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DLC2 Program Begins
Through our interactions and participation in EDCP 508, a plan was made to create a class website to be used as a main component of the final project. The website would start first as a method of communication to be used by myself (teacher), the students and their parents, with the idea that it would eventually grow to also include a place for students to post and discuss assignments as a group. -
Website Evaluation
After evaluating several different website platforms, the class website was created using Word Press. In the beginning, the website included:
- Homepage with a blog roll for class updates and photos- Homework widget that is updated daily
- A section about me and the website, used to help introduce myself as it was my first year at the school.
- An embedded Google Calendar with important school dates
- Educational links
- A forum for discussion
- A link to the school’s main website
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Website Introduction
My first day at Mackenzie Elementary. The website was introduced to my students in the second week of school. They seemed to like the idea of having a school website and a place that can remind them of homework assignments and due dates. I do not hear much from parents regarding the website and decided to present the webpage to them at our goal setting conferences in early October to ensure they knew that it is for their use as well. -
Introduction of iPads
I introduced my class to the school’s newly acquired set of iPads. We began by signing them out at least once a week with the plan of exploring different apps and seeing how they can complement our classroom learning. -
Parent-Teacher Conferences
A short, descriptive presentation of the class website is presented to each set of parents at our goal setting conferences. A card with the website address is provided to them so they can remember the website. Most seemed to really like the idea of being able to check when assignments and tests are coming up to best support their child’s learning at home. I also received a lot of support for the continued use of the iPads in the classroom. -
First Term Report Cards
First term report cards are prepared at the end of the month. I noticed that I have a lot less late and incomplete assignments than I have seen in previous years teaching. While this may be due to the new school, I also believe that the daily homework updates on the class website and communication with parents is helping. -
EPSE 501 and Weebly
As a part of our EPSE 501 class, I prepared a website to be used for an online facilitation session using Weebly with a partner from my cohort. I found the program to be very user friendly. I start to explore the possibility of having my students create their own websites using Weebly to document their progress as a form of an e-portfolio. -
Students Take Initiative
A group of students came to me with an idea for a novel study project using the iPads. They wanted to use an application we had used (Puppet Pals) to create a summary of the class novel that we had just finished reading. In small groups, they summarized important details, prepared a script and recorded their videos. While the engagement with the technology was always there, I was pleased with how the students came up with the idea themselves and were taking responsbility for their own learning. -
Reflection
I started to try to focus my final project idea into what I want to accomplish with my class for next year. The current class website was examined and I found that some sections were not very well utilized. The forum was never used, but instead assignment ideas and discussion starters were posted to the main blog roll. Links were rarely utilized and could have been more specific to the content we were learning in class. A new plan was made to redo the class website using Weebly over the summer. -
Student Websites
The new website plan was developed to include the opportunity for the students to create their own websites under my teacher account. We could then link the student’s created websites to the main class website to promote sharing, collaboration and discussion, while still promoting the communication and homework updates with the parents. -
Becoming a Mentor
At the end of the month, a pair of kindergarten teachers, who team teach a lot of their curriculum, ask for my help in creating a webpage for both of their classes to share for next year to help improve communication with the parents. During our school’s next professional development session, we set aside the morning and I allowed them to explore Weebly with my assistance (when needed). We also create a google email address (Gmail) to use with the websites to allow us to use a calendar feature. -
Administration Opportunity
As a school, we learn that our Vice Principal is leaving and that a replacement needs to be hired. The interview process is currently scheduled for October of next school year, meaning the school will need a teacher to leave their classroom and cover the position. My Principal asked me if I would take on the position. After a lot of thought, I found the opportunity was too interesting to pass up and I allowed my name to be submitted to the Vancouver School Board for their consideration. -
Acting VP
I received the phone call that informed me that I would be the acting Vice Principal of Mackenzie Elementary starting in August. The position was guaranteed to last until the end of October, with the more likely completion date being the end of December, or the end of June. The position was split between resource support, prep coverage and Vice Principal duties. By not having a class of my own to work with on a consistent basis, I knew that my final project would need to be adjusted. -
Inquiry Project Reimagined
Through my summer coursework, particularly EDUC 500, my final project was reimagined to work better with my new position. While I saw and utilized the inherent engagement in learning that the use of technology provided to students, many in my school were hesitant. In my role as a vice principal, I could take some time to mentor interested staff members to make technology seem less intimidating and show them how it can be used to improve learning opportunities for their students. -
New Inquiry Project Plan
The plan would now have the project start with me mentoring interested staff members through the process of creating a class website using Weebly, that could be linked to a Gmail account. From there, I would encourage and provide support with any other uses of technology that they might wish to try with their classes. Helping teachers become more comfortable with using digital technologies in their classes ultimately supports the goals of 21st Century Learning. -
Gathering Protégés
I started my acting Vice Principal job. I contacted a few people via email that might be interested in having me as their technology mentor. In addition to the two kindergarten teachers that I began working with in May, I added three more staff members from my school, all with varying amounts of experience using digital technologies inside and outside of the classroom. -
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Completing the Project
I worked with my protégés to establish their websites early in the school year. As the term progressed, I also worked with three of the four on using iPads as a part of their curriculum for various uses and subject areas. In November, I added another teacher from a nearby school as a protégé and provided her with advice and assistance for completing a class webpage and using iPad with her students as well. My term as Vice Principal was ultimately completed at the end of December. -
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Teacher Again, but still a Mentor
I resumed my position as a teacher at Mackenzie Elementary in a grade 5 and 6 classroom to start 2014. I provided opportunities for my students to use digital technologies as a part of their learning, while maintaining my mentor-protégé relationships. I remained available to assist my colleagues in any way that I could and continue to act as a mentor for their future projects.
