Needs Assessment Interviews
“In 1997, 18% of families had internet access in their homes. By 2001, that number had grown to 50%. Two years later, it was up 50%. By 2006, it had risen to 65%. In 2008, it was 73%.” (Thomas & Brown, 2011) Technology has not only arrived but it has taken over the homes. Technology is used daily, whether it’s our phones, tablets, computers and/or Internet. Students must be prepared for the world they live in today and the world they will live in tomorrow, 21st century learning is here. This is a needs assessment in regards to technology in the classroom for my school district, Lakeside Union School District (LUSD). This paper also includes two interviews of technology leaders at Lakeside Union that will provide depth, quality and expansion on my initial needs assessment.
LUSD & Classroom Technological Needs
When I first began assessing our school district and my own personal classroom, I quickly realized how advanced we were in the area of technology. We currently have 1:1 iPads for all students 2nd–5th grade, Smartboard technology in all classrooms and at least 5 mac desktop computers in all classrooms as well. I keep reminding my students daily, how fortunate and thankful they should be with the abundance of technology that surrounds them. However, this abundance needs to be managed and there has to be many hours of preparation on behalf of us, the teachers. The district also needs to be aligned with this vision as well, to offer hours and hours of professional development time, allow hours of collaborating with other colleagues so we can learn from each other, share experiences/knowledge and allow us to tinker/explore the technology.
Interview #1
My first interview was with a teacher with 8 years experience and recently promoted to become a Teacher on Special Assignment (TOSA) as an instructional coach for technology integration. According to this instructional coach, “we need more pedagogical training for teachers to shift instructional practices with the use of technology. This will be essential for the success of our 1:1 programs sustaining over time.” We’ve had countless trainings on the use of the iPad, from 101 trainings to some examples of how to use certain apps in our teaching practices. These were great and they helped out a great deal but it needs to go deeper. Another great response by the instructional coach was “If we truly want to transform teaching and learning, teachers need to attend mandatory trainings over time on shifts in pedagogy- not just the actual technology.” Technology is the surface; pedagogy is the foundation that will sustain the technology.
Interview #2
My second interview was the director of educational technology at Lakeside Union. I asked her a few questions about the plans moving forward in regards to supporting teachers with technology in the classroom. “We hired an extra TOSA so that we will now have a TOSA on site 1-2 days a week to provide direct classroom support – they will assist in lesson planning, delivery, and reflection. “ I believe this addition will give a great deal of support to our teachers, to begin training us on the possibilities of technology and the shift in mindset needed for the 21st century classroom. According to the director, there will also be many more professional learning opportunities that will be focused on content specific educational tech tools. There will also be a Haiku website dedicated to holding examples of lessons that use our digital framework. Principals can use it for staff development, or teachers can use it for independent learning.
Reflection
I am so grateful for this assignment because it broadened my scope of vision and the importance of pedagogy. The abundance of technology cannot be sustained without learning the art of teaching with technology and putting in the hours and hours of preparation. Just like I tell my students, I tell myself as well, I am extremely fortunate to be working at this district that has been equipping us with the 21st century tools and classroom for a few years now but it’s now time to prepare. To educate ourselves on how to utilize technology to meet the needs of our students and to help them gain the skills needed for today and the future.
References
Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace Independent Publishing Platform.
“In 1997, 18% of families had internet access in their homes. By 2001, that number had grown to 50%. Two years later, it was up 50%. By 2006, it had risen to 65%. In 2008, it was 73%.” (Thomas & Brown, 2011) Technology has not only arrived but it has taken over the homes. Technology is used daily, whether it’s our phones, tablets, computers and/or Internet. Students must be prepared for the world they live in today and the world they will live in tomorrow, 21st century learning is here. This is a needs assessment in regards to technology in the classroom for my school district, Lakeside Union School District (LUSD). This paper also includes two interviews of technology leaders at Lakeside Union that will provide depth, quality and expansion on my initial needs assessment.
LUSD & Classroom Technological Needs
When I first began assessing our school district and my own personal classroom, I quickly realized how advanced we were in the area of technology. We currently have 1:1 iPads for all students 2nd–5th grade, Smartboard technology in all classrooms and at least 5 mac desktop computers in all classrooms as well. I keep reminding my students daily, how fortunate and thankful they should be with the abundance of technology that surrounds them. However, this abundance needs to be managed and there has to be many hours of preparation on behalf of us, the teachers. The district also needs to be aligned with this vision as well, to offer hours and hours of professional development time, allow hours of collaborating with other colleagues so we can learn from each other, share experiences/knowledge and allow us to tinker/explore the technology.
Interview #1
My first interview was with a teacher with 8 years experience and recently promoted to become a Teacher on Special Assignment (TOSA) as an instructional coach for technology integration. According to this instructional coach, “we need more pedagogical training for teachers to shift instructional practices with the use of technology. This will be essential for the success of our 1:1 programs sustaining over time.” We’ve had countless trainings on the use of the iPad, from 101 trainings to some examples of how to use certain apps in our teaching practices. These were great and they helped out a great deal but it needs to go deeper. Another great response by the instructional coach was “If we truly want to transform teaching and learning, teachers need to attend mandatory trainings over time on shifts in pedagogy- not just the actual technology.” Technology is the surface; pedagogy is the foundation that will sustain the technology.
Interview #2
My second interview was the director of educational technology at Lakeside Union. I asked her a few questions about the plans moving forward in regards to supporting teachers with technology in the classroom. “We hired an extra TOSA so that we will now have a TOSA on site 1-2 days a week to provide direct classroom support – they will assist in lesson planning, delivery, and reflection. “ I believe this addition will give a great deal of support to our teachers, to begin training us on the possibilities of technology and the shift in mindset needed for the 21st century classroom. According to the director, there will also be many more professional learning opportunities that will be focused on content specific educational tech tools. There will also be a Haiku website dedicated to holding examples of lessons that use our digital framework. Principals can use it for staff development, or teachers can use it for independent learning.
Reflection
I am so grateful for this assignment because it broadened my scope of vision and the importance of pedagogy. The abundance of technology cannot be sustained without learning the art of teaching with technology and putting in the hours and hours of preparation. Just like I tell my students, I tell myself as well, I am extremely fortunate to be working at this district that has been equipping us with the 21st century tools and classroom for a few years now but it’s now time to prepare. To educate ourselves on how to utilize technology to meet the needs of our students and to help them gain the skills needed for today and the future.
References
Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace Independent Publishing Platform.