FRIT 7739 Assignments
These assignments are listed on the standards page they adhere to as well. This is to assist in the grading of the FRIT 7739 assignments by Georgia Southern University staff.
FRIT 7739 Collaborative Unit on Digital Citizenship
Reflection
In this digital age, we are all surrounded with social media and a plethora of avenues for adventure on the Web. Our students are no different. They, however, are not always wise when it comes to what they should and shouldn’t do online. Adults must instruct them what to be wary of online just as we have always warned our children about strangers. Many don’t realize that the person they think is an 8-year-old just down the road could be a stranger that might want to harm them.
With this understanding, I asked a 3rd-grade teacher in my building, Kelli Shwamb, if she felt the same way. She asked around to her students and was shocked what they considered safe to share online. Mrs. Shwamb agreed to collaborate with me in putting together a digital citizenship course for her students on internet safety. We were able to use many items that were already present from Common Sense Media and video files that were available from Intel Security Digital Safety Program. These sources are free for teachers to use in their classrooms at any time. One of the requirements for this assignment was it had to be an online module. Mrs. Shwamb was not comfortable doing the building of the site but did say she would love to look over my shoulder. I assured her I could do the site and she would be there to help guide me in the process so we included what she felt was needed for her students. She was happy with the choice for very little reading and mostly video support for her students since many of them have difficulty reading, with 5 of them needing SPED resource throughout the day. The data from the pre-assessment showed that the majority of students only scored around 30% correct on the information that was asked of them so the choice for cybersecurity and safe online presence was a good choice.
I was able to introduce the online platform to the students and go over a few details. I was not able to be there the whole time the students went through the course. Mrs. Shwamb did comment that the lessons the students were going through did spur quite a bit of conversation about how they wanted to stay safe and tell others to be as well. With comments like that and them wanting to share their new knowledge with family and friends I think it was a success. There were several students who would probably need remediation over some of the topics. However, we set a goal of having at least ¾ of the class pass the assessments with at least 80% proficiency. The data showed that they did not reach this. After some remediation from Mrs. Shwamb they took the test again but this time she read the questions to the whole class. Now out of the 15 students that were able to finish the course 12 passed with 80% or better.
I think the lessons were adequate for this group of children and the videos were a good idea since they wouldn't have to read since many of them had issues with reading. What I would change for this type of learner in the future, even though we had good success, is make a recording of the wording on the page itself so there would actually be no reading required at all. This way, if there were students who could read the words then they could skip this step, however, for those with reading inadequacies they could just listen to the steps they needed to do. I think this is a relevant change to the module since after she was able to read the questions to the students they were able to score higher. All in all, I think this was a success and with a few modifications to make it even more user friendly it would work in another classroom more effeciently.
In this digital age, we are all surrounded with social media and a plethora of avenues for adventure on the Web. Our students are no different. They, however, are not always wise when it comes to what they should and shouldn’t do online. Adults must instruct them what to be wary of online just as we have always warned our children about strangers. Many don’t realize that the person they think is an 8-year-old just down the road could be a stranger that might want to harm them.
With this understanding, I asked a 3rd-grade teacher in my building, Kelli Shwamb, if she felt the same way. She asked around to her students and was shocked what they considered safe to share online. Mrs. Shwamb agreed to collaborate with me in putting together a digital citizenship course for her students on internet safety. We were able to use many items that were already present from Common Sense Media and video files that were available from Intel Security Digital Safety Program. These sources are free for teachers to use in their classrooms at any time. One of the requirements for this assignment was it had to be an online module. Mrs. Shwamb was not comfortable doing the building of the site but did say she would love to look over my shoulder. I assured her I could do the site and she would be there to help guide me in the process so we included what she felt was needed for her students. She was happy with the choice for very little reading and mostly video support for her students since many of them have difficulty reading, with 5 of them needing SPED resource throughout the day. The data from the pre-assessment showed that the majority of students only scored around 30% correct on the information that was asked of them so the choice for cybersecurity and safe online presence was a good choice.
I was able to introduce the online platform to the students and go over a few details. I was not able to be there the whole time the students went through the course. Mrs. Shwamb did comment that the lessons the students were going through did spur quite a bit of conversation about how they wanted to stay safe and tell others to be as well. With comments like that and them wanting to share their new knowledge with family and friends I think it was a success. There were several students who would probably need remediation over some of the topics. However, we set a goal of having at least ¾ of the class pass the assessments with at least 80% proficiency. The data showed that they did not reach this. After some remediation from Mrs. Shwamb they took the test again but this time she read the questions to the whole class. Now out of the 15 students that were able to finish the course 12 passed with 80% or better.
I think the lessons were adequate for this group of children and the videos were a good idea since they wouldn't have to read since many of them had issues with reading. What I would change for this type of learner in the future, even though we had good success, is make a recording of the wording on the page itself so there would actually be no reading required at all. This way, if there were students who could read the words then they could skip this step, however, for those with reading inadequacies they could just listen to the steps they needed to do. I think this is a relevant change to the module since after she was able to read the questions to the students they were able to score higher. All in all, I think this was a success and with a few modifications to make it even more user friendly it would work in another classroom more effeciently.
Keep Yourself Safe - Google Forms by Lee McFatridge on Scribd |
McFatridge Collaborative Digcit FRIT7739 by Lee McFatridge on Scribd Keep Your Stuff Safe - Google Forms.pdf by Lee McFatridge on Scribd |
FRIT 7739 Technology Program Administrator Part A
Reflection
The Technology Program Administrator and Brag Sheet task for FRIT 7739 Practicum had me use surveys and observations over my practicum time and develop a report based on my findings of the effectiveness of our technology center. NHE school is a more traditional media center at this time but looking for ways to move into a more technology driven center or learning commons. The media center does control the computer lab and the learning that goes on there during Specials rotations. There is a lot happening though at NHE and the school will be rebuilt within 2 years and next year the school is changing its learning culture to a more project-based learning culture with STEM initiative.
What I did learn by using the observations and surveys was there is actually more going on than one would first imagine. The media center staff is trying to pull resources where they can to move students into more 21st century learning than years previously. What one would not consider "technology" the media center sees as avenues to get students to use higher-order thinking that will push them in that direction. The media center is doing a good job trying to meet their mission and goals but they realize they are a ways off from accomplishing it. What I enjoyed most about this assignment was seeing what they actually do instead of criticizing for what they aren't doing. They are trying to accomplish their goals but it is a step-by-step process to get to the end means. I think after working with the Media Specialist she does see a need now to increase the media centers web presence because not everyone is able to see what I have observed or know their desire to increase what they do. She also stated that she would like to start each school staff meeting with a 5 minute blurb about what they have, what they want, and what they can help with now.
The Technology Program Administrator and Brag Sheet task for FRIT 7739 Practicum had me use surveys and observations over my practicum time and develop a report based on my findings of the effectiveness of our technology center. NHE school is a more traditional media center at this time but looking for ways to move into a more technology driven center or learning commons. The media center does control the computer lab and the learning that goes on there during Specials rotations. There is a lot happening though at NHE and the school will be rebuilt within 2 years and next year the school is changing its learning culture to a more project-based learning culture with STEM initiative.
What I did learn by using the observations and surveys was there is actually more going on than one would first imagine. The media center staff is trying to pull resources where they can to move students into more 21st century learning than years previously. What one would not consider "technology" the media center sees as avenues to get students to use higher-order thinking that will push them in that direction. The media center is doing a good job trying to meet their mission and goals but they realize they are a ways off from accomplishing it. What I enjoyed most about this assignment was seeing what they actually do instead of criticizing for what they aren't doing. They are trying to accomplish their goals but it is a step-by-step process to get to the end means. I think after working with the Media Specialist she does see a need now to increase the media centers web presence because not everyone is able to see what I have observed or know their desire to increase what they do. She also stated that she would like to start each school staff meeting with a 5 minute blurb about what they have, what they want, and what they can help with now.
NHE Technology Program Administrator by Lee McFatridge on Scribd
FRIT 7739 Part B Brag Sheet
FRIT 7739 Face-to-Face Staff Development Workshop
Reflection
FRIT 7739 Practicum assignment: Face-to-Face Staff Development encompasses all the elements of this standard but especially element 5.2: Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to- face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. This is one of those assignments that don't seem very daunting until you begin putting it together. I have taught people before how to do this very thing but very less informal than having to develop a design document and consider the steps needed. With that being said this is a much better way than just teaching it on the fly. Often, when you are asked to show someone how to do something you just begin where you are comfortable and forget they might not be at the same level. This very thing happened even though I went back to the very first detail to start this process. I figured that most of the teachers in the class would think that the beginning steps were to basic but I was surprised they the steps were helpful.
This course was accepted very well and the teachers who took it were excited with the new knowledge they had learned. One issue I had was that I was not able to teach them all at once. There was some issue with the training coordinator that I had contacted at this school had not gotten the word out to everyone. The ones who had initially taken the needs assessment were aware of the course title and were excited to learn more about it. I was asked if I could do two different sessions so everyone would have a chance to participate. I agreed that I could fit that in and noticed that when I went back for the second session I had some from the first session that wanted to just go back over the material so they could practice more. In hindsight if I were to do this class again, I would break the slide presentation up even more than I already had. I feel that some of the slides become a little too busy and would like them to appear simpler. Everyone suggested the class was informative and that they had no problems with the slides it is just my personal take on it. I also had an issue with the Likert scale survey I built. When I first built it I hadn't paid attention that I had done the numbers in reverse of what most surveys show. I had used 1 for Agree and Most Likely and had used 5 for Disagree and Most Unlikely. I did get oral feedback from those taking the survey they had to look really close because of this issue. I would have to unlink the survey results and create a new survey results page if done again.
FRIT 7739 Practicum assignment: Face-to-Face Staff Development encompasses all the elements of this standard but especially element 5.2: Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to- face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. This is one of those assignments that don't seem very daunting until you begin putting it together. I have taught people before how to do this very thing but very less informal than having to develop a design document and consider the steps needed. With that being said this is a much better way than just teaching it on the fly. Often, when you are asked to show someone how to do something you just begin where you are comfortable and forget they might not be at the same level. This very thing happened even though I went back to the very first detail to start this process. I figured that most of the teachers in the class would think that the beginning steps were to basic but I was surprised they the steps were helpful.
This course was accepted very well and the teachers who took it were excited with the new knowledge they had learned. One issue I had was that I was not able to teach them all at once. There was some issue with the training coordinator that I had contacted at this school had not gotten the word out to everyone. The ones who had initially taken the needs assessment were aware of the course title and were excited to learn more about it. I was asked if I could do two different sessions so everyone would have a chance to participate. I agreed that I could fit that in and noticed that when I went back for the second session I had some from the first session that wanted to just go back over the material so they could practice more. In hindsight if I were to do this class again, I would break the slide presentation up even more than I already had. I feel that some of the slides become a little too busy and would like them to appear simpler. Everyone suggested the class was informative and that they had no problems with the slides it is just my personal take on it. I also had an issue with the Likert scale survey I built. When I first built it I hadn't paid attention that I had done the numbers in reverse of what most surveys show. I had used 1 for Agree and Most Likely and had used 5 for Disagree and Most Unlikely. I did get oral feedback from those taking the survey they had to look really close because of this issue. I would have to unlink the survey results and create a new survey results page if done again.
McFatridge_Face to Face PD_FRIT7739 by Lee McFatridge on Scribd
FRIT 7739 Online Staff Development Workshop
Reflection
Part of FRIT 7739 Practicum course, I had to develop a separate staff development from the face-to-face staff development that was presented to a group of teachers at another elementary school in my county. I was almost too late getting this module together. For some reason, it had slipped my mind that we would be going on spring break, I mean how do you forget about spring break! However, I was able to get this sent out and I guess 8 people liked me enough to complete the training. From the feedback I received they enjoyed the training and gave great remarks. There were a few comments about adding additional resources and things like that but for the most part they enjoyed it and made an effort to come by my room to also let me know this in person. In retrospect though I am not as pleased with this online module as I have been about other things I have produced. I don’t think I gave it enough thought that it may have been a better class if I had used a screencast of me going over the module instead of using a Google Slide presentation. However, I did mention that to one teacher and she liked this better because she could simply go back to a slide if need be without having to stop a video. I also take into account that a few of them thought it would be good if I had a few example quizzes on the site so they could see what it actually works and looks like from a student’s perspective. I do know that I have been asked to pass this on to some other folks who want the online version, however, I think I want to fix a few of the things I have noticed and reflected on before sending them to it. I think the face-to-face training was better than what I was able to give them on this one online course but hope to remedy that soon.
Part of FRIT 7739 Practicum course, I had to develop a separate staff development from the face-to-face staff development that was presented to a group of teachers at another elementary school in my county. I was almost too late getting this module together. For some reason, it had slipped my mind that we would be going on spring break, I mean how do you forget about spring break! However, I was able to get this sent out and I guess 8 people liked me enough to complete the training. From the feedback I received they enjoyed the training and gave great remarks. There were a few comments about adding additional resources and things like that but for the most part they enjoyed it and made an effort to come by my room to also let me know this in person. In retrospect though I am not as pleased with this online module as I have been about other things I have produced. I don’t think I gave it enough thought that it may have been a better class if I had used a screencast of me going over the module instead of using a Google Slide presentation. However, I did mention that to one teacher and she liked this better because she could simply go back to a slide if need be without having to stop a video. I also take into account that a few of them thought it would be good if I had a few example quizzes on the site so they could see what it actually works and looks like from a student’s perspective. I do know that I have been asked to pass this on to some other folks who want the online version, however, I think I want to fix a few of the things I have noticed and reflected on before sending them to it. I think the face-to-face training was better than what I was able to give them on this one online course but hope to remedy that soon.
Google Forms Syllabus by Lee McFatridge on Scribd