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Individual Teacher Technology Assessment Narrative

Module 4
Sonya Breaux
Kennesaw State University

Carmen Carvajal is a teacher with a lot of years of experience as a


teacher at Woodstock High School. Currently she is teaching Spanish levels
1,2,4. She took two surveys and we talk about her practice in her class
during a short interview. These tools were very useful for me to identify her
LoTi Level.
The first survey was the one we created with our PLC group, it has
questions for us to know the amount of technology used in the classroom
and the kind of technology used for her to prepare classes and for her to
interact or let the students practice Spanish. Mrs. Carvajal uses the
technology to post grades, communicate with parents and research topics on
the internet, but she doesnt use it to collaborate with other professionals or
analyze student data. This was confirmed with the LoTi survey, she scored on
level 1 (Awareness), she access technology only for daily requirements like
communicate with parents, post grades or take attendance. During the
interview she has not contemplate the option of using technology to
collaborate with other teachers. She expressed curiosity as how to analyze
students data and we had the opportunity to explore her gradebook and
analyze the options presented there. I have been sharing with her webinars
and collaborative pages where we can work a parallel curriculum since she is
teaching the level prior to AP Spanish. At this point we started to create our
Dynamic Plan, a file of cards with the things we want to be proficient on in
order to enhance her content and later she can take informed decisions.

The cards will be very useful for us to follow up and accomplish our
task, which is to implement the use of technology in her class and to
communicate with students. Mrs. Carvajal uses the technology in class to
explain grammar and enhance her lessons. She uses the interactive white
board to post charts but not for interact with the students, her computer
allow her to show the students where to find the worksheet her worksheets
or the Power Points she presents in class. She uses this technology daily but
she uses what others have created.
The students practice grammar in webpages like conjuguemos.com or
practice vocabulary with Quizlet.com during the day they have computer lab,
which is once a month. Also they take their quizzes and tests there using
Quia.com. The practice is not created by her but for those public web pages.
The quizzes and tests are created by her and students take those during
class.
The students use the computer as described above, there is no
opportunity for them to interact with others or have a tutorial they can trust
and follow to learn the topics and vocabulary used in class. From time to time
they use internet to research about cultural projects assigned by Mrs.
Carvajal but the paper and pencil is the common denominator, there is no
opportunities for students to share a document or interact using technology.
Mrs. Carvajal is somewhat aware of the use of technology in classroom and
overall for next year when our school is going to be pioneer in the STEM
program for Cherokee County Schools. When I asked Mrs. Carvajal what type

of professional development she would like to receive she said the online
resources and tools available for her to use and interact with her students.
Both surveys and the interview clearly scored Mrs. Carvajal on level 1
(Awareness) because she is using the technology to enhance her lessons and
grammar presentations. There are some times when the students use the
resources on line to practice grammar and vocabulary using Spanish and it is
there when Mrs. Carvajal reached the level 2 (Exploration), she cannot reach
the level 3 because her projects are more based on using the grammar in
other context, there is no focus on analyzing or evaluating. According to
Rogers (2003), to start the innovation it is necessary to have a process that
has different actions:
a. Knowledge: This is what Mrs. Carvajal requested initially when she
asked questions after the surveys were taken. The importance of
knowing force any human being to be motivated.
b. Persuasion: During this phase she demonstrate a favorable attitude
towards the change and the opportunity fo her and her students to
implement more technology in her classes.
c. Decision: Took place when she decided to attempt to use the
VOCES Spanish program with her students plus the use of other
tools to develop listening and speaking skills.
d. Implementation: Will start soon and will prepare her to use it to
interact and hopefully increase her LoTi level.
e. The confirmation will come after a year of using the software and
implementing the recommendations during the observations made
in class.

I look forward to continue working with Mrs. Carvajal, she is open


minded and willing to start to implement this program and hopefully two
more applications using the iPad (Voice memos) or cell phones (Google
voice) to increase her LoTi level and at the same time develop
communicative skills in her students.

References

Knight, J. (2007). Focusing on the Big Four. In Instructional coaching a


partnership approach to improving instruction. Thousand Oaks, CA,
California: NSDC :.
Knight, J. (2008, October 25). Instructional Coaching - Instructional Coaching.
Retrieved March 31, 2015, from
http://jimknightoncoaching.squarespace.com/journal/category/big-four
Rogers, E. (2014). Diffusion of innovations, 5th edition. S.l.: Free Press.
Welcome to the LoTi Connection. (2015, January 1). Retrieved March 31,
2015, from http://www.loticonnection.com/

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