February 4-8
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Dan Sullenger's Jr. ROTC class uses Internet to research USA 

Mark Purvis' U.S. History class studies U.S. cities

Mary Harding's Algebra class graphs linear equations

Vancey Voorhies' class collaboratively writes a short story

Ms. Voorhies class is energized by using technology

Training Group 5 works with Word and file management

Teachers encourage other teachers

Teachers Time and Technology Toward Integration

Ms. Hall packing up laptop to work at home

Teachers found practicing skills during their planning period

Technology Infusion Efforts
This week was spent implementing several lessons for Training Group 4.  We were out for snow early on Wednesday, all day Thursday, and came late on Friday, but we were able to reach several classes.

Dan Sullenger's Jr. ROTC class used a web quest created by Mr. Sullenger to research teacher guided sites to learn about the origin of the flag, the Star Spangled Banner, and the Pledge of Allegiance.  They prepared a two-page report using Word which demonstrated their ability to synthesize their research findings.  Mr. Sullenger created a rubric for students to evaluate their performance.  Mr. Sullenger and his students also created a PowerPoint presentation to visit Mt. Juliet Middle School to introduce the program as students are now deciding on courses they will take next year.  The presentation was large and I helped Mr. Sullenger burn a CD to store the files and pictures.

Mark Purvis' U.S. History class used a PowerPoint presentation he created to direct students in their study of twelve U.S. cities.  The presentation provided links to find landmarks, weather conditions, major hotel information, etc.   The students assembled the information they collected into a chart and made comparisons of the different cities.  Mr. Purvis created a rubric to guide the students as they worked.

Mary Harding's Algebra II class used a web quest she created to introduce an on-line web site where students graphed a series of linear equations.  They compared their answers to those derived from using the TI-83 calculators.  Students had to understand slope-intercept form before proceeding with the calculations.  Many students commented they would use the site again for practice on homework problems assigned from the book.  It was another case of students being exposed to technology resources that can help them even when they are not in class.  Students used a rubric to evaluate their problem-solving skills.

Vancey Voorhies used a PowerPoint presentation to introduce her lesson and Word to give the students instructions.  This was the first time she had worked with PowerPoint and had a student in her class help her create it--working together to learn.  Her assignment had students working in groups of six to brainstorm ideas which demonstrated the elements of short story design.  Each group then created a story (in Word) around a teenage boy getting caught shoplifting.  They worked collaboratively to come up with their own version.  It was an awesome lesson which generated excitement with the students and caused them to be intensely engaged in their own learning.  All groups then put the best elements of each of the six groups together to form another story.  It was authentic, collaborative, project-oriented and real-world learning.  Her students were so excited about this lesson.  It was like giving water to a thirsty plant.

Teacher Coaching Progress Indicators, Attitudinal Shifts, and Celebrations of Accomplishment
As the weeks go by into the second semester, I can see the impact our efforts to integrate technology is having upon our students.  We have trained 52 teachers to date.  As each next group implements their first lesson, it is no longer necessary for us to spend a great deal of time discussing with the students the details of where files are on the network or how they can get to them.  The students know, and they want to get right to work.  They are completely comfortable with the process.  They are impatient to get on with it because many students have been impacted several times by different teachers.  Teachers see how comfortable the students are with using our network, finding their files, and getting on to the assignment.   After the normal startup process (and if no lockup problems occur), they are amazed how quickly they get to work.

This perhaps was THE week for celebrations.   Teacher attitudes are improving, particularly of the novice users of the last training group.

One teacher commented he might not get the MVP award for technology use this year, but he was shooting for the "most improved".  As Technology Coach, I take that to mean he's learning and knows it.  Two other celebrations are VERY much in order.  

Another teacher said she learned SO... much.  It was like a difference in night and day after she implemented her lesson.  We both know she put in a lot of work (thanks to mentors, her daughter, and her friend) but she knows it has paid off in experience.  She even said she wished she could go back to all the workshops she had gone to this year because she felt she would now understand them better.  That tells me it is in the lesson that teachers find the most benefit--the lesson the teachers prepare and the lessons they learn while they prepare.  It is in the application of their practice with technology that they learn it.  Then when they see excitement in the students it encourages them to learn more. Just what we wanted!! They are learning so many basic computer skills just to put their lesson together:  networking, Windows, Word, Internet, some PowerPoint, some Excel, graphics and others.  She also commented she was appreciative of the gentle push she has been given to try technology through our on-site training.  Through her confidence to try more she is now going to get a computer at home where she can practice some of these skills, thanks to a friend of hers at church who is moving up to a newer model.

Another HUGE celebration was through testimony.  After Ms. Voorhies implemented her lesson, she came to our first day for Training Group 5 and talked about how her students responded to her lesson giving others encouragement to plan project-oriented activities.  She admitted she was a beginner but was so encouraged by the excitement she saw in her students that she was sold on how it can be used in the classroom.  She showed a much higher degree of confidence in her own abilities and let go of some of the fear.  HOORAY!!!  This was the reaction I'd hope would come to the beginner, but I had no idea she would get so pumped she would make it testimonial.  She was inspirational and encouraging.  I now call her my "cheerleader" for technology--every coach needs cheerleaders.

Training Group 5 met this week for their first two days of training, but we lost 2 hours each day because of being let out early for snow one day and coming in late another.  We agreed to work in what we could and may have an afternoon meeting for those that can come as a day to catch up.  During these two days we worked a great deal with file management, multitasking, network issues, looked at other teacher's lesson plans and documents, worked with Word basic skills, and searched for lesson plans in their specified areas.  We talked a lot about the need to challenge our students by using technology to enhance our classroom curriculum.  

Coaching progress indicators were strong this week.  I am thinking about our program differently.  Sometime I think I'm growing and learning more than the teachers.  I am seeing students leading the teachers to use more technology.  I am seeing us requiring more of our Technology Department to support our use of technology.  I am seeing the internal desire of some teachers influencing others to get on board.  I am seeing more confidence in some of the novice teachers.  I'm seeing teachers with many, many years of experience (39 years for our most experienced teacher) having a positive attitude and very willing to learn (taking a laptop home).  I'm seeing some teachers telling others there all kinds of opportunities this year to learn technology, and their excuses not to learn don't work anymore.

Management Challenges
A huge management challenge continues to be that our Technology Department cannot find the reason why our machines lock up so often.  They work for a solution but I am a little impatient that it is now February and the answer still has not come.  I am trying to find a way on-line to collect data from students which reflects the impact of our grant.  After touching base with Elaine Wilkins from Ida B. Wells in Memphis, another Technology Coach, will be of tremendous help.

I also continued to write the "call for papers" on how our grant has impacted our school.  It was a much bigger job than I thought, but I've grown so much from it.  It has caused me to think, rethink, and think again many aspects of our efforts.  It should be a requirement of every coach to read Larry Cuban's book, Oversold and Underused.  It's a wakeup call for all educators and makes you think about changing the way we do things at school which can cause us to be much more effective.

I am way over my 1,000 words this week.  Sorry!  Too much happened I need to share.

February 18-22

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Parent/Teacher Conferences gives teachers opportunity to discuss TLCF

Student Tech Committee member Trevor Crowell  helps Mrs. Taylor

Reggie Dowlen finds his scanner helpful for class files

David Agee implements his first wireless lesson

Beverly Sharpe's AP Calculus classes integrate technology

Tony Cox's Instrumental Music class makes a compact disc

Students like the flexibility of wireless computing

School Board members visit Ms. Sharpe's AP Calculus class

Judy Eastman's classes research rainforests

Diane Taylor used one laptop and S-video to show a PowerPoint presentation on Folic Acid, a vitamin to help prevent birth defects.  This is in conjunction with the March of Dimes and the Tennessee Dept. of Health for prenatal care.  The resources include  lesson plans and a CD Rom for class use.

Reggie Dowlen bought a scanner for his classroom (and home) this week and has found it indispensable for helping manage all the files he uses for classroom handouts, worksheets, maps, etc.  He is also using his file management skills to store and retrieve files using our network.

Fran Massey created a PowerPoint presentation on "Creating Research Papers" as a follow-up to her wireless lesson plan on the writing assessment.  From her training in an after-school workshop, she has been able to apply her skills immediately to the classroom.  She utilized a laptop and S-video for the presentation.

David Agee's classes studied King Arthur and used the Internet to research heraldry.  Students then constructed a personal code of arms to reflect their own identity.

Beverly Sharpe's AP Calculus students used the Internet to access a site where they worked practice problems that reviewed what they had already learned about Mean Value Theorem.  They used TI-83, TI-86, or TI-89 calculators to work the problems and then went back to the website to check their solutions.

Tony Cox's Instrumental Music class worked collaboratively to create a compact disc.  The class was divided into small groups based on student tasks and their current knowledge of technology.  They researched various arrangements of the song Amazing Grace by John Newton and used what they found to make their CD covering the history, lyrics, sheet music (even in foreign languages), different English versions, and recordings.  A PowerPoint presentation will also be created to collectively organize the steps and the group's processes.  The group will then take a field trip to MCA Records in Nashville as a follow-up to their studies learning how the music industry promotes a CD.  This trip will be made possible through a parent's association with MCA.  This lesson was truly a joy to watch as the student interaction, discussion, involvement, etc. was definitely engaged learning.  Mr. Cox's organization of the guided lesson and the student groups relative to both musical and technology talents contributed greatly to enhancing their experience.

It is a joy to see teachers get excited about technology integration.  Children often discover joy in learning with technology, but teachers see it as a part of their job.  However, I have found that when teachers prepare a lesson which uses technology for engaged learning, they too find joy in using technology as well as watching their students love the learning opportunity they provided.  I think the key is in the learning and not the technology.  That is using technology as a tool!  There is a great deal of work to preparing a 90-minute lesson but the progress each teacher makes in doing so will serve them for many implementations to come.

Teacher Coaching Progress Indicators, Attitudinal Shifts, and Celebrations of Accomplishment
It was exciting to hear teachers talk about their technology integration lessons this week with parents during Parent Teacher Conferences.  Kim Griggs mentioned how excited one of her parents got as she discussed her upcoming lesson and even said  the parent almost pushed her out of the chair to get to her computer to do the lesson.  Our efforts during the conferences to share those experiences help translate the message we are serious about using technology to produce higher-order thinking skills in students.

Since Training Group 5 is in the process of finalizing their lessons to be implemented next week, I continue to see how our training group structure gives teachers time to "be" with their thoughts.  To mull over ideas is critical toward taking their thoughts to a place where ideas can be created and goals accomplished refining them along the journey.  In our culture and information driven society, we don't often emphasize the importance of quality downtime for breaking down our thoughts and constructing new ideas from them.  The structure we use in our training helps accomplish that goal.

At faculty meeting this week we formally recognized our three teachers who were chosen for Best Practice for the Jan. 15th posting. I recognized each one individually and gave a brief description of their lesson along with some notable criteria that was instrumental in it being chosen.  Each received an engraved clock for their accomplishment.  The clock signified many things about "time" and is a reminder that it takes time for a school to successfully integrate technology.  We should now seize the time to make a difference.  I also announced the competition will be tough to win the laptop we are giving away at the end of the year for the "best of the best."  

Other faculty meeting updates included information about upcoming evaluations, portfolio requirements, additional implementations, workshops offerings, and words of encouragement from Kim Griggs about how much she has learned from her training experience.  I also made our faculty aware that I had written "our success story with technology integration" for the Appalachian Technology Education Consortium and it would likely be in print soon.  This was exciting news.  I also noted our Formative Assessment Response had been received from the Dept. of Education and encouraged our faculty to read the document.

Two of our Student Technology Committee members were active this week helping teachers implement technology.  Trevor Crowell and Max Anderson have always been ready to help when needed with their vast knowledge.  Even though we sometimes use them for technical support issues, they also help teachers prepare their files for lesson implementation (as was the case with Max this week).  Trevor's experience with Win 98 and Win 2000 helped solve a video driver issue this week.

Another significant celebration I have found is through some of our teachers involving our Future Teachers Association to partner with teachers to create webquests. That's educators preparing educators.  What a joy to see that happening!  This grant has provided so many new learning experiences for we are ALL active learners.

Management Challenges
I worked on the January reimbursement this week at our central office.  It has become easier to do this now and takes less time.  Our central office staff continues to be very helpful.

Our laptop problem of locking up is still not completely solved.  I have not yet received an image from our technical support team which can be ghosted, but we think we are close.  Next week has many implementations scheduled but our timing to get the fix before those implementations has once again not happened.

February 25-March 1

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Mrs. Elliott's Advanced Chorus students plan a concert

Mrs. Bates Honors English class tours the Elizabethan Age

Mrs. Dickens pursues an opportunity to use video- conferencing for Health Science

Ms. Thompson's Honors Algebra II students work with linear programming

Ms. Hall's Honors English IV students study character and theme in MacBeth

My sister, Bonnie, helps me ghost machines on a snow day

Ms. Griggs Spanish III class visits Spanish speaking countries

Mr. Sprouse's Algebra I students study maximizing the area of a rectangle

Training Group 5 meets to "Reflect & Collect"

Teachers discuss what worked and what didn't about their technology lesson

Mr. Dowlen's students research various sports in Spanish

Mrs. Harrison's Physical Science students use a scavenger hunt to study the Periodic Table

Sandra Elliott's Advanced Chorus students worked in pairs as their webquest had them serving as an Assistant to a Choir Director.  They were responsible for designing a one-hour concert in the absence of the director.  They chose the music, planned the program, managed the instruments, etc.  Students accessed the web and searched for choral music currently available.  Using media player they listened to the music, keeping in mind the theme they chose for their concert.  They also completed a theme worksheet which guided them as they considered the many items necessary to carry out a concert.  Presentations will be made to share concert ideas.

Angela Bates' Honors English students used a webquest she created to take a tour of the Elizabethan Age.  Through these links, students visited London, had a meal, did some shopping, and saw one of Shakespeare's plays on the Globe Stage.  From their experience, students worked in groups of four to create a PowerPoint presentation reflecting the events of their trip.  They will also dress in character and prepare food for an "Elizabethan Event" next week.

Barbara Thompson's Honors Algebra II students worked as a member of a research and development team of Kellogg's to invent a new cereal made up of a mixture of two other cereals already produced by the company.  They used the Kellogg's and Net Grocer websites.  The cereals had to be cost efficient and high in mineral content according to the constraints Ms. Thompson desired.  Many decisions had to be made during the process including cost of a serving of the new cereal and the size and price of the box to the customer.  Team members had to be sure all equations, inequalities, and solutions were correct.  This lesson focused on real-world learning and getting more than just the "right" answer.  It was project-based learning emphasizing decision making skills necessary for using mathematical processes in business.

Betty Hall's Honors English IV students worked in collaborative groups on a webquest she created for studying character and theme in MacBeth.  Students had specific group responsibilities to analyze Shakespeare as a genius and how the major issues in the play have been present throughout history and even continue in our present day.  Using the Internet to research, one group worked on an idea map, another group created a newsletter explaining fashion, food, and the Elizabethan culture.  Another group analyzed pictures of Lady MacBeth's character.  Another group created a play bill.  Group presentations will allow all groups to understand the concepts of the entire theme and character study.

Kim Griggs' Spanish III students used a webquest she created for students to research a Spanish-speaking country to improve their vocabulary and language skills.  Students worked in groups to discover interesting facts and information about their selected country.  They collected specified details on general information, travel arrangements and lodging, entertainment, cultural information, et cetera and categorized it using information sheets.  Collectively, the group then created a PowerPoint presentation in Spanish on their country for the class.

David Sprouse's Algebra I students investigated how to maximize the area of a rectangle using lists and quadratic graphs generated by the TI-83 graphing calculator.  Mr. Sprouse created the instructions for doing this in a Word file his students accessed on our network.  He also demonstrated how the problem could be solved in a hands-on approach first and then how to do so using technology.  His step-by-step instructions, which had the actual graphic screens and buttons embedded in the file, gave possible integral choices for length and how to proceed through the steps.  Ultimately, students were able to understand how to maximize the area of a rectangle to fence in their pet so it would have the most space to frolic and play.

Reggie Dowlen's Spanish II students accessed a webquest he created where, in groups of two, they chose a favorite sport.  They research the sport's history, evolution, how it is played, equipment basics, scoring, penalties, etc.  The websites Mr. Dowlen used were in Spanish so students had to interpret the language.  Some went to translation web sites but were told to analyze the results carefully.  Translation websites do contain errors.  From their research, students will create a PowerPoint presentation (in Spanish) which describes their findings.  They will give the presentations in Spanish to the class.

Lainie Harrison's Physical Science class used a webquest she created in the form of a scavenger hunt.  Twenty-five questions related to the periodic table and gave websites to find the answer.  When each answer was found, the students were told to retain a certain letter of the answer.  After all questions were answered and the students had collected all letters, they pulled them together to form a final answer.  They then brought their answer to Mrs. Harrison.  She crossed out certain letters.  Students then would have to unscramble the other letters and pose their "final answer" in the form of a question to win.  The scavenger hunt sent students to many websites and gave them an opportunity to have fun in learning and reviewing information about the periodic table.  Ms. Harrison's sister, who helped her create the lesson, also helped her implement the lesson.  I have found in many instances, our teachers have depended on family and friends to help them with their technology learning.

In addition to the teacher designing the lesson and using Word to create the file, each teacher also created a rubric to evaluate the student's work and presented that rubric to the students in the file or by a handout so students could associate their performance with specified criteria for excellence.  Most teachers of this group had not previously created or used rubrics.  We are all discovering the importance of project-based, student-centered learning and its value in our learning processes.  

Teacher Coaching Progress Indicators, Attitudinal Shifts, and Celebrations of Accomplishment
This week was BIG, BIG, and BIG in the area of celebrations.  Training Group 5 did an exceptional  job in carrying out their implementations.  The difference in the confidence level of this group's members was monumental.  Again, they experienced the intense and profitable collaboration of each other.  This has been mentioned over and over as a huge benefit of training.  Several members of this group were able to achieve so much.  Comments were made as to how much different the training was than they thought it would be.  I think they all expect more of the same kind we have had in the past.  When they find the hands-on learning and creative lesson planning design such a vital part, they see their learning with immediate application to the classroom.  They also understand carrying out the lesson may cause some adjustments to what they thought would happen.  Some teachers commented they were amazed at the student's ability to apply technology skills which were not a planned part of the lesson but the students chose to use to complete the project.  This is another example of real-world learning. 

There also seems to be a genuine concern on the part of several teachers to share how this grant has impacted our school with those in our community.  During the "Reflection and Collection" meeting of Training Group 5, two teachers approached me about their genuine concern to help spread the word as to how their training has given them a renewed interest in their teaching.  They expressed the desire to let others know how they have changed.  As one teacher put it, "Diane, I just don't think they can understand until they have experienced it."  I think they are correct.  Ironically, a freelance writer called me an hour later to interview me about the impact of the grant on our school.  This will be published in a magazine to attract families and businesses to our community and is due out in the summer.  Talk about celebration.   I am convinced the benefits of this grant are widespread and snowballing.

Another celebration was the outcome of a meeting with Dr. Stephen Shao, Dr. Kecia Ray, and Jan Dickens, our Health Occupations teacher.  Through collaboration with Project Diane, Vanderbilt University, and our school, we hope to offer videoconferencing opportunities to Mrs. Dickens' classes in the near future.  This will open up opportunities for our other teachers as well.

Perhaps the biggest celebration of this week is the interest locally to continue to have technology curriculum support by funding my position next year.  Although specifics have not yet been determined, this is news which lets us know it will not be a one-year, pilot program effort.  Teachers will continue to have support.

Management Challenges
Challenges continue to exist for a consistent and stable image for our laptops.  By the end of this week we were closer, but we are still having program or network problems that cause the laptops to occasionally lock up.  

Another challenge was getting everything I need to done in order to be gone next week to the Florida Education Technology Conference.  I look forward to the trip and bringing back great ideas.  A member of our Student Technology Committee has been assigned to serve as a reporter this week and will write the journal entries and take the digital pictures of technology integration for next week's journal.  Several of our Student Technology Committee members have been active all year.

I can't seem to condense the journal to 1,000 words.  This is a good management problem.