and the amount of time they have to develop supplemental activities.

Lack of Ownership – As evidenced in the Organizational Chart, there is no individual who has direct ownership of the utilization, management, programming or success of the computer lab. Though this seems to be directly related to the prioritization of Title 1 funding, it is an issue nonetheless. Having an owner would create accountability.

Recommendations

Increase Utilization – Teachers should be required to provide evidence of technology integration in instructional design, and to spend a minimum number of hours in the computer lab. The evidence/rubric for teacher success should be aligned with ISTE standards, the district plan, and content-specific learning objectives. There should be an awareness of these requirements amongst the staff.

Provide Training – educators need training on the ISTE and District standards for technology integration. In addition, there should be more exposure to Professional Development workshops specifically aimed at increasing the value of the centers. I am hosting one such PD workshop at the school this term. Training should also encompass recommendations for software applications, technology integration, and train-the-trainer type instruction for educators.

Secure Funding – the district and the school must make the hiring of a full-time Technology Specialist a priority. Some schools that do not purpose Title 1 funds toward this end are using teacher/community-led foundations and grant writing as a source of funding. Hope-Hill has established a foundation.

Appendices

Appendix A: Interview Guiding Prompts/Questions – Staff Interviewees: SS = Site Supervisor, TS = Technology Specialist, TE = Teacher

Describe the computer lab and its utilization (SS, TS, TE)

What are the goals of the computer lab? (SS, TS, TE)

What is your role? (SS, TS, TE)

Is this computer lab highly utilized? (SS, TS, TE)

How is lab usage scheduled amongst staff? (SS, TS, TE)

What is the set-up – number of labs, lab vs. library computers, audio equipment? (SS)

What guides your usage of the lab? (TE)

How do you feel about technology integration in lesson planning? (TS, TE)

How is the lab maintained? What happens when devices don’t work? (SS)

Is there a Technology Specialist for the school? Explain. (SS, TS)* What is the student response to usage of the computer lab? (SS, TE)

Do students have access to computers at home? (SS, TS, TE)

Notes:

*This question led to a deep discussion on funding, not originally expected or planned for. All questions led to very in-depth discussions and produced the themes used in the evaluation and recommendation sections of the report.

Appendix B: Interview Guiding Questions – Students

I spent some time in the lab with Ms. May’s class and discussed the lab with students. Responses in quotes are attributed to Tyler L., an 8-year old who was eager and prepared to interview.

Do you like using the computer lab? “Yes – do you me want to log on and show how to use (the computer)?”

What do you like most? “When you have something difficult to do, you can research it on Google and get all your information. …and sometimes doing the math learning game like Sumdog, you get to play with your classmates and answer the math questions. It’s a competitive game. …with Mobimax, you’re by yourself.”

How often does your class come in this lab? About once per week.

What types of activities do you do in here? [answered extensively with other questions]

Do the activities help you learn? Yes.

Do you type well? “Yes, but I can’t type without looking.” My mom taught me how to type.

Do you prefer paper-based or computer-based assignments? Computer-based. More below.

Do you have a computer at home? Do you use it for school work? “No, I have a tablet.” Tyler’s sister (12th) grade allows him to use her computer. Likes the computer because it’s more difficult… you have to research information through Google, write it down, look at different websites. With paper-based work, the teachers give you the information.

If yes - does anyone at home help you use the computer to do work? Sister and mom. Sister helps the most.

Would you rather be in your classroom, or in here? “Here.” (the lab)

Who is better at using technology – you, your teacher, or your family at home? His sister. His mom couldn’t figure out how to get around a ‘virus detected’ issue, but his sister could. He also tries to “fix” computers. If the monitor goes to sleep, he knows how to fix it.

Highlight: Tyler demonstrated learning games that are played as competition with other anonymous players. He remarked, “Now, I’m just playing with other students from around the world.”

Appendix C: Teachers Attitudes towards Technology Survey

Appendix D: Atlanta Public Schools Technology Plan Excerpt

APS will implement an instructional model enabled by technology in support of the National

Education Technology Plan of 2010, Transforming American Education: Learning Powered by

Technology. The following components of the national plan critical to this vision include: learning,

assessment, teaching, infrastructure, and productivity.

Teaching

• Engage technology to provide tools and resources to help educators improve

instructional practices.

• Use technology to connect educators to learning, data, content, and systems allowing them to

develop, maintain, and assess learning experiences.

Learning • Through standards-based technology integration practices, APS will create engaging

and empowering learning experiences for all students that reflect their lives and their

futures.

• Teachers will employ technology to implement relevant, rigorous, and engaging

learning experiences that promote student creativity and learning.

• APS Administrators will create, promote, and sustain a shared vision for purposeful change

that maximizes the use of digital resources to meet learning goals, support collaborative and

technology-based instructional practices, and augment the performance of district and

school leaders.

Technology Integration – Instruction

The International Society for Technology in Education (ISTE) standards, along with the Common

Core Georgia Performance Standards, provides the framework for Atlanta Public Schools’

instructional technology program. Some of the planned improvements include:

• Developing a technology-based curriculum that allows students to interact and learn

through a variety of modalities

• Providing equitable access to digital resources for all APS schools

• Establishing a reliable network infrastructure that supports classroom and distance learning

• Improving teachers’ ability to provide technology-based instruction that advances

student learning

• Developing standards that help educational leaders effectively use technology in the classroom.

Technology Integration – Students ISTE is the premier association for educators and education leaders engaged in improving learning

and teaching by advancing the effective use of technology in PK-12. According to ISTE data,

students,

teachers, and administrators should employ technology in all aspects of learning. Below is a

breakdown of key areas where a consistent technology plan, implemented and supported through

intra-system support, can promote and sustain a technology infused learning environment.

Creativity and Innovation

• Express themselves through original work created individually or as part of a group.

• Explore complex issues and systems through models and simulations.

• Apply existing knowledge to generate new ideas, processes, and products.

Communication and Collaboration • Interact and collaborate with peers and teachers, locally and around the world.

• Communicate and effectively present ideas and information to multiple audiences

through numerous media formats.

• Explore and develop an understanding of other cultures.

Digital Citizenship • Advocate and exhibit safe, legal, and responsible use of technology

• Use technology to further collaborative learning.

• Demonstrate personal responsibility for lifelong learning.

Technology Operations and Concepts • Select and effectively use applications to further learning.

• Troubleshoot applications.

• Successfully transfer content knowledge.

Technology Integration – Teachers

Facilitate and Inspire Student Learning and Creativity • Help students explore real world issues through digital tools and resources.

• Model, promote, and support creative and innovative thinking.

• Use collaborative tools to reveal and clarify students’ understanding of concepts as they

relate to the creative process.

Design and Develop Digital – Age Learning Experiences and Assessments

• Develop technology rich learning environments that allow students to set, manage, and

assess their own learning.

• Use digital tools and resources to customize learning to address different learning styles

and working strategies.

• Provide students with both formative and summative assessments that align with both

content and technology standards.

Model Digital Age Work and Learning (Communication and Collaboration)

• Teachers demonstrate fluency with currently available technology and can effectively

transfer current knowledge to new technologies.

• Use digital tools to collaborate with students, peer groups, and parents in support of students’

academic success.

• Facilitate best practices in the use of digital tools to locate, analyze, evaluate, and

utilize information that supports research and learning.

Model and Promote Responsible Digital Citizenship

• Advocate and facilitate ethical, legal, and safe use of digital tools and online resources.

• User learner centered strategies provide equitable access to digital tools and online resources.

• Model and promote digital decorum as it relates to the use of technology and information.