Below is the online module created for Google Classroom. I used Google Sites, and used the template from my former EDMODO online module to create the class. It was an experience in and of itself, but the Teachers I served seemed to navigate it pretty well. According to the survey, there is some slight changes I need to make to make the module "Great".
I used the survey tool, SurveyMonkey, to build my survey. As part of the survey, then questions ranged from age of survey taker versus use of technology in the classroom. I also implemented a question for the survey takers to give me some insight into some possible changes for the future module. Some of the feedback told me about the navigation tools on the left side of the screen and the link to the survey. Also there was feedback on the survey, and Mrs. Flemming told me that I need to switch around the rating scale to put the "Strongly Agree" up top and bring the "Strongly Disagree" at the bottom. Mrs. Flemming said that a lot of people do not like to take surveys, and they just click the top answer choice. This was apparent with some of my survey takers, because I had two "Strongly Disagree" answer choices, answers and no feed back.
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This rubric was made to use with my Google Classroom Module. As part of one of the lessons, the teachers were to find a game, or app and upload it to their Google Classroom. The rubric states clear expectations, and the ramifications for not meeting certain criteria. This is great for teachers looking to grow professionally, and use criticism and feedback to better serve their students.
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Lesson 2part 3 Assessment by Josh Davis on Scribd |
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As part of my practicum experience, we were to build a Professional Development Module for a learning tool of our choice. I choose Google Classroom, because I saw a great need both in my school, and every other school that I attended. The age difference of technology to teachers is astounding, and so is the fear of using technology in the classroom. The module located here was made after I did my Face to Face instruction. I used Screencast-O-Matic to record the presentation, and then iMovie to edit and build the webinar, and then youtube to publish the webinar.
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As I started my journey, I did not know how or what to feel about the practicum. I was anxious yet excited, worried yet confident, over whelmed but in control. The entire semester was one that I do not wish to live again. Between Graduate school, IEPs, GAAs, Knee surgeries, scheduling face-face Professional Developments, football, baseball, new baby at home, category 5 hurricances, I never felt like I was actually committed to one thing. I never had the chance to. But as the semester went on, I began to settle in and grind everything I needed out. I completed GAAs, all IEPs, made a run in the football playoffs, got the head baseball coach job, and ultimately completed my coursework for the ITEC practicum. My Blog, which is located to the left shows my growth from the beginning of the semester, to the end of the semester. I think that when reading it, you can really get a sense of how I felt in the beginning and how confident I was towards the end of the experience, This was a long road, but one that needed to be travelled!
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Liberty County Technology Center by Josh Davis on Scribd Brag Sheet by Josh Davis on Scribd |
Throughout my practicum experience I got to observe many different things. I went to several technology centers, and around four different schools. To the left is my evaluation of the Performing Arts Center in Liberty County. The Performing Arts Center is an old satellite college building that has been renovated over the last several years to house professional developments for teachers and fun activities for students. I attended several professional developments at the Performing Arts Center(PAC), and shadowed Mrs. Fleming several times at the PAC. Below the evaluation I embedded the Brag sheet or the technology site. In my district there really is not a specific "technology site", because of the lack of funding. So instead I "bragged" on the efforts of the district wide technology department. I included observations among other thing on the brag sheet, and discussed both monthly and yearly tech supports from the department. Also, I notated throughout out the blog every time I went to different schools and sites.
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Reflection:
This semester was a bear to put it lightly. It never seemed that I could get anywhere fast, and then "poof" the end of the semester was here. Through my field experience and the practicum course work, I have been able to look and observe Instructional Technology Specialists in Mrs. Flemming and Mrs. Roberts. I have been able to observe my media specialists Mr. Staggs, and Mrs. G and the many duties that they complete every day. I went to several schools(4), the Performing Arts Center, and the Board of Education. To say that the semester was a cake walk would be a lie. I have watched my self grow through my work, communication with the technology specialists, and how I look at technology. Above I have listed and uploaded several key artifacts from my Practicum Experience. Each of which satisfy the elements below. To show continuos learning(element6.1), I have attached the survey. The survey gives the participants the chance to give feedback and critique the module, "Google Classroom." I took the feedback that I received from the survey, and other modalities to make adjustments to the navigational tools, wording of lessons, and how I conducted the module. As a part of each of the artifacts above, I attached a reflection(element 6.2). The reflection shows the journey to create each artifact, and how I used the artifact during my experience. During my practicum experience, I had to compile 100 hours over field experience observations. 90 of these had to come in the work place shadowing a technology specialist. I have embedded within a button above, my blog. The blog accounts for all of my hours, and everything that I did throughout the semester. It tells my account from start to finish of my first week of my field experience to the last week. I also had to conduct two different types of Professional Development. One was a face to face, and one was a webinar. I have attached the Webinar above, and you may look at some of the pictures from my face to face lesson on my blog page(element 6.3). To cumulate all of the standards below, I uploaded my technology site administrator evaluation. This artifact shows that I mastered the reflection piece of Element 6.2, as well as learned from my field experiences (element 6.3). This artifact was one that was difficult to complete because my home county does not really have a "technology site". Technology trainings, and professionals developments, and even technology maintenance happens across the county differently at each school. The technology site that I choose was the Performing Arts Center. It is a former satellite college campus, that has been renovated to house many activities and services for the district.
Standard 6: Candidate Professional Growth & Development
Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous learning, reflect on professional practice, and engage in appropriate field experiences.
Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous learning, reflect on professional practice, and engage in appropriate field experiences.
- Element 6.1 Continuous Learning - Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice.
- Element 6.2 Reflection - Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences.
- Element 6.3 Field Experiences - Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards.