Erica Carrillo

http://ecarr72.weebly.com/blog

ITEC 7305 Reflection

12/7/2015
There is so much Ive learned from data analysis and the relationship with school
improvement this semester, but there are three that had the most impact. First, I
learned strategies to help me get teachers to be less apprehensive about being a
member of data team. I know how hard it is to get teachers to adjust to change
so getting them involved is one way for them to own data. Second, I learned
that safe communication is key during data teams. If there is not safety, then
teachers w2 ill fear repercussion for making data connections and sharing
strategies for improvement. Lastly, I found that it is important to have like-subject
teachers form data teams to be most effective. Having a science teacher paired
with an English teacher will not be as effective as like subjects. Yes, they can
analyze data, but how will it impact his or her students directly?
I found the most valuable experience for me was the Data Overview. I felt that it
allowed me to explore my schools data and this allowed me the opportunity to
truly understand the need for the current School Improvement Plan. This also
allowed me the opportunity to experience creating and sharing data with peers
(simulated), so that maybe it will not be too daunting when and if I have to share
data. It also helped me make connections between data and student growth
improvement.
I plan to continue analyzing student data within my courses I teach. I dont think I
want to jump right into the Data Team at our school because honestly, I do not
like that aspect of Instructional Technology. I also teach Computer Science
courses and there is really no one to form a data team with because my courses
dont connect to any other courses.
I anticipate that my challenge will be finding a like subject to form a data team. I
also do not have any data other than a SLO. This SLO is only comparative within
the county because there is not one official SLO for the state because each
district created its own SLO.

ITEC 7460 Reflection

4/29/2015
During ITEC 7460, I learned the importance of coaching and staff development.
The authentic task of interviewing and completing the GAAPS A and B was very
useful. This also allowed us to understand our school environment and its needs.
I found this useful when completing other assignments in the course such as the
Workshop and Coaching Plan.
The Workshop I led at our school focused on Google Drive, and I created it with
another Instructional Technology Masters student, Tracey Castleberry. We do not
work at the same school this year so we were able to compare our experiences. I
learned how important it is to give choice. I conducted one workshop that was
forced by administration on Halloween where my second workshop was staff
choice. I found that the one forced teachers were not receptive and had an
attitude of not needing it where the teacher choice workshop it was those who
wanted to learn how to use Google Drive in the classroom to promote
collaboration. Tracey had similar experiences. At the time of these workshops, I
will say I did not really want to continue leading workshops, but since that has
changed.
The coaching experience provided an opportunity for me to assess a peer and
help to determine what exactly she wanted to accomplish. I faced apprehension
from her because she did not want to do technology for technologys sake. I was
able to show her Google Drive and helped her develop a lesson where she could
use it. She still wasnt sold on the idea, but she was at least willing to listen. I was
able to break down some of those walls she had up.
This course to me was very beneficial and allowed me so many opportunities for
growth. I was exposed to new processes and opportunities to share some of my
knowledge with others.

ITEC 7410 Reflection

4/28/2015
During ITEC 7410, Instructional Technology Leadership, I discovered the
complexities and steps to developing a true technology plan at the school level.
Through our authentic task of creating a survey, conducting a SWOT Analysis,
and developing an Action and Evaluation Plan, I learned the importance of truly
understanding the needs of the school and all the stakeholders. I also learned
how important it was that administrative leaders are educated on technology and
related trends in order to make decisions.
Through this course, I also learned that being an instructional technology
coach requires you to be much more. An ITC must lead others through innovative
technology, but also research and propose school wide technology
implementation. The ITC must also assist with School Improvement plans, as
well as, provide professional development opportunities and follow-up support to
ensure classroom implementation. This is a necessity when trying to achieve
school improvement goals.
The RSS feed is beneficial throughout this process, but I find it useful on
a daily basis. This feed provides me with innovative ideas to share and
implement in the classroom. It is also allows resources to help me keep up with
technology trends and strategies to implement them school wide.

Educational Research- ITEC 7470

4/19/2015
At the start of this semester, I was filled with anxiety because I felt that this
course would be filled with research paper after research paper. I also thought it
would require endless hours of reading research articles and summarizing that
information. I was pleased to find that the course was an overview and
comparison of the two primary types of research- Qualitative and Quantitative. As
a science teacher and former social worker, I am familiar with both types of
research and its uses because we use data from research daily in those
environments. I will say, I am still not a fan of reading hours of research articles,
but thankfully, our research articles served as a basis for our Capstone
Proposals.

As I mentioned before, I do have a background that is filled with research

analysis; however, I was shocked at how much I didnt know at the beginning of
this course. Ive learned specifics and vocabulary that has grown my knowledge
of both types of research. Completing my Annotated Bibliography also helped me
apply this knowledge and determine which articles were quality articles, and
which ones were not. This is very important when you are making decisions
about purchasing or implementing new technology in schools.

Knowledge of research, and how to identify quality articles is critical in the

instructional technology role. Technology changes all the time, and it is the
responsibility of the instructional technology specialist to research and make
suggestions based on that research concerning implementation of new
technology and tools in the school. It is very important that knowledge is obvious
when trying to persuade all stakeholders of the benefits of implementation.

ITEC 7430 Reflection

12/11/2014
Internet Tools in the Classroom, ITEC 7430, has been the most useful course
thus far. I was exposed to many tools through coursework, instructor ideas, as
well as, from my classmates. It seemed every week there was something new for
me to integrate in my classroom, but there were a few that were my favorites.
I will say that this semester I fell in love with Google Drive. I introduced it to my
Social Studies class, and they thrived using it. Students created collaborative
storybooks describing Georgia Regions using Google Presentation in my
Georgia Regions class. That led to my lesson plan where students used Google
Documents to create a study tool, Google Presentation to teach content, and
finally Google Form to create a quiz over the content. These student teachers
collaboratively designed and implemented a unit. What really was exciting was
how my Social Studies students spread their knowledge to their classmates in
Science when students had to share their knowledge about Chernobyl and the
pros and cons of radioactivity.
The learning still hasnt stopped either. Through my classmates and colleagues I
am still learning about more tools and how to integrate them in the classroom.
One is introducing me to Plickers, an interactive quiz game to shake things up in
my classroom. Padlet was one introduced in the course, but I am exploring
different ways to integrate it effectively into the classroom.
I would say that the most important thing I gained from this course is the
confidence to try new technologies in the classroom. I realized that there is
always something new to try and not to be afraid to experiment!

Digital Equity
11/16/2014
Digital Equity
Students today begin exploring technology and media at a young age.
According to Common Sense Media, Zero to Eight: Childrens Media Use in
America, Half (52%) of all children now have access to one of the newer mobile
devices at home: either a smartphone (41%), a video iPod (21%), or an iPad or
other tablet device (8%) (Common Sense Media, 2011, p.9). Students today at

younger ages are able to use multiple types of media and mobile devices. Even
with this access there are digital divides not only in the community but also inside
the classroom that are primarily based on economic status, educational level,
and ethnic group.
As teachers we are posed with the challenge of providing equitable
access to technology and media resources in our classroom. Often teachers are
given limited access to technology in the classroom or having to reserve one or
two computer labs in the school. Luckily, at my current school we have 3 laptop
carts, 2 computer labs, around 40 or so Ipads, and a variety of other multimedia
tools like flip cameras. Also, students at our school due to donations are able to
check out Access Points and laptops to use at home. This is how equitable use is
addressed at my current school. In addition, students with devices may bring
those to school after signing a proper use contract. My current school also offers
classes for parents on utilizing technology for education and ensuring parents
understand how to use our communication tool, itslearning. In this light, schools
might play a role in bridging the gap in universal service as well as access, by
also providing ICT awareness and training opportunities for family and
community members to acquire the necessary ICT skills. Furthermore, Campbell
(2001) proposes that although having access and gaining skills with ICT are
important, the significance of the digital divide is with the dis- parity of outputs or
use of ICT for disseminating and using information for educational and economic
gains of individuals. (Holfeld 2010). This school seems to understand the
importance of technology in linking school, parents, and community.
But, why is that link between school, parents, and community so
important? Findings indicate that parental involvement in schools positively
impacts student achievement, reduces student absenteeism, increases
graduation rates, improves student attitudes and behavior, and increases student
enrollment in secondary education (Desforges & Abouchaar, 2003; Henderson &
Berla, 1994; Hoover-Dempsey & Sandler, 1997; Hoover-Dempsey et al., 2005).
Our communication tool, itslearning, is used by teachers to show daily plans and
activities, resources, online practice quizzes, and recently has been determined
to serve as asynchronous learning during inclement weather. The challenge,
however, is still having equitable access. Although the school offers laptops and
access points for check out, if inclement weather occurs students will not have
access to complete assignments if they didnt check it out before the storm. Also,
students may only check out these items for up to 3 days at a time. Also, many
students utilize the public library as a resource, but if inclement weather occurs
access will not be available. So, how can this issue be addressed? That is our
challenge as educators, parents, and community.
The solution to equitable access isnt just about making sure each
classroom has technology, but also about educational uses. It cant be just to
give technology, but to bridge the educational gap with training opportunities for
parents on its plethora of uses. Equitable access is critical for the digital world we

live in today. Kids start as young as two being exposed and interacting with
technology. I know with my of my own child she learned to read because she was
motivated to read her Gameboy console. My youngest son, has been
maneuvering desktops, laptops, ipads, iphones, and his ipod since around age 2.
He has designed Minecraft worlds, experienced Lego Adventures, and explored
social media. Where in the past, kids needed to know the alphabet and numbers
upon entering school, this generation needs to know the language of media
forums. Home computer use correlates positively with measures of school
readiness and cognitive development (Li & Atkins, 2004), So, having equitable
access is critical to student achievement. Our job at school is to help bridge that
digital divide and offer as much exposure to technology starting at the
Kindergarten level and gradually challenging students as they develop into higher
grades. We do this by utilizing the tools we have and creating projects that
incorporate technology. Instead of just creating a paper brochure, have students
create using Google Docs or Microsoft Publisher. Instead of pulling out a
textbook, have students research using the world wide web. These are simple
solutions to a daunting challenge.
In conclusion, students today are living in a digital world with access to
more than we could ever have imagined- good and bad. The harsh reality is that
our society places demand on students and adults being able to use technology
for a multitude of reasons. As teachers, we must create opportunity and access
to technology to bridge the digital divide that exists limiting access for economic
and ethnic reasons. Schools need to provide access, as well as, education for
the community to help bridge that gap so that they in turn can partner with
educators in his or her childs education.

Diversity Blog
11/9/2014
Internet in the classroom is a great tool to help bridge gaps with the world. It
allows exposure to cultures in ways that textbooks and videos cant truly
accomplish. We can communicate with other cultures through skype and blogs.
We can tour a part of the world through interactive sites
like, http://www.visitlondon.com/discover-london/london-virtual-tour, that lets you
tour London orhttp://www.louvre.fr/en/visites-en-ligne take an interactive tour of
the Louvre. These both allow opportunities to explore different aspects of culture
that without internet would require expensive travel to experience. Through these
experiences students will acquire an appreciation and respect for other cultures
both the similarities and differences.

In both my Science and Social Studies classroom there is a need to differentiate

to meet the needs of our Special Needs and English as a Second Language
populations. In my classroom, I make sure to refer to IEP and 504 plans to
enforce required stipulations, as well as, utilize options that I feel help to meet his
or her needs. Sometimes it could be as simple as allowing technology use to
type assignments or allowing students to take a picture of notes or images.
Allowing choice with assignment format is also a way to meet these needs. Some
students prefer to write while others prefer to perform content so, why not let
them? They meet the content standard requirements. Also, communication with
parents second language students could be enhanced by utilizing translation
cites or just ensuring assignments, especially project instructions, are translated
for parent understanding.

Another issue we face at our school is a diverse economic population. For those
students not having internet or computer access at home, at my school we have
computers and internet resources that students may check out for use at home.
This is very beneficial for students and relieves the stress of having to find time in
the day to use a school -based computer or to get to a local library. Students also
have access to classroom computers, as well as, we have laptops and Ipads plus
2 computer labs that can be used to provide technology access for our students.

The days of excuses are over because as teachers we have access to a plethora
of resources that allow us opportunities to address our diverse populations of
students in our school. We also have a responsibility to expose students to the
wide variety of cultural experiences available to develop cultural understanding
and global awareness. So, lets jump in there and blog around the world and use
technology to end that cultural divide and merge us together.

Internet Safety
11/2/2014
Teachers generally provide lessons on Internet Safety with students at the
beginning of school. At my school, we provide students with an internet safety
agreement that is thoroughly explained. At previous schools, I have used the
websitehttp://pbskids.org/webonauts/. This site is interactive, and probably
geared toward 3rd-5th grade. It has a lot of reading involved, but really cool
tasks. Another site I use is a site geared also toward elementary, but it has wacky
characters that really engage students. It

is http://www.netsmartz.org/internetsafety. The final site I use with teenagers is

very interactive and geared toward teenagers. It is called http://www.nsteens.org.
It has games, quizzes, videos, and much more that are specifically geared
toward older students. All of these sites explain the importance of protecting your
identity, and not revealing too much. They also focus on the importance of not
allowing strangers to see everything about you. If you dont know them dont let
them follow you or friend you. Also, each site addresses cyber bullying and acting
responsibly when interacting with others. Internet Safety lessons must be
relevant and geared toward the age because internet safety is different for each
age. As teachers, we have to be aware and in tune with our students, and what is
going on in their world.
Screencasting
10/26/2014
Screencasting is a great tool that can be used to teach technology skills to
others. It is easy to use as both the creator and the student learning. I have used
Jing in the past, but prefer to use Screen-cast-o-matic. It is easy for me to record
and publish to youtube. Last semester, when I created my final project, I used
screen casting to create how-to videos. I had my daughter record instructions on
how to create a roller coaster using Minecraft. She found it easy to use as well,
and she is only 12. So, expecting a student to use and publish a screencast is
not unreasonable.
My screencast is simple instructions on how to create a Google Drive document.
I am planning on using this on my website for my workshop project in my other
class. I could see using screen casting to provide support materials for struggling
students. So, just come up with an idea and get started! According to our text, "If
you can podcast, you can screencast."