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Friday, September 21

Friday, December 9

  1. page Barriers2 edited Barriers admin out of date on technology due to them being out of classroom for a while. fundi…

    Barriers
    admin out of date on technology due to them being out of classroom for a while.
    funding for equipment
    district initiative to ask for technology
    not enough technology programs / more choices
    not enough time to incorporate technology
    admin too worried about STAR that technology is being put to the side
    teachers having to justify how lesson will help STAR testing to admin
    transition to technology is not easy for teachers to start incorporating technology in classroom
    curriculum is too fast to stop and incorporate technology
    Class sizes are increasing, especially bilingual classes, because of budget cuts. Needs more balance.
    Upper grades: assessment pressures become overwhelming and people are hesitant to take the time to invest in alternate ways of learning. Safer to stick to older methods.
    Told to use certain strategies and aren’t allowed to deviate from those strategies.
    Not enough time to target certain needs of students, especially those that are low.
    Middle School: teach all 3 grades, two subjects, so the requirement to have to be all places at once make it difficult.
    Manpower is an issue, especially for technology instructors because there are so many trainings that have to be conducted and so little people to hold the trainings.
    Lack of communication. Communication is prioritized around the less important tasks than actual curriculum.
    Lack of technology outside of the classroom and the opportunity to get to that technology that is available.
    Lack of passion as the school year goes on. District incentives are pushed to the front.
    Morale is low because older teachers do not want to change their old ways. They negate the change rather than find a way to incorporate it.
    Resources are not available at many schools so that things can get started.
    Because of the lack of time, many activities have to be held after school.
    Lack of organization of knowing what to do and when to do it.
    Our own self. Hesitant to reach out to those people who do know the technology and learn. Don’t want to ask stupid questions.
    Releasing the control and hand it over to the children.
    Lack of collaboration with other teachers
    Flexible schedule
    Time constraint due to testing
    Teachers buying into the idea
    Incorporating for test preparation
    Equipment
    Resources
    Freedom for being creative, we’re told how to teach and when to teach it
    Many students economically disadvantaged at home, no computers or
    Some staff or teachers don’t believe it helps they think it’s just games
    Technophobia, they don’t want to use it
    Collaboration where all teachers are involved
    Computer lab is on a set time, need ability to go in when needed
    When students go to computer lab teachers are trying to catch up on work and we need more time to teach students how to use technology
    Resistance from some veteran teachers
    Administration does not address teachers who don’t integrate technology
    Using technology in classroom causes noise level to go up and it’s a concern that administration may not understand
    Not enough computers or technology in the classroom
    We need to really try as individual teachers to take a leap with technology and just do it
    Curriculum needs to be changed to include technology
    Staff development needs to have more focus on how to incorporate
    Need curriculum to incorporate technology
    We need to have the shift from teachers using the equipment to teachers using the equipment
    We need the technology support in the classroom i.e. providing SmartBoards, projectors, projector bulbs
    Teachers refuse to embrace technology, curriculum demands, teacher are not trained and ignore the training available and don’t make time, teachers are afraid of letting students take over, time constraints and many demands, mandates have moved from differentiation because of the notebooks requirements because of accountability, not enough equipment, assessment requirements, teaching linear for teachers and students, when state testing goes digital we will embrace technology, TEKS are outdated, cookie cutter method administration needs to embrace the change also, teachers depend on technology experts to do the teaching and preparation, admin requirements reflect fear for not following requirement for accountability, lack of support from admin, make do with what is available, sometimes we place constraints on ourselves, maybe a little at a time with the use of some technology everyday
    Funding, time, administrative support, support within grade level not seeing the benefit of it, not forward thinking, too much time,
    principals want tangible object to pass around to show what teachers and students are doing, old school ideas, pencil paper project,
    people moved around to different grade levels, teachers not comfortable in new grade level, administrative decisions, unhealthy competition between teachers,
    central office demand for portfolios, common assessments and reteaching for common assessments
    not wanting to buy into the technology, teachers are afraid to use the technology because it is outside of their comfort zone, too many demands on teachers, no time to learn the new technology,
    teachers resistant to change, teachers are teaching the way they were taught many years ago (old school),
    teachers not wanting to try the technology, no motivation to change
    technology problems, internet down, too much wait time when technology doesn’t work, students sitting in limbo waiting, other teachers do not like it because they are worried they will also have to make changes (peer pressure).
    Must do foldables, notebooks
    Teachers feel like they’ve already had success doing what they’re doing, so why change.
    Scope and sequence moves too quickly to allow for enrichment activities
    No time
    Assume you are convinced that change in needed and student directed inquiry, passion based learning and connected learning…….What barriers or constraints are keeping you from achieving this in your world?
    Annette: teachers opinions, re: equipment breaking, fear,
    Rudy – time so many interactive notebooks that have to be checked
    Jill – not a lot of barriers but the learning curve is huge (changed grade levels), for school fear of unknown
    Becky – I agree – time issue, teachers would love to do it but too much to do. We have computer labs, teachers want to art & orchestra
    Evelyn – demands put on us, TESTS, time for them to produce & learn how to do things. Other things are overwhelming, pressure because it’s a testing grade. Kids would really benefit
    Miriam –
    Patrice – if each child had a personal computer, shared computers & labs – it’s just not doable. Of classroom computers, only one can access the internet effectively. I don’t have enough time
    Veronica – don’t have access to the computers. Sharing computers isn’t successful. Following curriculum – projects take two weeks
    ??? – new curriculum, preparing for an unknown test, admin emphasis on journals “coloring in the line”, class size makes it hard – kids at different levels, different technology comfort levels, access to number of computers; time/technology fault line
    Gregory – general unwillingness to even get started. Yes resources are limited, time if limited but you got to start somewhere.
    Jessica – I agree with all of you
    Shirita – my situation is a bit different….. schedule training but trying to get teachers to attend. Afterschool, on-line, web, teach for the sake of students learning not for the test at the end of the road..use the technology. Your students would succeed and you would be the model for others
    David – ditto… I don’t consider myself a teacher some days, I’m a test administrator. Spending time making pretty notebooks. Money is a limiting issue.
    (What is the deal with these notebooks?.......)

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    10:01 am
  2. page Action Plans2 edited Barriers Stickies Actions
    Barriers
    Stickies
    Actions

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    9:49 am
  3. page space.menu edited ... **Logisitcs** Agenda222 Keynote Action Plans SCHEDULES Calendar
    ...
    **Logisitcs**
    Agenda222
    KeynoteAction Plans
    SCHEDULES
    Calendar
    (view changes)
    9:48 am

Thursday, December 8

  1. page Team 8Digital Storytellingc edited For your convenience we have copied and pasted this information into your school's team page. Plea…
    For your convenience we have copied and pasted this information into your school's team page. Please delete the directions that are *in asterisks* once you are finished.
    Video T 3 V Secret Teaser - Response to Literature
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Team NameMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Team NameTeam Name: Victorious Secret
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Team membersMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Team membersTeam members:

    Evelyn Aguilar-Springer
    William Cramer
    Monica Chavez
    Erika Villatoro
    Catrina Green
    Aubrey Salem
    Rosa Bernal
    Isabel Alvarado
    Monika Bustamante Thomas
    Andy Quintana/PLP Fellow
    For your convenience we have copiedAbstract
    Our group recognized the opportunity to combine, critical thinking skills
    and pasted this information into your school's team page. Please delete the directionsdigital storytelling to share literature. We felt that often times good books go uncovered because they are *in asterisks* once you are finished.
    Video T 3 V Secret Teaser - Response
    not shared. The best way to Literature
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Team NameMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Team NameTeam Name
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Team membersMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Team membersTeam members
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---SchoolMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Schoolx-Action_Research_Project_-_Template---SSchool
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---AbstractMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Abstractx-Action_Research_Project_-_Template---AAbstract
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*A four-
    share a good book is to six-sentence description ofshare the project.*Meet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---*A four-readers response to six-sentence description of the project.*x-Action_Research_Project_-_Template---**A four- to six-sentence description of the project.*
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Problem, Issue, or PossibilityMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Problem, Issue, or Possibilityx-Action_Research_Project_-_Template---PProblem,
    literature they read.
    Problem,
    Issue, or Possibility
    Meet Our Powerful Learning Practice Teams for

    Certainly there are a myriad of options when looking at
    the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*Please include the context surrounding the project - what you planned to innovate around.*Meet Our Powerful Learning Practice Teamstechnological choices available for the ADVIS Cohort-Action Research Project - Template---*Please include the context surrounding the project - what you plannedsharing a response to literature. With a variety of reading and skill levels of readers in grades PK-5 as well as a broad choice of genres to examine, there is not a one-size-fits-all approach to sharing these responses. The problem than becomes how to innovate around.**Please include the context surrounding the project - what you plannedchoose which tool best fits your every evolving classroom. We hope to innovate around.*
    Meet Our Powerful Learning Practice Teams for
    offer a glimpse at many of the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Objectives and AssessmentMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Objectives and Assessmentx-Action_Research_Project_-_Template---OObjectivespossibilities.
    Objectives
    and Assessment
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*Explain what you wanted

    Our objective was
    to see happen (outcomes)utilize age/grade appropriate tools with our students to allow them a forum to share their responses, increase student interaction and then evidence the team did or didn't achieve those outcomes. What were/are your aimed outcomes for the project? And how will you know you've been successfulincrease reading in implementation?*Meet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---*Explain what you wanted to see happen (outcomes)classroom. While traditional methods of assessment such as AR testing is available, something as simple as keeping reading logs of books read and then evidence the team did or didn't achieve those outcomes. What were/are your aimed outcomeslooking for the project? And how will you know you've been successfulan increase in implementation?**Explain what you wanted to see happen (outcomes) and then evidence the team didnumber of book s read or didn't achieve those outcomes. What were/are your aimed outcomes for the project? And how will you know you've been successfultime in implementation?*
    Meet Our Powerful Learning Practice Teams for
    which students are completing their books. More importantly, are students reading the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Implementation PlanMeet Our Powerful Learning Practice Teams forbooks their peers recommend. How are the ADVIS Cohort-Action Research Project - Template---Implementation Planx-Action_Research_Project_-_Template---IImplementation Plan
    Meet Our Powerful Learning Practice Teams for
    interacting when they all have read the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*Please includesame story, is there an increase in the timeline forstudent’s ease of sharing given methods beyond the project. This can be a bulleted list.*Meet Our Powerful Learning Practice Teams fortypical presentation?
    ‍‍‍‍Implementation Plan
    Each group member looked at
    the ADVIS Cohort-Action Research Project - Template---*Please includesites, tools, programs available.
    Members selected
    the timeline formethod that suited the project. This can beneeds and abilities of their students
    Members selected
    a bulleted list.**Please include the timeline for the project. This can bewhole group or individual approach to creating a bulleted list.*
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Evaluation
    product and/or sharing it.
    Work to guide students to share their responses
    and ResultsMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Evaluationrespond to their peers in ways that build respect and ResultsEvaluationmedia literacy skills.
    ‍‍‍Evaluation
    and Results
    Meet Our Powerful Learning Practice Teams for

    Are
    the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*Please include lessons learned and takeaways. How did it turn out? Where are you now instudents excited to share?
    I think many of
    the project?*Meet Our Powerful Learning Practice Teamsproducts will speak for the ADVIS Cohort-Action Research Project - Template---*Please include lessons learnedthemselves. But as teachers we observed a new found enthusiasm to read, respond and takeaways. How did it turn out? Where are you now in the project?**Please include lessons learned and takeaways. How did it turn out? Where are you now in the project?*
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Artifacts and DocumentationMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Artifacts and DocumentationArtifacts and Documentation
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*Please
    share anywith each other. Many were working on their own time even weekends on projects that began to expand past reading and all materials developed throughoutinto other content areas, driven by the project. Artifacts can include videos, meeting notes, surveys used, presentations, pictures, supporting documents, URLs, slide sets, etc.*Meet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---*Please share any and all materials developed throughout the project. Artifacts can include videos, meeting notes, surveys used, presentations, pictures, supporting documents, URLs, slide sets, etc.**Please share any and all materials developed throughout the project. Artifacts can include videos, meeting notes, surveys used, presentations, pictures, supporting documents, URLs, slide sets, etc.*
    use of technology.
    Artifacts 
Project Website
    victorioussec.weebly.com

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  2. page Team 7Digital Storytelling edited ... Karen Biddle Chris Sherman/PLP Fellow ... Rock Stars Three separate campuses are worki…
    ...
    Karen Biddle
    Chris Sherman/PLP Fellow
    ...
    Rock Stars
    Three separate campuses are working cooperatively on this project. The project outlines how to reduce, reuse, recycle to save the Earth. Travis Elementary Kindergarten will discuss recycling. They will show how to gather items and where to place them for recycling. Our Lady of Assumption 6-8 graders will cover reducing the amount of garbage placed in the trash. This will also show how to recycle items. Powell Elementary 3rd grade will discuss reusing items instead of throwing them in the trash. This might include reusing water bottles, paper, plastic grocery bags, etc.
    Project Proposal
    {recycle project-1.docx}
    Time Line:
    For your convenience we have copied and pasted this information into your school's team page. Please delete the directions that are *in asterisks* once you are finished.
    ...
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Artifacts and DocumentationMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Artifacts and DocumentationArtifacts and Documentation
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*Please share any and all materials developed throughout the project. Artifacts can include videos, meeting notes, surveys used, presentations, pictures, supporting documents, URLs, slide sets, etc.*Meet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---*Please share any and all materials developed throughout the project. Artifacts can include videos, meeting notes, surveys used, presentations, pictures, supporting documents, URLs, slide sets, etc.**Please share any and all materials developed throughout the project. Artifacts can include videos, meeting notes, surveys used, presentations, pictures, supporting documents, URLs, slide sets, etc.*
    {REDUCE.ppt}
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  3. 9:27 am
  4. file REDUCE.ppt uploaded
    9:24 am
  5. page Team 4 Digital Storytelling edited ... Cielo Vista Elementary Hawkins Elementary St. Pious Puis X Meet Our Powerful Learning Pr…
    ...
    Cielo Vista Elementary
    Hawkins Elementary
    St. PiousPuis X
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---AbstractMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Abstractx-Action_Research_Project_-_Template---AAbstract
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*A four- to six-sentence description of the project.*Meet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---*A four- to six-sentence description of the project.*x-Action_Research_Project_-_Template---*Digital Field Trips are an opportunity for classes to both share their knowledge with others as well as to explore a topic through digital storytelling. Teachers will use campus assessments and standardized testing scores to determine areas of weakness, and once determined these areas will be selected for students to create a digital field trip. The field trip will consist of students creating a guided tour of the topic or concept and providing concrete examples for the potential participants of the field trip. Through the digital storytelling format, teachers will be able to assess student performance on a particular subject.
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Problem, Issue, or PossibilityMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Problem, Issue, or Possibilityx-Action_Research_Project_-_Template---PProblem, Issue, or Possibility
    ...
    as a teachteacher might like.
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Objectives and AssessmentMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Objectives and Assessmentx-Action_Research_Project_-_Template---OObjectives and Assessment
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*Explain what you wanted to see happen (outcomes) and then evidence the team did or didn't achieve those outcomes. What were/are your aimed outcomes for the project? And how will you know you've been successful in implementation?*Meet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---*Explain what you wanted to see happen (outcomes) and then evidence the team did or didn't achieve those outcomes. What were/are your aimed outcomes for the project? And how will you know you've been successful in implementation?*Each campus will have some of their students provide a digital field trip example. Through use of pre and post testing it will be determined whether or not using digital field trips aids students in learning the areas of the curriculum that are weak. Both the students who create the field trip as well as students that view the field trip will be examined. Student and teachers will also seek feedback from community (parents, family, friends, administrators, other classes, other schools) in order to determine how well the example field trip covers the topic.
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  6. page Team 3 Digital Storytelling edited ... Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital …
    ...
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*A four- to six-sentence description of the project.*Meet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---*A four- to six-sentence description of the project.*x-Action_Research_Project_-_Template---*Our project is designed to show examples of how teachers can use digital storytelling to reinforce TEKS objectives.
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Problem, Issue, or PossibilityMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Problem, Issue, or Possibilityx-Action_Research_Project_-_Template---PProblem, Issue, or Possibility
    ...
    to innovate around.**Please includearound.*We decided to use a story the context surroundingchildren were familiar with in their reading unit. We also used a subject that students were familiar with in science. The children
    then acted out
    the project - what you planned to innovate around.*story at the end of the week.
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Objectives and AssessmentMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Objectives and Assessmentx-Action_Research_Project_-_Template---OObjectives and Assessment
    ...
    successful in implementation?**Explain what youimplementation?*We wanted the students to see happen (outcomes)be involved in taking charge of their roles, and then evidenceusing the team did or didn't achieve those outcomes. What were/are yourequipment provided for them. We aimed outcomes for them to learn to interact with each other and to be able to use the project? Andvideo cameras. The students did well in learning their roles for the video. At, first it was difficult to teach them how will you know you've been successfulto use the video cameras but they became familiar with using them. They also practiced filming teachers in implementation?*their classroom activities. Therefore, our aim was meet when they recorded the video of them acting out the story and interviewing one another. They succeeded in their videotaping and in learning to read the story and learning the science concept we were working on.
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Implementation PlanMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Implementation Planx-Action_Research_Project_-_Template---IImplementation Plan
    ...
    a bulleted list.**Please includelist.*
    The focus of
    the timeline for the project. Thislessons created was digital storytelling. As teachers, we learned that integrating technology takes a lot of planning. Before students can use the technology seemlessly, they need to be given time to practice using it. We were able to use the tools provided to enrich the students learning and take it to the next level. Rather than it just being a bulleted list.*paper and pencil assignment, the students became emerged in the content due to the integration of technology. The projects included digital storytelling at various grade levels and were completed.
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---Evaluation and ResultsMeet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---Evaluation and ResultsEvaluation and Results
    Meet Our Powerful Learning Practice Teams for the El Paso Digital Storytelling Cohort-Digital Storytelling Action Research Project - Template---*Please include lessons learned and takeaways. How did it turn out? Where are you now in the project?*Meet Our Powerful Learning Practice Teams for the ADVIS Cohort-Action Research Project - Template---*Please include lessons learned and takeaways. How did it turn out? Where are you now in the project?**Please include lessons learned and takeaways. How did it turn out? Where are you now in the project?*
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