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Program Feedback
Administrators:
Anecdotal responses revealed a typical pattern of use for note taking, use of
information, and teacher observations. Some typical responses follow:
The ability to have the state standards in my database in a portable,
convenient form has been invaluable. Being able to access standards
during an observation has enhanced my familiarity with state standards.
It has given me the opportunity to read the entire wording of the
standard and be sure the instruction I am observing actually matches the
intent of the standard. This easily lets me assess the teacher's level
of knowledge with state standards.
I used the handheld to complete teacher observations. Use of the
keyboard allowed me to take notes while in the classroom. I made many
spelling errors, but uploading to the computer word processing program
allowed me to spell check, cut and paste, and to otherwise edit very
quickly. This savings of time allowed me to give feedback to the teacher
more quickly and to improve the quality of comments offered to the
teacher.
The most useful way I have implemented my handheld was through
teacher observations. I could type quickly and then take the handheld
home and download to my computer. I'd make corrections and have it for
the teacher the following day. It was time saving and I could get much
more information down. I also was able to take pictures of students
working during the observation or interesting displays that enriched the
lesson.
I have used a data base for keeping track of student locker
assignments and locker combinations. In the beginning of the year this
is very helpful because I do not have to go back to the computer to
retrieve that information, it can be done on the spot.
I
have also kept teacher information and substitute information to log
future absences. If a teacher sees me in the building they can tell me
about a requested absence and I can log it into the data base that has
the teacher number for calling in to sub-finder. I would be lost in a
sea of post it notes without my handheld.
Teachers:
Teachers applied what they learned in the professional development sessions
and incorporated what they learned into their professional lives. Teachers
overwhelmingly responded favorably to the format of the professional development
sessions. They liked having the sessions taught by teachers who had participated
in the handheld grant in a prior year. They also liked the relevance of the
instruction to their work and the format of the sessions that met on an on-going
basis. Some representative comments are listed below:
The handheld computer aided very much in the organization of my
teaching. It allowed me to keep track of approaching deadlines and
appointments as well as arrange tutoring sessions with my students. I
used the handheld to keep reminder notes to meet my student’s needs. I
also used it to take notes during professional meetings and in-service
sessions.
The grant has allowed me to share a fantastic experience with my
students! I have been able to create activities using Document to Go and
take pictures of them working, which they think is pretty cool!
I am very pleased with how things went. I was very impressed with the
entire process. Having the 4 sessions with a handheld
"veteran" was very valuable!
The grant focused on data driven decision making. When asked "how did
learning about data driven decision-making affect your practice as a
teacher?" teacher responses were favorable. They understood the importance
of this approach to instruction and expressed their support in their responses.
Typical responses follow:
I enjoyed learning how to use the GradeQuick program. It enabled me
to input grades as I walked around the room. It also helped me to have
grades on hand (no pun intended) whenever I needed them. Having the
grades averaged after each grade was input helped me to realize problem
points or students that needed to be accelerated before the mid-term or
end of the term.
Once I was able to see my students' weaknesses, I could create new
lessons targeted at their weakness. As the students struggled with BCRs,
I was able to pinpoint the exact area they needed improvement with the
use of the data driven decision-making.
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