Mt. Juliet High School TLCF Grant 2001-2002
Journal Entries For December, 2001

December 3-7 December 10-14 December 17-18 Happy Holidays

December 3-7
Click on images to enlarge

Elowin Harper's Foods & Nutrition class creates a travel brochure
harper2_12_3.jpg (88012 bytes)

Lynne Ritter's classes retrieve and store the laptops with care

ritter_12_3.jpg (71657 bytes)

Dr. Kecia Ray presented a workshop on Digital Cameras and Scanners 

digcam_12_3.jpg (86945 bytes)

Leanne Kimberlin works with her Document Creation Design and Desktop Publishing class

kimberlin_12_4.jpg (83574 bytes)

Assistant Principal, Cathy Toombs, works with substitute Cindy Brown

sub_signup.jpg (85536 bytes)

Training Group #3 learns to use Excel to collect and analyze data 

TG3_2_12_5.jpg (86119 bytes)

Lori Scott's class creates a theme park based on their study of The Odyssey

scott2_12_6.jpg (92540 bytes)

Students work casually in the hallway

harper_hall2_12_4.jpg (54499 bytes)

Training Group #2 has their "Reflection and Collection" meeting

TG2_ref_coll_12_5.jpg (76617 bytes)

 

Technology Infusion Efforts
 Several classes continued work with technology as the semester is winding down.  I have noticed our infusion efforts are now so widespread that I am not able to identify every technology lesson taking place.  Also, the limitations of this journal do not allow the complete details of our infusion efforts each week.

Elowin Harper's Foods & Nutrition class continued their study of food in other countries by using technology to create a travel brochure that features the geography, culture, economics, religion, and foods of their assigned country.

Lynne Ritter's Interpersonal Communications classes used technology to form groups and plan such tasks as:  analyzing the types of weddings involving interfaith marriages (i.e., Catholic and Protestant), analyzing costs associated with the different functions of a wedding (i.e. caterer, band, etc.), pricing and buying the wedding attire, and others.  They used technology not only for research but to create reports and presentations for group sharing.  This is in preparation for their mock wedding at the end of the week.

Lori Scott's English I class used technology in their study of the Odyssey to design a theme park based on the epic.  Using a Web Quest, students applied higher-order thinking skills by using names of the epic to create rides, attractions, and restaurants which incorporates characteristics of the hero's adventures.  As I went in to observe, students were thumbing through the textbook together going over characteristics of the monsters and using creative skills.  Questions were being asked; the story was being interpreted.  The interest and energy these students were putting into this assignment could be felt immediately upon entering the room.

As teachers infuse technology beyond their first implementation, I am noticing the comfort level rising significantly. As students use technology in small groups, I hear and see teachers guiding the student's toward critical thinking.  The teacher's comfort level in using technology with their students seems to have a direct correlation to their being able to better assist them with inquiry-based learning.  They are not focusing on the mechanics as much.  Also the cumulative affect of students using the technology in other classes, increases their comfort level as well. 

Teacher Coaching Progress Indicators, Attitudinal Shifts, and Celebrations of Accomplishment
On Monday of this week, Dr. Kecia Ray from Vanderbilt University, held an afternoon 3-hr. workshop for teachers on Digital Cameras and Scanners where 21 teachers attended.  As a result of her visit, she networked with Jan Dickens, our Health Occupations teacher.  They will be working together to conduct video conferencing using reality-based teaching techniques.  Jan's students will work with four Vanderbilt health care professionals to collaborate and share statistical data through a video conference.  They are also planning a brain awareness video conference.  Jan and Dr. Ray were so excited to make this connection.  However, the students are the real winners.

Training Group # 3 met for their third and fourth day of training focusing specifically on how to integrate technology into their specific subject matter.  We have been fortunate to secure the necessary substitutes, for the most part.  

These two training days are where teachers find the most benefit of their training, i.e. something they can use in their class.  They learn how to create resource-rich lesson plans which incorporate multiple approaches to learning.  The teachers experience activities (using available software) similar to those they are expected to use with their students.  Not only do they experience the satisfaction of success, but they also experience frustration just the same as their students will. They have the help of their colleagues and the Technology Coach for support.  

With only ten to eleven teachers training at a time, the cohesiveness of the group becomes very noticeable and actually extends beyond the training time.  There is a domino affect with other training groups.  As they learn, they begin to see how their students will also respond.  Using technology, they become more open-minded to allow proposed solutions which foster further inquiry and new learning.  On page 2 of our proposal, we indicated we needed to build teacher's confidence in using technology and that could only be addressed through a focused program where teachers are able to use and practice technology as they would in the classroom using hardware and software they would have in the classroom.  We are doing that through our training program.

Training Group #2 met for their "Reflection and Collection" meeting on Wednesday.  Nine teachers attended.  Teachers shared stories about implementation and showed examples of both student and teacher-created files.  Future implementation lessons were discussed.  This group asked for an additional afternoon work session in the future.

For celebrations, Carrie Snider, Editor of The Chronicle, our local newspaper came to do a story on our program entitled  "MJHS Enters the Wireless Computer Age".  She went to two classrooms using the laptops for lesson implementation, interviewed two teachers, took pictures of some members of the Student Technology Committee, researched the training program process, and gathered information on our grant successes.  Judy Monroe, our principal, was interviewed and said, "There is no doubt it's probably the most exciting curriculum program ever implemented at this school.  The teachers have commented that it is the most valuable staff development program they have ever been involved in."  The story was a way to inform our community how the TLCF 2001 grant has impacted our school's curriculum. The article appeared as a featured story on Wednesday, December 5th.  As I filtered into the community during the weekend, I received several positive and encouraging comments about the article.

Management Challenges
I also worked this week on getting the Student Technology Committee more involved.  I prepared for a meeting with them on Monday to gather data on how they are using technology in classes, partner them with a teacher as an assistant, and help them to understand the importance of their role in our technology improvement program.  They have been a very helpful resource.  One teacher told me Julie Mathis, a Student Technology Committee member, gave her a "pep talk" just before she went into training.  Students, too, are very supportive of their teachers learning technology and have encouraged them to do so.

One of the biggest management challenges this week was both good and bad.  We ran out of network disk space on Friday.  The entire school received a network message we had no more room on our server, and we were virtually shut down.  Our technicians were notified and quickly came to free up some space; but it was noted this was only a temporary fix.  It is quite evident our use of network resources has increased to the point we will have to purchase more hard drive server space.  Our teachers are using the network to store their  files as well as those shared by students and teachers.  A very good problem indeed.  Utilizing our current resources more efficiently was a goal of our proposal; it appears we have reached that one early.

Top of Page

December 10-14
Click on images to enlarge

Student Technology Committee members analyze infusion efforts

stc_12_10.jpg (83366 bytes)

Lincoln Head's Geometry class researches state maps and calculates area

head_12_11.jpg (94588 bytes)

Theresa Wright's Chemistry neutralize acids and bases

wright_12_11.jpg (77916 bytes)

TLCF High School Coaches meet at MJHS to collaborate

hscoaches.jpg (86065 bytes)

Jim Philpot's Driver's Ed classes compare and contrast aggressive driving and road rage

philpot_12_13.jpg (92540 bytes)

Jill Gilbert's Geometry classes determine the better pizza buy

gilbert_12_13.jpg (83319 bytes)

Technology Coach, Diane Bennett, hurries the wireless cart to the next class

bennett_cart_12_10.jpg (72357 bytes) 

Students are actively involved in Channel 9 broadcasting activities

bears_ch9.jpg (62130 bytes)

 

Technology Infusion Efforts
Training Group #3 worked very hard this week to implement their wireless lesson in the midst of ending the semester and preparing students for exams.  

Lincoln Head's Geometry students used technology to access a file created by him which provided students with directions and resources to calculate the area of various states using printed maps.  The students chose a state map and calculated the area of that state using easier geometric figures which they laid over the state.  In some cases, students had to use a line of best fit to account for water borders.  They then used a Word file to describe the process including decisions they made in their collaborative groups.  They will compare and contrast the area of states in a future lesson this week.  It exemplified higher order thinking skills involving mathematics.  This lesson required many students to utilize our library's technology  resources outside of class for completion. 

Theresa Wright's Chemistry students used a Web Quest she created to compare the ability to neutralize two different brands of antacids along with the cost per dosage.  They used higher order thinking skills to draw a conclusion in consumer report fashion to determine the best buy and the best product.  Mrs. Wright directed her students to relative product web sites as a guided learning approach for students' research activities.  Students worked in groups of two and used Word to develop their "consumer report" of findings.

Jim Philpot's Driver's Education class used the tools of technology to compare aggressive driving and road rage.  Mr. Philpot created a Word file for students to access on our network.  It contained important facts regarding the hazards of road rage, examples of behavior, and specifically, teen statistics.  Students accessed various Internet resources to study the association of the two driving behaviors and answered various thought-provoking questions associated with specific driving incidents.  Finally, students determined if there was a relationship between the two, and if so, what it was.  They constructed a report in Word to produce their findings.

Jill Gilbert's Geometry students accessed a Web Quest created by Mrs. Gilbert where students were directed to a web site to design and order their own pizza using a choice of toppings.  From this on-line interaction, students were able to see a digitalized version of their choices.  Using their own order, they calculated the area of various sizes of the pizza to determine the best buy relative to the cost of toppings.

In  the above cases, teachers are using rubrics to evaluate the students work.  At the time the lesson is introduced, the students are aware of the categories on which the teachers will base their evaluation.   Teachers are finding the use of rubrics provides an authentic assessment tool which is performance based and is especially suited for project-based activities such as those described above.  Students find it holds them more accountable for their own learning.  As they work in collaborative groups, they are able to monitor their own assessments to improve performance.  They also know on the front end what is expected of them.  Teachers are finding the evaluation process easier as well as more efficient.  It creates an openness of expectations on both the students and teachers.  In our grant proposal, we stressed this should be an important part of technology-based lesson design.  I am hearing teachers comment more and more how they are using this tool, even for those lessons which do not involve technology components.

Other teachers from previous training groups continued their technology implementation this week as well.  Lori Sheets and Lori Scott continued to infuse technology into their English I and World History classes using a variety of methods.  I also found teachers implementing technology lessons who are assigned to future training groups.  Candis Angle worked with her math students in a musical collage to help them remember mathematical concepts.  They used .wav files and associated them with various formulas to produce catchy slogans.

Teacher Coaching Progress Indicators, Attitudinal Shifts, and Celebrations of Accomplishment
I am encouraged more and more to see teachers finding technology enhances student learning.  It is a joy to see the discoveries teachers make as they search for resources, strategies, and technology tools to meet the standards they must teach.  They seem eager to share their findings with students by designing lessons which are appealing yet informative.  As they celebrate having completed a lesson implementation, I am hearing them already contemplating what their next lesson will be.  Several teachers have already approached me about checking out a laptop to use over the upcoming holidays.

A true celebration of accomplishment is how students are responding to the use of our network.  All lessons are being placed in a folder labeled with each teacher's name.  Students are exploring files of classes they have not yet taken in an effort to discover some of the lessons being implemented while at the same time locating some excellent Internet resources for discovery.  They are also becoming quite familiar, as are teachers, of the Windows environment and the paths and subdirectories we have implemented for our structure.  I am hopeful that as a result of the sharing of class activities, students will begin to think about what courses they want to register for next year and will utilize this opportunity to inquire what they will learn.  Teachers will also be encouraged to use this as a recruiting tool.

Management Challenges
Not a management challenge but a pleasure instead, the TLCF high school coaches and Jerry Bates, Grant Administrator, visited our school on Wednesday of this week.  Tammy Barnes from Tennessee High School, Levin Edwards from Hardin County High School, Tiffany Kelly & Mariam from Munford High School, and Helen Branum from Milan High School met from 10 a.m until 2 p.m.  We asked questions and shared stories of what was happening in our schools.  It was very helpful to meet with Technology Coaches who are experiencing the same type of day-to-day experiences, especially at the high school level.  It was a joy for our school to be able to host the meeting.

As a result of our coaches meeting, I was able to think through some strategies in upcoming management issues such as attempting to encourage more teachers to take advantage of our after-school training programs in addition to the required on-site day training.  I also will seek to share some of the resources we discussed for training.  As a result of finding out our test scores on which the bonus award is based, I will share the information with our staff in hopes they will emphasize the importance of the 11th Grade Writing Test, ACT, and Algebra EOC tests to their students.  

I also met with the Student Technology Committee this week to gather data regarding how they have been affected by teacher implementation and to obtain their schedules for next semester.  They will partner with an individual teacher to provide support.  

Top of Page

December 17-18

Our training program at work

TG3_2_11_29.jpg (82946 bytes)

 

 Final Exams are scheduled for these two days.  This report will emphasize a summary.

As of this report date,  we have accumulated 1,143 hours of teacher training (744 during the school day and 399 after school) not including the amount of time teachers have spent on their own.  From all indications, that has been a significant amount as well.  We have spent $7,391.48 on substitutes, $8,640 on teacher stipend pay, $94,679.02 on hardware and software, $2,986.46 on supplies and materials, and a total of $3,418.85 on contracted services.  Thirty-one teachers from 11 different departments have trained with the majority already having implement their wireless technology lesson plan. 

Happy Holidays.   School will resume with a teacher work day on January 2nd.  Classes resume on January 3rd.

Top of Page

TLCF Home Page      /      Mt. Juliet High School Home Page  /  January 2002 Journal