Field+based+Report+II

[|Field based Summary Report Standard 2.doc] Planning and Design Learning Environment and Experiences
 * Field based Summary Report Standard II**

The majority of my activities for Standard II were part of my professional development program forHighland ParkHigh School. I decided to use action research to design different instructional strategies to be used in the classroom. “Asking teachers to integrate technology into their instructional designs invariably adds new layers of complexity to the planning process” (Williamson & Redish, 2009, p.37). This project did just that. I started with the critical question of how to integrate smart phone technology into my classroom lessons. I chose this particular piece of technology because smart phones are a part of a student’s everyday arsenal and I believe we have the responsibility to teach our students that this phone is more than simply a texting machine. “The only difference now between smart phones and laptops is that cell phones are smaller, cheaper and more coveted by students” (Richtel & Stone, Feb. 15, 2009, p.1). This realization became my inspiration to integrate the smart phone into my class whenever possible. I decided that rather than spending precious time telling my students to put their phones away, I would use the old saying “if you can’t fight ’em, join ’em”. As I designed my lessons, I had multiple opportunities to discuss my ideas with my supervising principal, and also with members of my school learning community. During one of my first meetings, we all decided that the first lesson should be short and basic in design. The initial activities revolved around looking up basic facts concerning Texas Drunk Driving Laws. The kids enjoyed using their phones without fear of being reprimanded. As I progressed through lessons and felt more and more confident not only that the students were using the phones as directed but that the use of the phones was indeed a valuable component to each lesson, I broke the kids off into small groups to research various YouTube videos that would correspond with an exercise and nutritional unit. Eventually, I even experimented with using the phones while taking classroom quizzes. As a technology leader, I know that it is difficult to plan these types of activities, however they can have a positive, direct impact on student learning. “In order for schools to prepare students for the future, leaders must help teachers make the transition to using new technologies and new methods” (Solomon & Schrum, 2007, p. 118). This was one of my first big attempts at formally designing and planning learning activities with this type of technology. I now use smart phones as one of my own arsenal of tools when planning lessons for today’s tech savvy students – our digital natives.

Standard II requirements were also met as I consulted with technology leaders in my district as to the feasibility of setting up a district based wiki site as part of a wellness program we are developing at my high school. I began developing a wellness program at my school this past year, and was able to begin use of the new site back in February, 2011. Currently, the site provides wellness class time information to the teachers. This next year, the plan is to provide articles or links to healthier diet information, in conjunction with our school nurse. The use of the wiki site is just a it’s inception stage, but I look forward to seeing how it will be utilized by my colleagues and how high it can soar.

References

Richtel, M. & Stone, B. Industry Makes Pitch That Smartphones Belong in Classroom. //The New York Times//. February 15, 2009. Retrieved from; [].

Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools//.Eugene,OR: International Society for Technology in Education.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//.Eugene,OR: International Society for Technology in Education.