Module 6: MOVING THE NEEDLE 1

Module 6: Moving the Needle

Analeigh F. Sizemore, Kirby E. Turner, and Laurie C. Vance

Kennesaw State University

ECE 7514 Pedagogy 21st Century Classroom

July 11, 2017

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Module 6: Moving the Needle

The following eight part analysis describes ways to “move the needle” in regards

to better technology use and pedagogy in light of the “Four C’s”—collaboration,

creativity, communication, and critical thinking. For the purpose of this assignment,

“moving the needle,” means moving in a favorable direction towards better pedagogy

utilizing technology. Using self-assessment strategies, third grade teachers from Avery

Elementary in Cherokee County discuss technology matrices, technology resources,

SMART Goals for improving pedagogy and utilizing technology in regards to the “Four

C’s”, along with digital literacy. The assessment items below serve as an action plan for

third grade Avery Elementary teachers in order to “move the needle” by improving

pedagogy and creating a more technologically integrated classroom.

Question 1: Where did you fall in the self-assessment earlier?

According to “Tiers of Technology Integration into the Classroom” and

“Grappling’s Technology and Learning Spectrum”, AES teachers saw characteristics of

all tiers and levels displayed in the third grade classroom. Self-assessments conducted

using the Level of Innovation Teaching Framework (LoTi) determined how effectively a

small sample of Avery Elementary teachers implemented the use of technology in

classrooms. The current use of technology in classrooms closely aligns with the infusion

level— teacher-directed tasks, higher-order thinking questioning, and teacher and student

use of digital resources. Overall, teachers stated technology use at Avery ranged from

“Adapting Uses” to “Transforming Uses” and “Tier 2” to “Tier 3”, according to

Grappling’s and TTIC, respectively. In the 2015-2016 school year, Cherokee County

students gained access to Office 365 and its many features. Third grade students received
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training on operating accounts from school and home. This addresses the Early

Childhood Generalist Standard, ECG 2. While this training puts Avery teachers at low

levels and tiers for educational technology use, it laid the foundations for endless

possibilities and seamless transformation and integration in the classroom. Teachers

discussed various ways students learned to research and explore topics related to content

standards throughout the year. Students used their research to create products using many

technology mediums. By the end of the year, students become autonomous learners in

choosing their device or medium and exploring questions related to content standards

using a scientific model or approach.

Question 2: What are your resources for technology embedding in your classroom?

Within each classroom at Avery, there are five desktop computers. Each teacher

has a promethean board and document camera. Teachers share mobile labs, comprised of

sixteen to twenty-four laptops. Students and teachers use devices daily, so infusing

technology into third grade classrooms becomes seamless considering the abundance of

resources. Other technological devices at Avery include mobile iPad carts, stationary and

mobile computer labs, ActiVotes, ActivPads, and ActiSlates. As previously stated, all

Cherokee County School District students have Office 365 accounts. Additionally, the

county shares a 3D Rover.

Question 3: Where would you like the needle to move in the next year?

This upcoming school year, Avery Elementary School teachers will work towards

implementing technology in classrooms with more vigor. It is a shared goal of third grade

teachers to teach at the tier three level in regards to the “Tiers of Technology Integration”

matrix. Teachers currently allow students regular use of technology independently.

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However, collaboration projects are minimal and teachers direct student use of

technology frequently. In addition, there are few project-based learning assignments

utilizing technology tools. Teachers at Avery understand the importance of integrating

technology consistently in the classroom. In order to become successful in the twenty-

first century, students need to be able to direct their own use of technology, collaborate

with peers, research, create presentations and problem-solve in a global context. Each of

these skills is a characteristic of the tier three integration for which Avery Elementary

teachers are striving.

Question 4: What needs to occur to make that happen?

In order to begin “moving the needle” and create more student-centered lessons

that cater to the twenty-first century learner, students should engage in more exploration

activities related to third grade content standards. Students benefit from project-based

learning assignments that allow the opportunity to work through real-world examples.

Teacher-written blogs provide ideas for implementing student-centered passion projects,

and the school’s media specialist serve as great resources for obtaining ideas on

integrating technology. This addresses the Early Childhood Generalist Standard, ECG.

10. While there is an abundance of technology at Avery, in order to achieve the tier three

level of integration, teachers will implement a Bring Your Learning Device policy

(BYLD). This policy will give students unprecedented access to the internet and other

online learning tools. It will help alleviate the need for additional technology devices.

Discussions about technology limitations and usage given age, maturity, and readiness

developed, but while these factors were restrictive, teachers discussed many appropriate
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and acceptable tasks. Third grade teachers did not seem to think limitations played a

large role in hindering and progressing classroom technology usage.

Question 5: What professional development do you need to engage it?

The entire staff at AES is MIE (Microsoft Innovative Educator) trained. Teachers

agree the staff is knowledgeable on most things affiliated to Office 365. However, in

order to increase educational technology in the classroom, there is a need for more

information and access to online tools. Because of heavy workloads and time

restrictions, Cherokee County should offer in-school professional development. Teachers

unable to attend trainings should have access to a variety of content trainings via online

tools such as YouTube, Sway, or PowerPoint made available. Teachers need

collaboration in order to create lessons that meet the expectations of higher tiers. Lessons

incorporating higher tiers foster a love of learning through technology that students can

take with them beyond the four classroom walls.

Question 6: What specific strategies will you employ in relation to the 4Cs to "move

the needle"?

Third grade teachers’ gradual and seamless plan to employ the use of technology

and pedagogy in relation to the 4Cs includes implementing the BYLD policy,

technology-based, real-world tasks and project-based assignments, and collaboration with

other teachers at the school. Teachers foster creativity, collaboration, communication,

and critical thinking using various technological mediums. By scaffolding the

complexity of the tools and device usage, students learn to see technology as an aid and

tool for everyday life. This addresses the Early Childhood Generalist Standard, ECG.6.

Question 7: How are you considering Digital Literacy as a part of your plan?
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With the collective use of all technology devices at Avery, and the implementation

of the BYLD policy, students will form a strong digital literacy foundation. Students

throughout the school year will use an assortment of technological devices and tools. The

carrying out of the teachers’ scaffolded SMART goal timeline, discussed in Question 8,

will allow students to build their digital literacy skills gradually through meaningful

tasks.

Question 8: Provide a realistic timeline and plan for growth

The teachers at Avery Elementary have set a goal that is specific, measurable,

achievable, relevant, and timely (SMART goal). Specifically, our goal is to achieve the

tier three level of integration by means of implementing a BYLD policy. This

implementation will help teachers conduct technology-based, real-world tasks and

project-based assignments. Teachers will ensure such assignments are relevant in terms of

age, readiness, and the third grade content standards. Additionally, teachers will

collaborate with colleagues and media specialists to gather ideas and receive guidance.

Teachers have made their goal measurable by creating a timeline indicating the number

and type of technology centered lessons conducted each week through the end of the

year. The timeline, created based on a gradual release model, beginning with minimal

usage of technology and gradually growing to increase the number of lessons

implemented, as well as the rigor of the lessons. The timeline chart allows for the

scaffolding of technology usage throughout the school year, which makes our SMART

goal achievable and timely. This addressed the Early Childhood Generalist Standard,

ECG. 9.
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References

Education Technology Planners, Inc. (1995). Grappling's Technology and Learning

Spectrum. Retrieved July 11, 2017,

fromhttps://digileader.wikispaces.com/file/view/GA

%20SpectrumTable.pdf/252236408/GA%20SpectrumTable.pdf

Framework Resource. (2015). Level of Teaching Innovation Framework. Retrieved July

11, 201711, 2017, from http://loticonnection.cachefly.net/global_documents

/LoTi_Framework_Sniff_Test.pdf

Office of Superintendent of Public Instruction - Tech Literacy - Educational Technology.

(2016, March 16). Educational Technology. Retrieved July 11, 2017, from

http://www.k12.wa.us/edtech/techliteracy/techinttiers.aspx