Waverly High School
Digital Environment Survey
November, 2014
The following Digital Learning Environment Inventory assesses the digital tools available to teachers and students at Waverly High School in Lansing, Michigan
Please note that the Waverly Community Schools began the implementation of an 18 million dollar technology bond in June of 2014. This bond covers upgrades, improvements and new equipment for each of the school district’s six buildings. Implementation of this new bond is being done in three stages. Thus, what is available at this time will be expanded upon in the future.
You will note from this assessment that we are years behind (10 according to our principal) behind where we should be. I think that there are two reasons. First, focusing on standardized testing and our scores has robbed us of the time we need to move forward. Second, our district’s Technology plan was not fully formulated before the purchase of new hardware and software.
1. What tools, software, operating systems, and equipment are available in your school and classroom? (Including but not limited to: videoconferencing, streaming, photos sharing sites, video sharing sites, document sharing sites, podcasts, blogs, wikis, social networking sites, etc.)
A. At Waverly High School, there is one computer in every classroom designated for teacher use. All of these computers are PC’s. This year, all teachers have been assigned I-Pads for educational use.
B. All teacher computers are equipped for Internet access, primarily using Internet browsers such as Internet Explorer (PCs), Safari (Macs), or Chrome (Google). All teachers are equipped with the Microsoft Office Suite (Word, Excel, Power Point, Access, Outlook). This year, a wireless network has been installed for teachers and students.
C. School E-mail is available through Outlook. Teachers have access to all other e-mail platforms as well. I use my personal g-mail as a secondary e-mail address.
D. The district uses Power School to record student grades and attendance. All students have access to this information via the Power School student and parent portals. Students and parents also can download mobile apps that give access to grades. Likewise, teachers are able to access to Power School from home and, to a limited degree, through the app on their I-pad (although the Power School app for teachers has some severe limitations).
E. Due to the technology bond, Epson projectors, very good speakers and wall screens have been mounted in most classrooms. Some teachers, particularly in math, have SMART boards. Also, many teachers have document cameras that have purchased over the years. Some are not able to be used as anything but overhead projectors.
F. Waverly High School has no operational video conferencing platform. This platform does exist within in the building, and I am hoping it will operational shortly. SKYPE is available, but microphones are needed which I hope will come with the video conferencing platform.
G. The district technology coordinator has established a very strong firewall that blocks numerous websites from teacher and student use, including most social media site and many other sites due to key word searches deemed inappropriate. YouTube is blocked from student use, but is accessible to teachers. There is ongoing debate between the IT department and the teaching staff about what is educationally appropriate and needed.
H. In addition to the above-described technology in individual classrooms, there are three fixed computer labs available to faculty and staff. Two labs are classroom-sized rooms with approximately 30 PC’s each, the third lab is for desk top publishing use and contain 25 MAC computers. The yearbook and newspaper are assigned to these labs and they are generally not accessible to other teachers without special permission. Additionally, there are approximately 120 PC’s on 15 different carts that can move from classroom to classroom. Teachers, through an online reservation program, can reserve these labs. More carts will be arriving in the 2015-16 school year.
I. Although the school has not employed a 1:1 technology program, the addition of Wi-Fi access in all classrooms has expanded student opportunities to use technology in classrooms. The school allows students to use cell phones, iPods, and all other devices in any part of the school, at the discretion of each individual teacher. Many students regularly use cell phones to conduct basic research. Because of the socio-economic status of many of our students, an unknown number of the students are unable to access class assignments from home.
J. The school’s “Instructional Technology Center” has been largely dismantled during the previous five years. A part time para professional is assigned to supervise this area about 1/2 time. The Instructional Technology Center is not open before or after school for student use except on Tuesdays and Thursdays when the National Honor Society offers tutoring in this space although no technology is used. Also, one of the fixed labs is used after school for one and a half hours for “credit recovery.” Students assigned to this class are using Edgenuity, an on-line curriculum, to recover credits they have lost.
2. How does your school make use of school and/or teacher websites?
A. Waverly Community Schools has a website that provides access to district news, calendars, faculty and staff information. It also provides access to the district’s social media usage (Facebook, Twitter), as well as to resources such as curriculum guides for every level of instruction and content area. This website is not well-maintained. The human resources that used to maintain the websites have been reduced or assigned to other duties.
B. http://www.waverlycommunityschools.net/
C. Teachers are not required to maintain a website and no unified platform is used for that purpose.
D. Currently, I use the following technologies for learning purposes:
--Power School–assignments and grades are posted regularly
--I use various streamed internet sources to enhance instruction such as CNN Student News and youtube.
--I use “Remind” which is an e-mail and texting service to communicate with students and parents who register and have access to computers and cell phones
3. From the list of global e-learning sites included below, which are available and which sites are blocked by your firewall? The only sites that you're required to explore are listed here, but feel free to look at/comment on others on the list that I have attached. Please reserve time to explore these sites and process what they have to offer.
A. All of the provided websites (see list below) are available to teachers through the Waverly Community Schools firewall. All are available.
* Skype www.skype.com--very limited use available
I have used skype effectively in the past by connecting with Peace Corp volunteers in other parts of the world
* Peace Corps Speakers Match http://wws.peacecorps.gov/wws/speakersmatch/
Each semester I invite Returned Peace Corp Volunteers to share their experiences in my classroom
* Global Issues Network http://globalissuesnetwork.org/
I use this to structure my Global Studies elective. Other teachers in my department have begun using it as well
* Peacejam http://www.peacejam.org/*
I have used the curriuculum and taken students to Peacejam which links high school students with Nobel Peace Prize Laureates
4. What sites and tools are colleagues in your building using?
The following are used by colleagues in the social studies department at Waverly High School:
A. Two teachers in social studies are using websites that correspond to their textbook or instructional resources to provide students with electronic copies of textbooks. We have only two classes (World History and A.P. U.S. History where the books are new enough to have electronic copies of the textbooks.
B. The following websites are used regularly by a variety of teachers in the school:
* Youtube: www.youtube.com
*Moodle—used by one teacher primarily for testing purposes
*Google Drive: www.drive.google.com--used by numerous teachers
*Google classroom is being used more each year
*CNN student news used frequently
C. Various news outlets: CNN; BBC News; MSNBC: Fox News; PBS; NPR
D. Many teachers, myself included, will begin integrating more websites when the technology becomes available.
E. Waverly High School offers several classes that allow students regular use of technology in their instruction, including: Journalism, Computer Applications, Wed Design, yearbook and digital photography and movie making. These offerings have expanded in the last year.
F. My informal survey is that teachers around the school are primarily relying on non-21st century technology while waiting for professional development and for the new technology to be fully operational.
5. Is there a system for evaluating student technology literacy in your school? If so, how effective or helpful have you found the assessment?
A. There is no formal system for assessing technological literacy. There is a school requirement that mandates that students take a semester course in the CTE Department but this can be filled in many ways. There is not set curriculum for any computer-based class in that department and often teachers are assigned there with no specific training because there is no “highly qualified” standard to teach those classes. Typically, a math teacher or someone with an interest in technology are assigned to teach these courses.
6. Gather suggestions from students on their ideas for integrating technology into their learning.
A. I discussed this with my students. Here are several of the points they raised;
*There should be 1:1 computing. In the Waverly Community Schools, 1:1 computing is available k-4, but not for 5-12. Students stated that many could not write papers at home because they do not have the technology to do so.
*They would like to do more creative projects that include research and presentation but competition for the computer carts makes it difficult to access computers for the time they need them.
*They would like to have options to take more computer graphic and movie making classes
7. What tools that are not presently available, would help to achieve district objectives?
A. First, I am not sure what the District Objectives are. Our bond was passed without a specific plan in place. As with most things, there is a race between neighboring districts to have the most technology. It is clear that the bond was passed and it is being implemented without a clear plan. As an example, large flat panel monitors were placed at various access points to the building. These panels are not connected to anything and had to be taken down because of the potential for vandalism.
B. I believe the high school should implement a 1:1 computer program. Given that for socio-economic reasons a percentage of our school population will never have access to personal computing devices including cell phones without district support.
C. Formal and Intentional Professional Development must be made available to teachers at each individual teachers comfort level. One day of generic professional development was offered during the summer before school started but teachers were not compensated.
D. Professional Development and Technology help has been outsourced to the county school district. Our technology expert is available for consultation on Monday from 11 to 3. Greater access and Professional Development and on-going support for that development must be a higher priority for the district. A technological skills rubric for both teachers and students should be initiated.
E. District should research and commit to a district on-line communication system such as Edmodo, moodle or illuminate ed, train teachers to use it and provide time to maintain it.
F. A k-12 technology curriculum should be adopted so teachers at each grade level can know what technology skills students have obtained.
8. My solution is to evaluate the technology available to me at this moment to explore and implement an e-pal relationship. It is what I can do right now to utilize the technology I have right now to further Globalize my classroom. This is where I will start.
Please note that the Waverly Community Schools began the implementation of an 18 million dollar technology bond in June of 2014. This bond covers upgrades, improvements and new equipment for each of the school district’s six buildings. Implementation of this new bond is being done in three stages. Thus, what is available at this time will be expanded upon in the future.
You will note from this assessment that we are years behind (10 according to our principal) behind where we should be. I think that there are two reasons. First, focusing on standardized testing and our scores has robbed us of the time we need to move forward. Second, our district’s Technology plan was not fully formulated before the purchase of new hardware and software.
1. What tools, software, operating systems, and equipment are available in your school and classroom? (Including but not limited to: videoconferencing, streaming, photos sharing sites, video sharing sites, document sharing sites, podcasts, blogs, wikis, social networking sites, etc.)
A. At Waverly High School, there is one computer in every classroom designated for teacher use. All of these computers are PC’s. This year, all teachers have been assigned I-Pads for educational use.
B. All teacher computers are equipped for Internet access, primarily using Internet browsers such as Internet Explorer (PCs), Safari (Macs), or Chrome (Google). All teachers are equipped with the Microsoft Office Suite (Word, Excel, Power Point, Access, Outlook). This year, a wireless network has been installed for teachers and students.
C. School E-mail is available through Outlook. Teachers have access to all other e-mail platforms as well. I use my personal g-mail as a secondary e-mail address.
D. The district uses Power School to record student grades and attendance. All students have access to this information via the Power School student and parent portals. Students and parents also can download mobile apps that give access to grades. Likewise, teachers are able to access to Power School from home and, to a limited degree, through the app on their I-pad (although the Power School app for teachers has some severe limitations).
E. Due to the technology bond, Epson projectors, very good speakers and wall screens have been mounted in most classrooms. Some teachers, particularly in math, have SMART boards. Also, many teachers have document cameras that have purchased over the years. Some are not able to be used as anything but overhead projectors.
F. Waverly High School has no operational video conferencing platform. This platform does exist within in the building, and I am hoping it will operational shortly. SKYPE is available, but microphones are needed which I hope will come with the video conferencing platform.
G. The district technology coordinator has established a very strong firewall that blocks numerous websites from teacher and student use, including most social media site and many other sites due to key word searches deemed inappropriate. YouTube is blocked from student use, but is accessible to teachers. There is ongoing debate between the IT department and the teaching staff about what is educationally appropriate and needed.
H. In addition to the above-described technology in individual classrooms, there are three fixed computer labs available to faculty and staff. Two labs are classroom-sized rooms with approximately 30 PC’s each, the third lab is for desk top publishing use and contain 25 MAC computers. The yearbook and newspaper are assigned to these labs and they are generally not accessible to other teachers without special permission. Additionally, there are approximately 120 PC’s on 15 different carts that can move from classroom to classroom. Teachers, through an online reservation program, can reserve these labs. More carts will be arriving in the 2015-16 school year.
I. Although the school has not employed a 1:1 technology program, the addition of Wi-Fi access in all classrooms has expanded student opportunities to use technology in classrooms. The school allows students to use cell phones, iPods, and all other devices in any part of the school, at the discretion of each individual teacher. Many students regularly use cell phones to conduct basic research. Because of the socio-economic status of many of our students, an unknown number of the students are unable to access class assignments from home.
J. The school’s “Instructional Technology Center” has been largely dismantled during the previous five years. A part time para professional is assigned to supervise this area about 1/2 time. The Instructional Technology Center is not open before or after school for student use except on Tuesdays and Thursdays when the National Honor Society offers tutoring in this space although no technology is used. Also, one of the fixed labs is used after school for one and a half hours for “credit recovery.” Students assigned to this class are using Edgenuity, an on-line curriculum, to recover credits they have lost.
2. How does your school make use of school and/or teacher websites?
A. Waverly Community Schools has a website that provides access to district news, calendars, faculty and staff information. It also provides access to the district’s social media usage (Facebook, Twitter), as well as to resources such as curriculum guides for every level of instruction and content area. This website is not well-maintained. The human resources that used to maintain the websites have been reduced or assigned to other duties.
B. http://www.waverlycommunityschools.net/
C. Teachers are not required to maintain a website and no unified platform is used for that purpose.
D. Currently, I use the following technologies for learning purposes:
--Power School–assignments and grades are posted regularly
--I use various streamed internet sources to enhance instruction such as CNN Student News and youtube.
--I use “Remind” which is an e-mail and texting service to communicate with students and parents who register and have access to computers and cell phones
3. From the list of global e-learning sites included below, which are available and which sites are blocked by your firewall? The only sites that you're required to explore are listed here, but feel free to look at/comment on others on the list that I have attached. Please reserve time to explore these sites and process what they have to offer.
A. All of the provided websites (see list below) are available to teachers through the Waverly Community Schools firewall. All are available.
* Skype www.skype.com--very limited use available
I have used skype effectively in the past by connecting with Peace Corp volunteers in other parts of the world
* Peace Corps Speakers Match http://wws.peacecorps.gov/wws/speakersmatch/
Each semester I invite Returned Peace Corp Volunteers to share their experiences in my classroom
* Global Issues Network http://globalissuesnetwork.org/
I use this to structure my Global Studies elective. Other teachers in my department have begun using it as well
* Peacejam http://www.peacejam.org/*
I have used the curriuculum and taken students to Peacejam which links high school students with Nobel Peace Prize Laureates
4. What sites and tools are colleagues in your building using?
The following are used by colleagues in the social studies department at Waverly High School:
A. Two teachers in social studies are using websites that correspond to their textbook or instructional resources to provide students with electronic copies of textbooks. We have only two classes (World History and A.P. U.S. History where the books are new enough to have electronic copies of the textbooks.
B. The following websites are used regularly by a variety of teachers in the school:
* Youtube: www.youtube.com
*Moodle—used by one teacher primarily for testing purposes
*Google Drive: www.drive.google.com--used by numerous teachers
*Google classroom is being used more each year
*CNN student news used frequently
C. Various news outlets: CNN; BBC News; MSNBC: Fox News; PBS; NPR
D. Many teachers, myself included, will begin integrating more websites when the technology becomes available.
E. Waverly High School offers several classes that allow students regular use of technology in their instruction, including: Journalism, Computer Applications, Wed Design, yearbook and digital photography and movie making. These offerings have expanded in the last year.
F. My informal survey is that teachers around the school are primarily relying on non-21st century technology while waiting for professional development and for the new technology to be fully operational.
5. Is there a system for evaluating student technology literacy in your school? If so, how effective or helpful have you found the assessment?
A. There is no formal system for assessing technological literacy. There is a school requirement that mandates that students take a semester course in the CTE Department but this can be filled in many ways. There is not set curriculum for any computer-based class in that department and often teachers are assigned there with no specific training because there is no “highly qualified” standard to teach those classes. Typically, a math teacher or someone with an interest in technology are assigned to teach these courses.
6. Gather suggestions from students on their ideas for integrating technology into their learning.
A. I discussed this with my students. Here are several of the points they raised;
*There should be 1:1 computing. In the Waverly Community Schools, 1:1 computing is available k-4, but not for 5-12. Students stated that many could not write papers at home because they do not have the technology to do so.
*They would like to do more creative projects that include research and presentation but competition for the computer carts makes it difficult to access computers for the time they need them.
*They would like to have options to take more computer graphic and movie making classes
7. What tools that are not presently available, would help to achieve district objectives?
A. First, I am not sure what the District Objectives are. Our bond was passed without a specific plan in place. As with most things, there is a race between neighboring districts to have the most technology. It is clear that the bond was passed and it is being implemented without a clear plan. As an example, large flat panel monitors were placed at various access points to the building. These panels are not connected to anything and had to be taken down because of the potential for vandalism.
B. I believe the high school should implement a 1:1 computer program. Given that for socio-economic reasons a percentage of our school population will never have access to personal computing devices including cell phones without district support.
C. Formal and Intentional Professional Development must be made available to teachers at each individual teachers comfort level. One day of generic professional development was offered during the summer before school started but teachers were not compensated.
D. Professional Development and Technology help has been outsourced to the county school district. Our technology expert is available for consultation on Monday from 11 to 3. Greater access and Professional Development and on-going support for that development must be a higher priority for the district. A technological skills rubric for both teachers and students should be initiated.
E. District should research and commit to a district on-line communication system such as Edmodo, moodle or illuminate ed, train teachers to use it and provide time to maintain it.
F. A k-12 technology curriculum should be adopted so teachers at each grade level can know what technology skills students have obtained.
8. My solution is to evaluate the technology available to me at this moment to explore and implement an e-pal relationship. It is what I can do right now to utilize the technology I have right now to further Globalize my classroom. This is where I will start.
Tools that Enhance Student Learning
Some suggestions and their uses
*Google Earth https://www.google.com/earth/
--use to locate and examine the geography of current events
--check out many pre-loaded "Global Awareness" tools. Great examples include;
+Earthwatch expeditions
+UNICEF: Water and Sanitation
+Fair Trade Certified
+U.S.H.M.M.: World is Witness
--both you and your students can create stimulating global projects
*National Geographic http://education.nationalgeographic.com/programs/geographyawarenessweek/
--Many outstanding resources on this website for teachers and students
--Try incorporating the Power of Maps
+MapMaker Interactive allows students to choose thematic layers on a variety of science and social science topics including water and Asylum seekers
+Interactive Globe allows students to explore locations based on a themes such as indigenous people and other current stories
--There are lots of additional activities to explore on this website
*Peace Corp World Wide Schools http://www.peacecorps.gov/wws/
--The Peace Corp is a very valuable resource that can provide teachers with many exciting globally focused ideas and activities
+Hosting a Returned Peace Corp volunteer (one can be requested on this website) is a very engaging opportunity
+Access the "Themes" tab to get regionally oriented activities including cross cultural, environmental and even Folk Tales
+There is also a wealth of lesson plans for students of a variety of ages and grade levels
--There is so much on this website. Have fun surfing, choosing and implementing
*Pulitzer Center http://pulitzercenter.org/
--The Pulitzer Center promotes in-depth engagement through quality journalism and outreach to educators
--Another multi-faceted website loaded with ideas and activities
--Global Gateway, gives young people a multi-dimensional educational experience
+Many themed resources including Flight from Syria, Women, Children, Crisis and Religion and Power
+Teachers can form a partnership with Pulitzer reporters and participate in the interactive lesson builder
--Check out reporter Paul Salopek's blog as he walks from Eden to Patagonia to simulate human migration
*Teach UNICEF https://teachunicef.org/teaching-materials/topic/armed-conflict
--TeachUNICEF provides educators with global learning resources and programs. Through a focus on global citizenship and child rights, TeachUNICEF engages students in an exploration of humanitarian issues and inspires them to take action to improve their world.
--A wide variety of lesson plans on international children's issues, internet access to the UNICEF ACT magazine and a very cool photo of the month activity are presented on this website
+activities and lesson plans are differentiated by grade level
+includes many very pertinent themes such as child labor, gender equality and education
+Teacher Professional Development is available and resources are provided
--use to locate and examine the geography of current events
--check out many pre-loaded "Global Awareness" tools. Great examples include;
+Earthwatch expeditions
+UNICEF: Water and Sanitation
+Fair Trade Certified
+U.S.H.M.M.: World is Witness
--both you and your students can create stimulating global projects
*National Geographic http://education.nationalgeographic.com/programs/geographyawarenessweek/
--Many outstanding resources on this website for teachers and students
--Try incorporating the Power of Maps
+MapMaker Interactive allows students to choose thematic layers on a variety of science and social science topics including water and Asylum seekers
+Interactive Globe allows students to explore locations based on a themes such as indigenous people and other current stories
--There are lots of additional activities to explore on this website
*Peace Corp World Wide Schools http://www.peacecorps.gov/wws/
--The Peace Corp is a very valuable resource that can provide teachers with many exciting globally focused ideas and activities
+Hosting a Returned Peace Corp volunteer (one can be requested on this website) is a very engaging opportunity
+Access the "Themes" tab to get regionally oriented activities including cross cultural, environmental and even Folk Tales
+There is also a wealth of lesson plans for students of a variety of ages and grade levels
--There is so much on this website. Have fun surfing, choosing and implementing
*Pulitzer Center http://pulitzercenter.org/
--The Pulitzer Center promotes in-depth engagement through quality journalism and outreach to educators
--Another multi-faceted website loaded with ideas and activities
--Global Gateway, gives young people a multi-dimensional educational experience
+Many themed resources including Flight from Syria, Women, Children, Crisis and Religion and Power
+Teachers can form a partnership with Pulitzer reporters and participate in the interactive lesson builder
--Check out reporter Paul Salopek's blog as he walks from Eden to Patagonia to simulate human migration
*Teach UNICEF https://teachunicef.org/teaching-materials/topic/armed-conflict
--TeachUNICEF provides educators with global learning resources and programs. Through a focus on global citizenship and child rights, TeachUNICEF engages students in an exploration of humanitarian issues and inspires them to take action to improve their world.
--A wide variety of lesson plans on international children's issues, internet access to the UNICEF ACT magazine and a very cool photo of the month activity are presented on this website
+activities and lesson plans are differentiated by grade level
+includes many very pertinent themes such as child labor, gender equality and education
+Teacher Professional Development is available and resources are provided