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Observation of Technology Use at Hopewell Elementary School May 14, 2012 The activity was to observe student and teacher use of technology in Southern Lehigh School District. My observation occurred at Hopewell Elementary School where Technology Facilitator Sarah Schurkamp provided many opportunities to observe technology use within the class.

Hopewell Elementary School has about 310 students from grades K to 3. They utilize a variety of technology to support curriculum and enhance learning. The school has two stationary labs with about 30laptops each; one is used for digital literacy and the other for lab time. In addition, the school has access to two iPad carts, two iPod carts, and five MacBook carts (one for each of grades 1 to 3 plus two additional needs). Each cart contains 30 MacBook laptops. This brings the building to a 2:1 ratio of child to computer. Each classroom is equipped with a document camera that was described by one teacher as the most important tool in his classroom. Some of the other available technology within the building is two stationary and two mobile interactive white boards, videoconferencing cart, digital cameras, and a Clickers/Personal Response System called Classroom Performance System (CPS). The tools repeatedly utilized on May 14, 2012 were the laptops in the stationary lab, laptops from the mobile carts, iPads, iPods, and the document cameras.

I utilized the free [|ISTE Classroom Observation Tool (ICO T)] to guide my observations. The majority of observations were how teachers and students used technology with their class to support learning.In the course of the day, about five teachers and their students came to the main computer lab to utilize educational software. Most used a practice and drill software called Fast Math, by Scholastic. The software follows Common Core and state standards providing activities that build math skills at each child’s level of ability. Their progress is automatically stored in a database, which teachers can access to monitor student progress and modify how children use the software. Some students used iPods in classrooms for math drills. In one class I observed the teacher making use of iPads; students created wikis to write discussion responses for their literature circles. The document camera was used to project an online math lesson and vocabulary words of the day. The youngest students in Hopewell learned about Internet safety and netiquette from the [|NetSmartz]. They also had lab time where each student independently logged on their computers with their user name and password and then accessed a software program called Compass Learning. I observed two visually impaired students using specialized assistive technology. The first used a tool called [|Onyx,] adesktop video magnifier, which enlarges text or graphics from a computing device, a book, or even lessons on a whiteboard. A student was using it to take a DIBELS test. The second tool utilized was a braille computer called the [|Braille Note]. A student used it to type an essay about a family vacation, stored it as a document, and later on printed it and shared a copy with me. I have included it in my artefacts as ArtefactStudent'sUseOfBrailleNote.

The technology use I observed was mostly teacher-directed. Technology was used to teach lessons while interacting with students and to moderate student discussions. The district has established a guideline for technology use; all teachers attain this standard, but others go beyond these requirements. According to two teachers’ observations, one grade level seems to have effectively mastered cooperative learning amongst the teachers that resulted in the highest rate of technology use in their grade level within the building. Project RED (Revolutionizing Education) Team observed that successfully implemented technology depends upon collaborative learning communities for educators (Tech & Learning, 2012).

I observed students using technology individually, in small groups, as well as the entire classroom. I observed them using technology to receive a presentation, write, test, drill and practice, cooperative groups, student discussion, tablet use, and text editor. While students used computer labs, most appeared to be engaged; a small number were not engaged due to distractions, issues with technology, or waiting for more work. These distractions were minimal. One day in Hopewell showed how much technology is in demand. The 2:1 ratio of laptops and tablets did limit access to them. However, the Technology Facilitator devised a system whereby the 5 to 6 tablets were divided amongst the classes that requested them. Then they were used in their learning centers all week long. Even though grades one to three have a mobile cart located in the hall right outside their rooms, one teacher commented that it was easier to use the stationary lab since all of the laptops were ready for use and class time was not lost in setting them up.

**Posted Recommendations** Dear Teachers of Hopewell Elementary School, Hopewell Elementary School has a noticeable community presence. It is apparent teachers and students respect one another and follow their motto: Be Nice, Be Safe. Even though my observations were spontaneous, one day in Hopewell showed me how much technology is in use.

Because I could not observe all the ways Hopewell uses technology, my recommendations will be more general. I observed that most of the technology use was teacher-directed; although I heard some wonderful stories where students directed their own learning. I recommend teachers include some more student-centered learning where teachers guide “students as they actively learn from each other and on their own” (Amankwatia, 2008, p. 29). Student-centered learning depends upon the availability of technology and what lessons are being taught. Student-centered learning is an ongoing skill that increases as children mature and become independent learners.

While at Hopewell, I utilized ISTEs Classroom Observation Tool (ICOT) to guide my observations. ICOT has been used in various educational settings and is a reliable tool for classroom observation. To access the free 2010 version, go to the [|ISTE] website and register for an ISTE account. Once you have registered, on the right side under “TOOLS” heading, you can select either the PDF or the Excel version. The Excel version has active links that explain the terms used. If you do not want to register, the 2009 PDF form is available at [|ISTE.doc].

I recommend teachers use ICOT to monitor their own technology use and be challenged to set new goals in technology use. For example, when using ICOT, teachers can observe and evaluate seven learning attributes (Bielefeldt (2012): 1. Teacher roles (lecturer, moderator, facilitator, role modeler) 2. Student grouping (individual, groups of varying sizes, whole class) 3. Learning activities 4. Amount of time technology is used 5. Technology utilized by teachers and by students 6. Number of students engaged 7. Need for technology use (Bielefeldt, 2012, pp. 206 & 207).

Another important recommendation is to find out where teachers are individually and collectively in their use of technology. The Concern-Based Adoption Model (CBAM) provides seven Levels of Use to guide implementation of technology (Loucks-Horsley, 1996). Level 0, None-use: The educator has no knowledge or involvement with using a technology. Level 1, Orientation: The educator is exploring and acquiring information about technology. Level 2, Preparation: Technology is used for the first time. Level 3, Mechanical Use: Technology use is superficial with little reflection. Level 4a, Routine: Technology use is mastered but little effort is made to improve its use. Level 4b, Refinement: The educator varies technology use to increase the benefits. Level 5, Integration: The educator combines efforts with colleagues to improve benefits. Level 6, Renewal: To increase impact, the quality of use is reevaluated, and new goals are set. Some observed that a number of teachers have begun to master cooperative learning. This has resulted in the highest rate of technology use within the building. According to the CBAMs Levels of Use, these teachers are already at level 5 or more!

Thanks for the opportunity to experience your wonderful community of learners! Sincerely, Inta Gulbis

**Reflections** This activity fulfills the requirements for I.B. Integrating technology into curricular planning and instructional design including:

The activity was to “work with Building Level Technology Coaches and Facilitators to monitor student and teacher use of technology.” In addition, I was to post observation recommendations to teachers in the use of their technology. This activity fulfills PDE requirements by observing how technology can accommodate student learning characteristics, developmental levels, and differences. Student differences and skills affected how teachers integrated and utilized technology within their lesson plans. The youngest at Hopewell were able to independently log onto laptops using passwords and access productivity software. They learned about Internet safety and role-played how to keep safe from “strangers” on the Internet. Some older students created wikis to write discussion responses. Students that required assistive technology tools were trained to use them. Even the math drills and practices were based upon each student’s abilities and progress. As I shadowed the Technology Facilitator, the ISTE classroom observation tool helped guide my observations. I witnessed various student groupings, levels of engagement, teacher and student roles, types of technology used, and learning activities (Bielefeldt, 2011). The tool made my observation experience much more productive by guiding me what to look for. My day of observation at Hopewell Elementary School provided many opportunities to see how teachers use technology on a daily basis. The spontaneous observations showed the extent and variety of use in teaching, writing, testing, cooperative learning, practicing, and more.
 * Learner characteristics, developmental levels, and individual differences as related to instructional technology resources and modifications

**References** Amankwatia, T. B. (2008). Teaching with technology for 21st-century learning: A multiple-case study of a school district's high school laptop initiative (Doctoral dissertation). Available from Lehigh University, Bethlehem, PA.

ISTE. (2011). ISTE classroom observation tool (ICOT). Retrieved from []

Bielefeldt, T. (2012). Guidance for technology decisions from classroom observation. Journal of Research on Technology in Education, 44(3), 205-223.

Loucks-Horsley, S. (1997). Professional development for science education: A critical and immediate challenge. In R. Bybee (Ed.) National standards & the science curriculum. Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved from []

Tech & Learning. (2010). Study shows the benefits of 1:1 and the factors that enhance success.Retrieved from http://www.k12blueprint.com/k12/blueprint/story_study_shows_benefits_of_1_1.php