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Technology Program Administrator

L. Wimberly Roberson

Department of Leadership, Technology, and Human Development, Georgia Southern University

FRIT 7739: Practicum in Instructional Technology

Dr. Elizabeth Downs

February 27, 2022

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Technology Program Administrator

Part A: Program Evaluation

Executive Summary

The media center at Warner Robins Middle School operates primarily as a traditional

media center. However, it is making significant gains in technology and would be considered the

technology center of the school. The media center is run by media specialist Mrs. Sheri Pfeuffer.

She works with teachers to create collaborative lessons that center around literacy skills. The

intentions of the media center include providing a space for students to learn and interact with

information, to provide opportunities for students to find reading material that fits their needs,

and to provide resources for students and staff in regard to technology and instructional support.

Weekly activities include class collaborative lessons, student check in and out of books, and

technology troubleshooting.
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Organizational Chart

Methods

During the program evaluation, several methods were used to collect data. First, an

interview was conducted with the school library media specialist, who would be considered the

technology department leader in the school. A transcript of this interview can be found in the

appendix. Thorough investigation of both the school and district webpages was also conducted.

These webpages allowed me to develop an understanding of the hierarchy of the technology

program, along with center goals and typical activities. Lastly, I used the school handbook and

the county-wide media specialists handbook to investigate center goals and guidelines.
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Center Context and Goals

Warner Robins Middle School was opened in 1970 as one of the first middle level

schools in the city. Now sitting embedded in a neighborhood, the public school serves many

children of the employees of Robins Air Force Base. The school holds Title I Distinguished

School status with nearly 100% of the students being considered economically disadvantaged.

For the 2021-2022 school year, Warner Robins Middle School is educating 754 students by the

employment of 95 teachers and staff members.

Throughout the school, a plethora of technology is available. In hardware, teachers

actively use ViewSonic Interactive Panels, two computer labs, teacher desktop workstations, and

document cameras. With the district recently reaching one-to-one status, all students at Warner

Robins Middle School have a student Chromebook in their possession to bring to and from

school. Online, students and teachers interact with online science and language arts textbooks,

and other programs such as Adobe Creative Cloud, G Suite for Education, Edgenuity, MobyMax,

and Sora. Many teachers can be found utilizing other online resources to integrate technology

into their instruction.

The technological staff at Warner Robins Middle School is led by the Assistant Principal

of Instruction, with the Media Specialist serving next in the chain of command. Other technology

staff at the school includes a computer science connections teacher and a robotics connections

teacher. These teachers help students engage in coding, robotics building and competitions, and

use tools such as Scratch and Ozobot. There is also a technician who serves the school in a three

location rotation, and there are multiple teachers throughout the school with various levels of

Google Certification. One teacher in the school also has certification in Instructional Technology.
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The school media center serves as the heart of the school technology center, and the

media specialist, Mrs. Sheri Pfeuffer, serves as the main provider for stakeholders, which would

be the students, teachers, staff, and administrators. The main services include collection and

distribution of reading materials to students and staff, laminating materials, collaboratively

providing instruction to classes, updating and maintaining the school website, and fielding

technological questions and problems for students and staff. The media center serves as the home

for spare student Chromebooks in the event that a student Chromebook needs repair. A repair

technician comes to the center weekly to pick up broken Chromebooks and drop off repaired

ones. The media specialist is responsible for loaning spare Chromebooks to students while their

device is out for repair and for inputting work tickets into the online system. Mrs. Pfeuffer also

helps teachers with technological resources and periodically adds new tools for teachers to check

out for use, and she frequently integrates technology into collaborative lessons.

The media center at Warner Robins Middle School does not have a mission statement

specifically. Rather, it operates under the district-wide media center mission statement in

combination with the school mission statement. The mission statement and philosophy of the

Houston County Library Media Program is as follows:

Media Specialists in Houston County have accepted the responsibility of providing to

students access to all forms of information, whether in print format or via technology, and

the materials necessary to complete the curricular goals of the school system. In addition

to resources, students are provided with expert guidance and instruction in finding

requisite materials, utilization of the information they gather, and improving the quality

of their lives through instilling the zeal to become life-long learners and readers.
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A media specialist is a professional educator who is committed to providing a quality

educational program for all students in the Houston County School System. The media

specialist ensures that the media center program is directly related to the instructional

program and to the needs of students and teachers. Accomplishing this task required the

performance of many activities within the media center and the school at large, with the

media specialist being a reliable source of information to many people. Developing and

maintaining a constructive climate in the media center is essential and is derived from the

positive attitude of the media specialist. Working and dealing enthusiastically with

students and staff is necessary to build the relationship between the media center and the

classroom that provides an environment conducive to learning. Encouraging students to

become independent users of media resources helps to create learning skills that will last

a lifetime.

The media specialist is the key for providing services, materials and equipment needed

for fulfillment of individual and group needs. Print and nonprint materials must be

organized and made available in a way that assures that they are easily accessible.

The media specialist is a vital partner in the instructional program, and as such assists

teachers in planning and carrying out instruction dealing with media skills and helps to

incorporate these skills into classroom teaching. Selecting and obtaining the best possible

resources for instruction requires participation in curriculum and media committee

planning. The entire staff benefits from continuing staff development opportunities which

the media specialist offers in the use of materials and equipment. The media center and

the media specialist are central to the school and the full accomplishment of its

instructional purposes (Department of Teaching and Learning, n.d.).

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The mission statement of Warner Robins Middle School states: “Our mission is to produce

high-achieving students. Our vision is to become a premier school of teaching and learning”

(Warner Robins Middle School, 2022).

Center Activities

One of the primary activities of the media center is book check in and check out. The

students are free to browse the media center in the mornings, during break, at the end of the day,

and the last 15 minutes of each class period if there is a class visiting. The other primary activity

of the media center is collaborative lessons. Mrs. Pfeuffer works with ELA teachers, and

sometimes other content area teachers, to create and conduct collaborative lessons in the media

center. These lessons usually center around language arts, literacy, or media based concepts and

are usually highly interactive. Mrs. Pfeuffer likes using stations and technology resources in her

collaborative lessons. One station is always book browsing and check out. During these lessons,

she also makes time to do book talks or show book trailers to help gain student interest. Being a

special education teacher prior to becoming a media specialist, Mrs. Pfeuffer is able to help

create lessons of all ability levels and has strengths in student engagement.

Device checkout sometimes occurs in the media center, but this will become less due to

the new one-to-one technology initiative. Instead, technology activities related to troubleshooting

and device repair have started occurring. Mrs. Pfeuffer also helps teachers with instructional

technology and frequently asks teachers to investigate potential programs for future use.

Occasionally, she will come into classrooms to conduct lessons, especially lessons concerning

online research or content creation. At the end of the day during Academic Opportunity time,

Mrs. Pfeuffer sets up STEAM based station activities for students. The media center activities

reaches beyond the school walls thanks to Mrs. Pfeuffer’s website, which features interactive
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Choice Boards, links to helpful resources, and videos of book talks and trailers. She also

encourages students to take advantage of the audio and ebook platform, Sora, which is linked on

her website.

Evaluation

Upon thorough investigation and evaluation, it was determined that the Warner Robins

Middle School Media Center still functions more like a traditional media center. However, great

gains are being made toward turning the media center into a technological and educational

exploration hub for the school. Mrs. Pfeuffer already makes a considerable effort to integrate

technology into instruction within the media center. She also has put a great deal of effort into

building the school’s online and physical technology resources. However, her primary function is

still the school’s media specialist in more of a traditional librarian format.

There is no specific mission or goals related to technology within the center. Technology

is briefly mentioned in the district-wide media center mission statement. However, many of the

concepts described throughout the philosophy can easily align with ISTE standards and concepts

for instructional technology. Based on the organizational chart, instructional technology

leadership seems to be scattered throughout, which could lead to less effective mentorship. There

is no primary technology center within the school; rather, the media center serves the school with

the dual purpose of a technology center and library. This creates a large realm of responsibility

for the media specialist that has to be delicately balanced, potentially leading to one area being

tended to more than the other.

One suggestion for improvement would be to establish a mission statement and goals for

the technology center portion of the media center. Since there is no overarching mission

statement specific to technology, it is easy to overlook the technological aspect of media center
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activities. Creating these goals could prevent stagnancy within the technology center and help the

media specialist work to improve the center. This could be the first step in a process to separate

the technology center from the media center or to hire additional staff to help the combined

center be more effective.

Another suggestion for improvement would be to move the media center to a more

flexible scheduling format. This would allow more students and student groups to visit the center

for a wider array of purposes. Right now, the media center focuses primarily on collaborative

lessons with technology integrated into stations during the lessons. If the schedule were more

flexible, student groups would be able to come into the media center to engage with technology

for content creation. The media specialist could use her skills to help students reach higher

taxonomies within their work and could foster creative production of knowledge.

Part B: Brag Report

The events and activities of the media center, while focused mainly around a few

overarching themes, change constantly from month to month. In order to showcase some of the

technological advancements and instructional activities of the Warner Robins Middle School, a

brag report for the month of February was created. To view the brag report, use the following

link:

https://www.canva.com/design/DAE5lioRyxg/KKkrf5TRWYmgRhUOHqa-Ew/view?utm_conte

nt=DAE5lioRyxg&utm_campaign=designshare&utm_medium=link&utm_source=publishshareli

nk
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References

Department of Teaching and Learning. (n.d.). Mission statement and philosophy. The reference

handbook for Houston county media specialists. Houston County School System.

Warner Robins Middle School [WRMS]. (2022). Media Center.

https://wrms.hcbe.net/mediacenter

Warner Robins Middle School [WRMS]. (2022). Student Handbooks.

https://wrms.hcbe.net/handbooks
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Appendix

Interview Transcript

Primary Site Interview-IT

[00:00:00] Wimberly Tyler: Okay.

[00:00:20] Sheri Pfeuffer: Got it.

[00:00:21] Wimberly Tyler: All right. Hey, um, just for the recording, will you just, um, say

your name?

[00:00:25] Sheri Pfeuffer: I'm Sherri Pfeuffer. And I'm the media specialist at Warner Robins

Middle.

[00:00:29] Wimberly Tyler: So you're like official title would be media specialist?

[00:00:33] Sheri Pfeuffer: Yes. In this school district, they refer to them that way.

[00:00:36] Wimberly Tyler: Okay. Um, what type of degree is required for your job?

[00:00:41] Sheri Pfeuffer: Um, you have to have certification for media specialist here in

Houston county. And you have to have that certification before you can even apply, but you can

do the certification route, or you can go ahead and get your master's degree in it or your

specialist degree. So I went ahead and did the certification route because I knew a job opening

was coming open and I decided I wanted to do this and I'm getting my specialist in it currently.

[00:01:09] Wimberly Tyler: So you just have to have a teaching degree with the certificate?

[00:01:12] Sheri Pfeuffer: Yes with the certification, which I highly recommend that you get

your master's right away with it, because with as many classes as you need it for certification, but

I had already had my masters. Um...

[00:01:26] Wimberly Tyler: Okay. So, yeah. So as far as being, um, like a technology leader for

the school, what would you say are your job responsibilities?
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[00:01:40] Sheri Pfeuffer: Um, a lot of times when something new is rolling out in the district,

they send the media specialist first and get the initial training, um, with the idea that we're going

to be trainers within our school then. So a lot of times it's, um, being the first one to get that.

When we, when we made the switch to, um, Google classroom from using just Office 365, um,

they sent us and had us take the certification for that. Um, when it was Office 365, I did the

trainings for those. Um, when, before we got the new ViewSonic boards, they were updating

Smartboards first. So they sent me to those. So a lot of times it's that kind of thing where I'm the

first one to get the training. So as people get that new technology, I'm the one redelivering it

then.

[00:02:31] Wimberly Tyler: So you're kind of the expert for this, the school tech for people to

go to.

[00:02:39] Sheri Pfeuffer: Which can be scary.

[00:02:47] Wimberly Tyler: Um, do you have to do anything with, like, the computers, um, or

like, are you responsible for anything as far as the laptops and computers go? Um, or is that more

of the, the, the tech, the other tech team?

[00:03:04] Sheri Pfeuffer: Um, kind of both, I'm responsible for inventory of those computers

and knowing where they're at, especially being a Title I school, um, inventory's really important

for Title I and keeping track of, you know, if we're ever audited, of knowing where those things

are, whether they're in the tech trailer getting repaired or they're waiting for parts, I have to

designate all of that. Um, in terms of when something is wrong with the technology, a lot of

times teachers will send students in here and some things, some things I can fix, you know, if a

student has somehow changed it where the screen is sideways, you know, I know some quick

fixes of things that maybe the teachers don't, um, sometimes if they're having trouble with their
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log in, um, things like that, I can. I don't mind if a teacher sends them and it can be a quick fix,

but usually they have to put it in the Incident IQ and those bigger problems are going to the tech

department.

[00:04:05] Wimberly Tyler: Okay. Um, are you responsible for, um, the school’s online

presence as far as like website, social media, stuff like that? Or is that somebody else?

[00:04:17] Sheri Pfeuffer: I'm in charge of the school website. And typically the media

specialists here in Houston County are also in charge of social media, but Dr. Wallace here at our

school loves Instagram and Facebook and Twitter. And he he's like, I want to do that. And cause

he loves to take pictures and he loves to do that. So I'm fortunate. Cause that takes it off my

plate. There's a couple other principals at other schools in the county that do that too. But the

vast majority of the media specialists also have to do the social media updates.

[00:04:49] Wimberly Tyler: Okay. Um, how did you go about meeting the needs of staff and

teachers during the transition to remote learning and during the remote learning time?

[00:05:03] Sheri Pfeuffer: I really tried to stay on top of it. And ahead of it, I, within our school

website, I added a page for e-learning and, um, added resources as I found them. I tried, I either

made screencasts or I found YouTube videos that showed things for teachers because,

unfortunately it was right at that same time as when we transitioned to Google classroom. And so

a lot of teachers were having a lot of issues with that. And so I tried to find as many little quick

start videos for them, or I went ahead and made them myself. Um, because fortunately I had just

been to that training. So I had it. So I can do that. Um, and it was more of being a resource that

way for the ELA teachers. I also worked with them to, um, we went ahead and purchased, well,

it's actually a free platform, but you purchase the books for Overdrive, for Sora, starting to store

it in the district. Um, and trying to find free eBooks in the meantime, for those ELA teachers to,
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to share with their, with their students so, and then pretty much everybody just blew up my

phone all day long every day, because I passed out my cell phone number, which maybe wasn't

the smartest thing to do, but it was needed.

[00:06:21] Wimberly Tyler: Just like with tech questions?

[00:06:24] Sheri Pfeuffer: Yes. Yes. Cause they wanted them to update their teacher pages and

certain teachers were having trouble with their teacher pages on our school website and then

Google classroom issues. And so, yeah, and I didn't mind that. I mean, I was basically kind of

that help person by phone.

[00:06:43] Wimberly Tyler: Um, how did you go about doing the same thing, but for students

and parents?

[00:06:49] Sheri Pfeuffer: That was a little harder. Usually teachers, um, you know, they're the

first round of contact. So the parents and students were contacting them. Sometimes teachers

would go ahead and forward me emails from parents saying, I don't know how to answer this

question. And so then I would answer it. Sometimes they would just ask me and I'd help them

find the answer and they would answer it themselves. Um, A lot of teachers requested that I be a

co-teacher on their Google classrooms because they felt so insecure with using it. So I was a

co-teacher on, uh, a lot of subject areas, a lot of teacher's classrooms. And so then if a student

asked a question within Google classroom and I could answer it, so, um, I was able to get with

students directly that way.

[00:07:34] Wimberly Tyler: Um, were parents able to access those how to videos too? Or was

that just more the teachers?

[00:07:40] Sheri Pfeuffer: No, I, um, created them where I had a parent resource and then a

teacher resource. And then I also went ahead and made a Google site with a link on that page
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that, um, even went into more depth. Um, and so they could click on that if they needed even

further help.

[00:07:59] Wimberly Tyler: And did you have to do anything with like I know at the time we

were not one-to-one, um, but I know they did like device distribution for some students. Were

you part of that or was that the other tech team?

[00:08:15] Sheri Pfeuffer: No, that was the other tech team. All I had to deal with when was the

aftermath of all of the devices back which was kind of a nightmare tracking down devices and

then figuring out which ones were broken or damaged and, and putting, you know, putting that in

the system and then getting them back, especially our Title I computers that got sent to other

schools that had to come back to our school. Um, we're still tracking down some of those.

[00:08:47] Wimberly Tyler: Um, so with, uh, or as a tech leader in the school, what would you

say your typical daily activities are? You're kind of dual rolled because you've got the media

specialist and tech, but more tech-related. How, what do you, what would your daily activities

be?

[00:09:04] Sheri Pfeuffer: Um, if I take out the classroom part of teaching, then probably

inventory and maintaining the computer carts. Like today. Um, I had a teacher come to me who's

having trouble with the online textbook. And so I was working with him. I had another one who

found random Chromebooks in the computer lab and brought me, so I've got to figure out where

they're coming from and, and kind of troubleshooting kind of stuff. And the school website are

probably the two biggest ones as far as day to day. Answering emails from teachers with

tech-related questions, um, and now getting ready to go one-to-one and, um, dealing with that

and starting that of figuring out the computers and how we're going to get them back in here.
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[00:10:03] Wimberly Tyler: Right. How often do you, um, make changes or updates to the

school website?

[00:10:12] Sheri Pfeuffer: On average, probably only once or twice a week, some weeks, it

seems like I'm always in there tweaking something or adding something or taking something off

and then I'll have a week or two where I don't do anything. So, um, it just depends around,

around events. You know, it involves updating the banner kind of thing and making the Canva

banners and updating them. Um, for the coaches, all the coaches have some struggles with

technology. So usually if they have something that needs to be on there, like try out results or

something, they just email me and I do that part. So that kind of stuff.

[00:10:52] Wimberly Tyler: Um, do you have a budget that you control or is it more controlled

by administration or the tech department in general?

[00:11:04] Sheri Pfeuffer: That… I do not get a budget strictly for technology. Now that is, uh,

through, um, Dr. Wallace with the Title I funds. And then of course the technology department

has, uh, uh, part of that too. Now I have my school allotment, but you know, there's certain ways

that I can spend that.

[00:11:24] Wimberly Tyler: So, um, within the allotment, do you have like a cap on how much

can be used on technology or can you not use any of it?

[00:11:34] Sheri Pfeuffer: It depends. The wording of it is kind of… I'm trying to remember the

exact wording of it. Now it has to do with amount of student use and how directly the student

uses it.

[00:11:45] Wimberly Tyler: Okay. When you are looking to buy a tech resource or maybe Dr.

Wallace is looking to add it, um, do you have like a process that you use for making decisions on

it, like a committee or is it more reading online about reviews?

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[00:12:15] Sheri Pfeuffer: Um, to be honest, it's more reading online and reviews and it's really

out of my hands. I don't get a lot of say with, especially the things that are on their dashboard

when they log in, the things that are like instant, like, like a few years ago, I requested that

Galileo be put there and that, you know, even doing that was kind of, I don't know, they don't, it's

more of this is our department over here, the tech part.

[00:12:48] Wimberly Tyler: Um, what opportunities would you say that you've had to impact,

um, tech implementation in the school?

[00:13:06] Sheri Pfeuffer: Um, well, I know I've been a big, big advocate and every time I got a

chance to talk to CIS of pushing for one-to-one, cause I really felt like in the long haul it was

going to be better. And I know that quite a few of us media specialists or we would meet, you

know, we would always be kind of nagging them, saying we really need to try to figure out how

we can go on-to-one. And, um, with the carts and, and I totally lost my ChooChoo. What was the

question?

[00:13:37] Wimberly Tyler: Uh, an opportunity to impact tech, um, implementation in the

school.

[00:13:43] Sheri Pfeuffer: Oh, okay. Um…

[00:13:46] Wimberly Tyler: Is there anything that you, um, have really tried to like model for

the teachers or get the teachers to do with tech or anything that you do to, um, encourage it and,

and the use of tech in the class.

[00:14:02] Sheri Pfeuffer: I guess where that comes in is I try to incorporate different tech ideas

within my media center lessons, when kids are in there. Cause then I feel like it's a way to

introduce it to teachers as well. So if I do something with Flipgrid, well then it's not only the kids

seeing it, but then the teachers are exposed to it as well or Nearpod or whatever it is.
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[00:14:25] Wimberly Tyler: Yeah. Okay. Um, does the school have a technology committee?

[00:14:31] Sheri Pfeuffer: No.

[00:14:32] Wimberly Tyler: No, OK, um, and you've kind of already touched on this, but how

technology decisions were made, you said that's really out of your hands. That's above, right? So

who would make, who makes those decisions?

[00:14:54] Sheri Pfeuffer: Well, district wide it's CIS and, um, and the tech department are

deciding thing. Teachers can, teachers and media specialists, you know, we can make

suggestions, we can send emails and say, these are things we'd like, and, you know, periodically

they do send out surveys or ask things too.

[00:15:10] Wimberly Tyler: Right.

[00:15:11] Sheri Pfeuffer: Um, but, as far as, and when I say Dr. Wallace, Dr. Wallace is more

from the standpoint of getting the technology. The hardware part of it. He doesn't get so involved

on what we're using within that.

[00:15:28] Wimberly Tyler: Okay. And then what about like, uh,

[00:15:31] Sheri Pfeuffer: I feel like instructional coaches have a lot of say there too, but the

elementary, middle, and high instructional coaches at the district level, um, a lot of times they are

sent different software to try out and kind of give their opinions on.

[00:15:49] Wimberly Tyler: Um, I know at the beginning of this school year, uh, we kind of

distributed the computer carts around the school. Um, and then came up with the sharing

between two subjects plan and everything. Um, who was crucial in that decision making. Was

that, um, something that was joint with you or was it more from administration and you helped

work out the implementation process or…?

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[00:16:13] Sheri Pfeuffer: It was kind of me, and I had talked to administration and we had

agreed to try to get as many teachers their own cart as possible. And so since I was the one just

assembling and reassembling, it really came down to what I was able to figure out as much, to

spread the wealth as much as possible. And then I just kind of ran it by them. You know, this is

what I'm seeing as far as numbers and what we can do, does this work for you, kind of thing.

[00:16:40] Wimberly Tyler: Okay. So some of those you do kind of work with them to make

those decisions. What would you say the best part of your job is, the best part in terms of the

technology aspect of it?

[00:16:57] Sheri Pfeuffer: I like, I don't know. I'm kind of goofy. I like making, um, screencasts

and I like, um, finding out new little shortcuts and things. I know last year I had it and this year I

haven't, because this year has just been a little crazy for me, but I used to do tech on Tuesdays

and send out emails with, um, you know, just little tidbits of things that I find that I think could

be useful. And I like brainstorming with teachers too. So I like going to planning and the

brainstorming of this is what I want to do with students. What's going to be the easiest way to do

this, or what's going to get them engaged to do it. So I like that part.

[00:17:43] Wimberly Tyler: What do you think is the most challenging part of your job?

[00:17:49] Sheri Pfeuffer: When they look at me to be the computer fixer. I did not go to school

to know how to change a motherboard, to replace screens on computers. You know? So when

they bring me a computer that I'm like, you've got to put in a work ticket, you know, I'm not, I'm

not the tech team. And so that part, it's kind of, I can tell teachers are kind of frustrated

because…it would be nice if our tech person was here every day kind of thing, you know, but

he's, and he works. I work closely with him. He'll come in here a lot and we’ll, and he'll try to

show me little things that we can do. And he's wonderful, but he's stretched between multiple
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schools too. So that's just, um, that's a big job if it's, you know, how do I use this, this online

textbook to enhance it or make it better for my kids. Yes. That, that part's fine. But the, okay my

computer's acting totally glitchy. There's a good chance I'm not gonna know what to do.

[00:18:58] Wimberly Tyler: Um, what resources or people have been most helpful to you when

learning how to use technology and instruction, and then get it spread out, and even learning how

to do some of the things that fall under your responsibilities?

[00:19:18] Sheri Pfeuffer: The CIS team is pretty good. I wish there were more CIS members.

They're stretched very thin too. It's a very small cohort of people, but they are great about

answering emails. If I email and say, you know, I have a teacher who wants to try such and such,

but I don't know that, you know, they'll at least send me links or give me ideas or a jumping off

place, which I really appreciate. Um, and also I feel like I get a lot off of the social media that I'm

on for, for it. And for, um, media specialist pages and stuff. A lot of them, and they're, they're so

helpful though. They're so helpful because chances are, if we have a question about something,

somebody else has already tried it and done it. And so, and the other media specialists are a great

resource, too. We have a group email and we have text chats too. And you know, if somebody's

the first media specialist that discovered Flipgrid years ago, you know, she shared it with the rest

of us so that we could share it with others kind of thing. Um…

[00:20:35] Wimberly Tyler: Uh, as far as social media goes, what platform do you typically use

or find your, most of your resources and stuff with?

[00:20:44] Sheri Pfeuffer: Probably Facebook the most. I do follow on Twitter quite a bit. Um,

but probably Facebook the most.

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[00:20:55] Wimberly Tyler: Okay. Um, last one. What, well, okay, I know that probably one of

your big dreams was one-to-one and that's now happening. Um, but other than that, what big

goals or dreams would you say you have for technology within our school?

[00:21:15] Sheri Pfeuffer: Within our school, one of the things that always shocks me every

year, and I don't know why it shocks me every year.It should not. It’s how much kids think they

know about technology, but then when they sit there in front of a Chromebook, they're, they're

clueless.

[00:21:31] Wimberly Tyler: Yes.

[00:21:32] Sheri Pfeuffer: And, um, I was very shocked to find this out. I did not realize this at

our school that our computer course, um, taught by Mr. Jones. I thought that every student in our

school, at some point during their middle school years had to take that. They don't and I was

very, I was very sad to realize that because I feel like these kids need, um, those basic skills. And

if only a handful are getting into that beginner class where it's teaching them the basics of how

cutting and pasting and, and starting a document and formatting things, you know, I feel

like…When I found that out this year, I'm like, I've got to figure out where my place is there can

be to help with that, especially with going to one-to-one and, um, you know, there's no worse

than you see a kid sitting there staring at the computer and you think they're doing something and

they're really just sitting there, staring at the computer completely lost and not asking for help.

So…

[00:22:36] Wimberly Tyler: So it's more like the, like we talk a lot about digital citizenship and

how to function online. But I think we're assuming that they have the computer literacy part and

they don't. So a lot of them don't, some of them do, but a lot of them don't. Um, so there's some

kind of missing, missing step in there somewhere for them.

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[00:22:58] Sheri Pfeuffer: Yeah. I really liked that our county does have that, you know, you're

speaking of, um, media literacy. I like how our county covers, um, social media and etiquette and

incorporates that in the, that, um, Second Step curriculum. And then we also had the, I forget the

other one we do at the beginning of the year, every year.

[00:23:22] Wimberly Tyler: Oh, the, um, the CIPA lessons.

[00:23:24] Sheri Pfeuffer: Yes. I think that's great. So I kind of weaned a little bit out of that out

of my media center lessons. Cause I'm like, well, they're already getting it at two different points

and there are other classes, but I thought, well, maybe I need to push in more of this, um, general

computer skills, then forgetting the other ones.

[00:23:51] Wimberly Tyler: Okay, well, um, that was pretty much everything. Is there any last

comments, anything else that you think is really important that you want to share?

[00:24:03] Sheri Pfeuffer: I don't think so. I'm excited to see where we head with once we go

one-to-one um, how that evolves. Also with CIS, they're talking about growing it. And I think, I

think the role as a media specialist is going to be changing more, especially with moving

one-to-one and that we are going to become more instructional technology. And some of the

media specialist role is going to be condensed. So, and I'm a little nervous about that, but I'm also

excited about it because I think technology, you know, I love technology and I love to see kids

using it and what they can do with it and how it can keep them engaged. But, um, it's kind of a

new frontier. It'll be interesting.

[00:24:51] Wimberly Tyler: Yeah. Um, a lot of my classmates and stuff throughout this

program. Um, we've had to look at different, like how we're structured, how our, how our

counties are structured. In some counties, they have an instructional tech person in their school,

um, or, you know, shared with one other school or something like that. And so I think my hope is
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that when we build CIS, we would get to a point maybe that we do have somebody like that in

every school or just every two schools that can come in and say, this is, this is how we really

integrate it into the classroom. Um, because it is a lot for, for one person to do. So. Okay. Well,

thank you.

[00:25:38] Sheri Pfeuffer: No problem. Good luck.

[00:25:40] Wimberly Tyler: Thanks.