WEEK 5 ASSIGNMENT REFLECTION 8

Reflection 8-
Collaboration and communication among colleagues has finally reached the 21st century. In lieu of meetings and the ever wasteful ‘paper trail’, campus stakeholders can now technologically communicate more effectively and efficiently by means of blogs.
By integrating and implementing a district or campus blog, all stakeholders can participate and personalize their specific role in the various situations at hand. Administration can facilitate, teachers can suggest, even the community can provide their recommendations and concerns regarding policy and ideas.
By taking information to the next level of online availability, campus leaders are providing innovative and efficient methods of interaction between all stakeholders involved. Providing an online assembly for messages, announcements, and various current events, leaders are producing a positive environment for a constructive partnership between administration, staff, and community.
When a district creates a strong bond between all members involved, all stakeholders become part of a team. When team members are allowed to voice their feedback and ideas, leaders can make huge strides and breakthroughs that create a successful academic and social environment for all involved.

WEEK 5 ASSIGNMENT REFLECTION 7

Reflection 7-
When you open up the classroom to an online community, you also open up your classroom to various situations that can cause concern. Just as students can find themselves in compromising online situations in the outside world, they can just as easily find these compromising situations inside the school classroom. As a campus leader, I am responsible for protecting my students from these situations occurring and preventing any unacceptable computer use within the classroom.
Social networking sites have allowed 21st century kids to connect to people like never before. Unfortunately, there are people in this world who prey on kids to be uneducated and careless when online.
If an educator introduces blogs and blogging into the classroom, they must be vigilant and cautious to the different issues that could arise. Proactive precautions should be taken in order to prevent the possibility of predators, misinformation, and improper and inappropriate uses of blogs.
As a campus leader I always instruct my colleagues to be proactive and prepared. Although there will always be concerns when integrating and implementing new technology into the classroom and classroom curriculum, it is important to remember the benefits will outweigh any concerns when all stakeholders are knowledgeable, proactive, and prepared.

WEEK 5 ASSIGNMENT REFLECTION 6

Reflection 6-
Since the beginning of time, society has expressed itself through music, fashion, likes and dislikes. No different than the past, kids in the 21st century do the same; however, much of their expression is now displayed online. Social networking, the Internet, and blogs are just a few means of technology that students utilize to communicate their personal expression.
Bringing this media and expression into the classroom is the next logical step in advancing our schools into the 21st century. There are numerous benefits of implementing and incorporating technology such as blogs into the classroom and content curriculum.
For one, it creates a collaborative online learning community. Students can bounce ideas back and forth, keep each other posted on news and current events, and discuss and conduct various assignments and projects. Not only can blogs create a collaborative online learning community within a classroom or campus, it can create cross-curricular learning opportunities in the school and beyond the school walls. This new and unprecedented phenomenon is opening up a new learning world across the country and across the globe. Our 21st century learners can now be exposed to the surrounding world and collaborate with others in ways like never before.
The inside of the classroom has finally caught up with the outside world that is rich in new and ever-changing technologies and equipments that will allow students worldwide to experience and interact in their own personal learning and academic success.

WEEK 5 ASSIGNMENT REFLECTION 5

Reflection 5-
I have a secret… I am a procrastinator, and in the past I was quick to give up on complicated matters of business. It has definitely been a pattern in my life. Even in my first years of teaching, I would go home and think, “Is this what I am supposed to be doing or is this where I am supposed to be?” Even during this program, I stopped mid-way because I found myself confused over my journey in life. Analyzing even further, just in Week 2 of this program I questioned my purpose, meaning, and path in a leadership position. My attitude was to give up because I got discouraged. Sometimes I find myself full of doubt. Doubt in myself, doubt in my meaning, but I am also full of big dreams, big dreams and big hopes. And as I said, this is my secret, because I would never reveal what I believe to be my biggest weakness. Leaders do not do that.
You are probably thinking, ‘what is this woman thinking?!’ For many, my journeys have been a waste of time, money, and even hard work. For me, it has been a rollercoaster of learning experiences and lessons that have given me a strong motivation and a solid foundation- two qualities I believe a campus leader must possess to be a success and inspiration to others.
Throughout this year I found a newfound fulfillment in being an educator and a leader. I resumed my position in the program and now with four classes left to go, I feel I have found exactly where I need to be. I have finally realized that no matter how down I get about my skills or success, I am my own worst critic. Ultimately, I have found that I do what I do for my students, and they only make my motivation and foundation stronger and stronger. When they succeed, I am successful, and not to brag, I am extremely successful.
So, although my many years of discouragement, complacency, and self-doubt seemed to be a waste of time to others around me, it has truly revealed to me that I am not a quitter. If I was, I would have left the field years ago. What my rollercoaster ride has given me is the skills and power as a leader to transfer that feeling of having and keeping big dreams and big hopes to my students. I am their teacher. I guide, instruct, encourage, and support and those are matters of business that I will never give up on.

WEEK 5 ASSIGNMENT REFLECTION 4

Reflection 4-
From week to week, a great amount of time and discipline was needed to complete the course assignments. Looking at the assignments as a whole, and looking at the assignments individually was two different stories. One could look at the assignments and think, ‘no problem’. However, when critically reading the steps and procedures, at times it did seem overwhelming, especially in Weeks 1 and 2, when both were allowed to be submitted together. Waiting into Week 2 to start those assignments was the worst idea possible. Since I allowed myself to get behind from the get-go, I really set my self up for what seemed to be difficulty.
Each assignment required several steps that were extremely in-depth with specific instructions on how to complete each part. At times, it was difficult to find the right mind set needed to tackle each section of the assignments because it seemed so overwhelming at first glance. Eventually, I found that ‘chunking’ the parts and completing small portions at a time was the smoothest way to get the quality end results I wanted.
I finally realized in the end, it was not the detailed assignments that slowed me down and discouraged my entire outlook on this course; it was me that slowed me down. Improving the lack of time management skills I displayed in the beginning was quite a challenge; however, what was most encouraging about the past five weeks was being able to improve my time management skills overall. As a leader and educator in the classroom, I can share my personal lessons as a student with my own students, and teach them time management tips and tricks that provide them the skills for academic success, which is exactly what I achieved during this course.

WEEK 5 ASSIGNMENT REFLECTION 3

Reflection 3-
Have you ever had a project in front of you that you would just stare at for hours or even days? Over time you would say, ‘after I do this, I will start that’. For example, that ‘this’ could be the laundry, the dishes, or even when you get back from the grocery store. And on the flip side, that ‘that’ could be the Week One or Week Two assignment.
Looking back, this is where I fell short during the course. I would definitely have to say this course kept me on my toes. The assignments were very in depth and detailed, and I produced creations I never thought I would- subject matter like blogs or Action Plans. I was exposed to new information and material I had heard of before, but never dreamed of creating on my own. Assuming I could take on the weekly assignments with the same time frame and approach as other aspects in life and work, I assumed my method and plan of attack would be adequate enough to complete anything thrown my way. Because I was inexperienced to the production aspect of this new material, I did not realize I would need the extra time to refine and develop my new material.
Although in the beginning I got off to a rough and bumpy start, I worked out the kinks and got on track. Although my time management skills and self motivation was lackluster in the beginning, I drastically improved all of my poor habits and unsatisfactory routines. By the end of the course I learned the most important lesson ever that will stay with me throughout the remainder of my home and work life- stop doing ‘this’ when I need to do ‘that’, which is a invaluable concept to me as a campus leader.

WEEK 5 ASSIGNMENT REFLECTION 2

Reflection 2-
Everyday I instruct other educators in my district. I give instructions regarding technology, I conduct trainings concerning equipment- it is my job, and it is what I do best. As a campus and technology leader in my district, I am responsible for technologically preparing educators to enter the classroom, so they can in turn technologically prepare students to enter the 21st century with the proper and appropriate knowledge and skills. These skills will prepare students for society, university, jobs, and life.
I am responsible for integrating and implementing new technologies into the secondary campuses and just since this course, technology integration and implementation has grown tremendously. From Internet safety to blogs, classrooms are changing and increasing the amount of technology, media, and equipment now more than ever.
Due to the implementations and integrations of these 21st century technologies, I refer back to this course quite often. I frequently look back to my notebook with all my notes, readings, and assignments for new ideas and solutions to the challenges I face. The suggested websites, the collaboration and suggestions from others in the course, the articles, and any other material that was made available throughout this course has assisted me often during my decision making process. One thing in particular that has helped me tremendously is the literature on copyright laws. I find it crucial to keep my information regarding copyright up to date, and I find it crucial to share this information with other educators in the district.
Other aspects from the course that we covered- such as Internet safety, technology standards, and proper and appropriate professional developments and trainings for staff, are just a few areas that arise in my daily duties as a campus leader. It is very beneficial and comforting to know that I can refer back to my literature and notes from this course when I need any kind of clarification, solutions, or ideas to provide the skills needed for my students to be prepared to successfully enter the 21st century in which we live.

WEEK 5 ASSIGNMENT REFLECTION 1

Reflection 1-
Prior to taking this course, I assumed that the format would be the same as always, meaning similar to my other courses- readings, lecture, discussion, assignment, mid-term, readings, lecture, discussion, assignment, final. During this course, I realized the age old lesson, ‘that’s what you get for assuming’. Although many aspects of this course were similar to previous classes, this was and will be probably the most memorable. Upon completing the Pre-Course Self-Evaluation, I felt pretty confident about what I would be exposed to during the duration of this course. I knew I was good with technology, and I knew my track record of previous courses. I realized as time passed, I did not know as much as I thought and then came the frenzy and wave of panic…
It all started Week Two. I really started off strong during this course, and then came Thanksgiving break. I never believed or wanted to get behind, it just all caught up with me at once. Then comes the rude awakening of my first and most important failed outcome: to stay on task and manage my time wisely. I was the person who prepared everything to the ‘T’ and made everything look neat and organized, and then hit a standstill. Granted, until taking on a leadership position, this was a major problem I could not seem to shake, but I just could not break through the shell of procrastination that surrounded me constantly. I still have some issues today, but because others rely on me and depend on me for various situations, I have improved my skills and worked towards perfection for the benefit of my campus.
So, Thanksgiving break came and I was off for the week. Some may think- ‘hey, a whole week, I will have plenty of time to get everything done! I might even begin the next week of work!’ Yes, I thought this, but no such luck. Days went by, nights went by, and Sunday night came before I even knew what happened.
At this point I was at a crossroad, which lead me to my second outcome which was achieved: to keep my track record of A’s going, to make an A in this course, and to keep my 4.0 average…
I pulled it together, got back on track, and set out to do what I knew I was capable of accomplishing. All the assumptions disappeared, and I finally realized to work for the day, not the week. I made new outcomes for myself. I made a schedule for myself. I took things in chunks, and completed things with much more ease. To think in Week Three I wanted to quit, and now I am conducting time management professional development trainings to other educators in my district. I have had an incredible journey since this course, but it gave me a whole new vision and a whole new ability not only to accomplish my goals, but to guide and instruct others how to do the same.
Although this course was not really about time management, and more so technology, the detailed assignments are what really demanded the discipline. Like I said, I have the technology skills- there was never a doubt about that. During the five weeks of this course, (the first three being bumpy), I thought my outcomes were easily achievable. I learned otherwise through this course, and whether I failed or exceeded at my original outcomes, I’ve gained so much more in the long run. I finished the course, did not give up, and succeeded. And, by the way, Pre-Course Self-Evaluation=26, Post-Course Self-Evaluation=48. That increase alone proves, ‘that’s what you get for assuming’.

WEEK 4 ASSIGNMENT ORGANIZATIONAL CHART

I'm having some troubles trying to get my chart posted on the blog. I have posted the chart and action plan in the discussion board. I will continue to try and figure out how to get my chart posted to my blog.

ACTION PLAN WEEK 4 ASSIGNMENT

Voters- Elect School Board Members

School Board- Responsible for school policy and future vision of school district

Superintendent- Responsible for implementing proper and appropriate policy and vision

Technology Department- Responsible for technology equipment and proper and appropriate trainings and professional development regarding media and technology

Program Administrator- Responsible for collaboration and communication with Technology
Department and Assistant Principal of proper and appropriate implementation of technology within the classrooms to instruct and prepare students for the 21st century world in which they will enter

Assistant Principal- Assists Program Administrator, Technology Department, and teachers in the implementation of technology within the classrooms. Also serves as a support system for teachers and evaluates the proper and appropriate use of technology within the classrooms

Teachers- Ensures proper and appropriate implementation of technology within classroom content curriculum in allignment with TEKS to ensure proper preparation for the 21st century world in which they will enter

Students- Future D.C.C. graduates entering the world with the proper and appropriate foundation in technology to prepare their entrance in society, universities, jobs, but more importantly, life

The principal, or in D.C.C.’s case, the Program Administrator, is responsible for communicating, collaborating, and implementing with members of the Technology Department in regards to equipment training and professional development for D.C.C. teachers. The Program Administrator will ensure that teachers are prepared with the proper knowledge and tools of technology and equipment, and that teachers will prepare and build skills within the 21st century learners enrolled at D.C.C. and will overall and ultimately promote excellence in students post graduation when faced with real world situations of society, universities, jobs, and overall, life.

Overview of the Dickinson Continuation Center:
The main goal of D.C.C. is drop-out recovery and drop-out prevention. The school was established in 2004, and is currently in the sixth year of operation. Since opening campus doors, D.C.C. has provided a high school diploma for approximately one-hundred and fifty students that under other circumstances would not have graduated high school. Over the past six years enrollment has grown, which has provided the opportunity for growth and reconstruction. With this in mind, the following action plan will focus on the future vision of D.C.C. and the advantages that a new campus with more room and more opportunities can provide. Again, with the following details in mind, many operations that occur on a traditional campus do not conform to D.C.C.’s operational structure. For example, currently D.C.C. is housed on the grounds of the traditional main campus, although D.C.C. is associated with the district’s alternative programs. Because of the location, D.C.C. is included in the traditional high school’s Campus Improvement Plan. This is the first focus of Part 2.
Before moving on, it is imperative to understand that the main goal and hope of this action plan is to separate the Dickinson Continuation Center apart from Dickinson High School. D.C.C. is essentialy starting from the ground up while moving into the new school. The focus is to educate teachers and staff of the available resources to utilize for campus improvement and to also create a separate identity that will allow more accurate and useful data personalized for D.C.C.’s improvement and overal academic growth.


The following Professional Developments will be planned and occur on the following days: the last day of school for teachers and will resume the week teachers return from summer. (June 4, 2010 and August 16-20, 2010).

All teachers will be required to attend this summer’s Technology Fair, hosted by D.I.S.D.’s Technology Department, which will be held this summer- TBA. All teachers are required to attend both days, and both days can be used for Trade Day Credit. Arrangements should be made now to avoid any conflict.

Campus Focus and Discussions:
Ø D.C.C. personal Campus Improvement Plan- Herron, Assistant Principal
· During the first months of the new school year, Wednesday’s Staff meetings will be utilized in the creation of D.C.C.’s Campus Improvement Plan
Ø D.C.C. AEIS report- Whitaker, Program Administrator
· Data gathered from the AEIS report will be provided and explained to teachers to encourage data driven decision making
Ø D.C.C. Star Chart- Napoli, English Teacher
· The Texas Star Chart will be introduced and explained to teachers to encourage data driven decision making
Ø Communication Training- Scardino, D.C.C. Counselor
· Communication building exercises and trainings will be conducted to build teamwork and increase interaction for stronger communication between administration and staff
Ø Technology Standards- D.I.S.D. Technology Department
· The explanation and importance of technology standards within classrooms will be discussed and implemented
Ø Copyright Training- D.I.S.D. Technology Department
· Copyright rules and regulations will be explained
Ø APEX Training- Napoli, English Teacher
· Computer based learning software training will be encouraged for use in classrooms
Ø Skyward Training- D.I.S.D. Technology Department
· New grade book training will be provided for updates and reinforcement
Ø Various Equipment Trainings- D.C.C. Staff and D.I.S.D. Technology Department
· Interwrite Pad, projectors, United Streaming, Lumen Lamp, and other equipment will be explained thoroughly and encouraged for use within classroom lessons
Ø D.C.C. Technology Vision and Plan- D.C.C. Staff and D.I.S.D. Technology Department
· A round table discussion and creation of D.C.C. Technology Vision and Plan will be communicated and produced among staff and Tech Department


*(Gathered from teacher interviews)
Because we have been included with the main campus for six years, many staff members (especially new teachers) wonder what is D.C.C.’s role regarding CIP, AEIS, and STAR CHART:
What is it?
What do we envision DCC’s to be?
Who is responsible for this data?
Who is this data about?
What does this data mean?
When should we use this data?
Where can we locate these data sources?
Why should DCC be concerned with the data findings?
How does this data affect DCC?

Evaluations:
Ø Campus Improvement Plan will be evaluated and discussed throughout the school year headed by Assistant Principal Herron with the assistance of D.C.C. Staff. Yearly changes and additions will be made and the plan will be posted on the campus website for the community to view.

Ø Drop-out rates will be monitored yearly through the AEIS report. With the ultimate goal of D.C.C. being drop-out prevention, the drop-out rate should decrease and the graduation rate should increase. The data will be used in campus decision making.

Ø The Star Chart results will be monitored yearly assuring that increases and improvements are made in teacher ratings (advanced, advanced tech, etc.), and solutions made in cases otherwise.

Ø Communication will continue to be encouraged by all throughout the school year.

Ø Administration will ensure teachers are abiding by technology standards and encouraging an environment that is rich in technology in alignment with the TEKS.

Ø All equipment and software trainings will be evaluated throughout the year by administration, including ‘Gator Walk Through’s’ and formal and informal evaluations.

Ø D.C.C.’s Technology Vision and Plan will be created throughout the beginning months of the school year. The Technology Department along with the Program Administrator will ensure proper and appropriate details are included and implemented by all staff.

Ø Various surveys throughout the year and formal and informal interviews between administration and teachers will be conducted to gage the new changes to the D.C.C. campus and staff.

Ø Constant evaluation and revision will be expected throughout this first year at the new campus. With a separate campus I.D. and new expectations- modifications and adjustments will be expected. Overall, the main goal among all D.C.C. staff is teamwork, communication, and the ability to educate and provide a high school diploma to students who otherwise would not have had the opportunity.

Texas STaR Chart PowerPoint

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Teaching and Learning- Long-Range Vision Plan

An area I feel needs some attention is the ever-important matter of Teaching and Learning. We are in the business of education and we should all recognize that our ultimate goal as educators should be to promote academic excellence.
Over the past couple of weeks we have heard terms such as 21st century learner, relevance, technology, engaging activities, etc. In this technology rich world, it is our duty as teachers and educators to commit to our teaching through meaningful, relevant curriculum aligned with the TEKS, and our responsibility to ensure students are learning, working, and growing to the fullest potential.
One important aspect within this Long-Range vision in the area of Teaching and Learning includes availability. Students need access to the proper equipment to appropriately instruct their learning. How can a campus integrate and implement technology when it’s not readily available for use? Fortunately at my campus, students have a great abundance of technology at their fingertips. For the past three years, key area totals have equaled 13, 15, and 15, and to be honest, I don’t see how in 08-09 there was a decrease in totals since our district has truly improved several aspects of the technology department which has made incredible strides in development, support, and overall access to their knowledge.
Other aspects of this section include use of information, collaboration, communication, diversity, and real-world relevance. Our district has provided a year-long professional development focusing on the Relationships, Rigor, and Relevance Framework. Within this program educators are exposed to the important concepts and factors of following a curriculum framework that not only aligns with the proper TEKS, but infuses a strong relationship with the diversity of students in the classroom, a rigorous lesson or unit that pushes students into the ‘D’ quadrant, and lessons and units that are relevant to real world applications.
I feel that the application of this framework, along with the integration and implementation of technology will not only create successful 21st century learners, but will smoothly transition these learners into the world and their bright futures.

Long-Range Plan for Technolgy 2006-2020

The Long-Range Plan for Technology, 2006-2020 is LONG, but it should be since the plan spans over 14 years.
Two very important sections I found interesting:
a. The need for change
b. The descriptions of teachers
I believe the two go hand in hand. It is obvious there is a need for change in classrooms. Technology is not a fad, it’s here to stay. It’s ever-changing, it’s everywhere. We as educators have to learn to utilize and implement these wonderful resources and tools within our curriculum to reach maximum student achievement. By not using technology within our lessons, we are not preparing our 21st century learners for their futures in the world.
With this in mind, I was pretty disappointed by the responses that the Teacher Voices section described. Seasoned teachers, or any teachers that have this fear of technology, have got to realize that technology is helpful, not harmful. There is absolutely no reason to prevent advancements in curriculum because of electronics anxiety.
The main concept I have taken away from my first review of this plan is encouragement. I will take my technological courage and electronic device confidence and spread it across my campus. I will guide, help, teach, and learn. I will push for integration and implementation so the 21st century learners at my campus are not robbed of the skills they need to succeed in their future.

PRE-K TEKS POST

I find it fascinating that a child in Pre-K is getting the technology exposure and foundational tools that will preface the next 12 years of his or her educational journey. If the child already has a computer at home, perhaps they have been exposed sooner than others, but for the most part, Pre-K may be the first experience a child has with a computer or technology (with the exception of possibly a cellular phone). With an early exposure and understanding of the computer and technology, a student will grow and adapt accordingly to the ever-changing, cutting edge digital world in which we live. By building a basic but strong and supportive technological foundation at such an early age, the following 12 years should be nothing but refining and polishing the mastered skills that truly get started in grade Pre-K.
In very broad terms, the Pre-K student should know and use technology. More specifically, the state has created 5 guidelines that Pre-K students should be exposed to during years 3 and 4. Within these guidelines are foundations that more specifically focus on the main ideas. Guideline 1 focuses on the social and emotional development of the student. The child should be learning a strong sense of self. The child should become familiar with self concept by building confidence, self control by acknowledging rules, social competence by building positive relationships, and social awareness by displaying appropriate social skills and manners.
Guideline 2 is Language and Communication, or simply, speaking. The sub-topics of Guideline 2 include listening comprehension, or understanding, speaking skills which are communication interactions, speech pronunciation which includes vocabulary and speech, vocabulary skills and opportunities to practice that vocabulary, and sentence and structure skills which should allow expression through new vocabulary and correct grammar use.
Guideline 3 is Emergent Literacy in reading which could also be described as the foundation of reading. Under this guideline students should be exposed to a strong motivation to want to read and should be surrounded by a positive reading environment, phonological awareness which touches on auditory skills, alphabet knowledge which is a foundation of reading and writing, and comprehension of text which includes a comprehension of stories when discussed and read aloud.
Guideline 4 is Emergent Literacy in writing. These are the forms, features, and functions children must know. Elements include: a motivation to write demonstrated by writing activities, independently conveying meaning demonstrated by writing behaviors, a formation of letter skills, or simply writing neatly, and finally, a concept about print skills, or written words.
Guideline 5 includes Mathematics and an understanding of math. Elements include counting numbers, addition and subtraction, geometrical shapes, measurement and skills, and classifications, pattern skills, sorting, creating, and making.
This may seem a bit much for a tiny 3 or 4 year old student, but the abundance of technology resources has never been more accessible to aide, educate, and mold the skills that will carry a student through grade 12 and beyond.

How Ironic...

How ironic that my blog is blocked by my school district's Internet Blocker! Go figure...

Survey Reflection

Although I feel pretty confident in my technology endeavors, the one detail I did notice just by taking the surveys was that my technological jargon is a bit weak. There were some questions on the survey I feel I could not answer properly because I got confused by the terminology. I might have been able to accomplish the written tasks with a check mark of ‘yes’, I just do not know for sure because my vocabulary in this subject is a weakness. I mostly got troubled when taking the Technology Applications Inventory, and I mostly have trouble with the picture terms. Number 15 especially threw me for a loop- 125k? Is that $125,000? (Just kidding, I know it’s not).
Even though I do use image, audio, and video files, I have neither created such files, nor have the slightest idea on how to image and implement personal files such as those mentioned into my English curriculum at the moment.
Another aspect in which I had to check ‘no’- but was fascinated by the idea of- was number 38, virtual environments. When I think of virtual environments or virtual reality, I immediately think of games of course. However, I also remember Week Two’s reading number seven, Adopt and Adapt: Shaping Tech for the Classroom, the author mentioned reference to SimCity and other virtual reality games (Prensky, 3). What an opportunity to create an environment simulated with relationships, rigor, and relevance. I would love an opportunity to implement some sort of virtual reality scenario into my curriculum.
One personal thought that came to mind when I was thinking of all this virtual scenario business was my outdated experience of virtual environments in elementary school. Once a week we would venture to the computer lab and take turns playing The Oregon Trail. This game, in my opinion, was somewhat of a virtual reality experience for me… We had to purchase real necessities with the money provided and travel cross country in hopes the axle on our wagon wouldn’t break, Susie wouldn’t get whooping cough, or we wouldn’t run out of bread and water. It just got me thinking- how funny I had this opportunity eighteen years ago back in the 20th century, yet I cannot find a way to implement this type of environment in 2009 and the 21st century. I feel I should find a solution to this situation.
Briefly, other aspects of the inventory were items like chart styles and data (number 51). Again, I use charts, the terminology is just not clear.
In the second survey, I was pretty confident. I teach at a computer-based alternative learning center focused on drop-out recovery/prevention and credit recovery. Since our campus is computer-based, we have a wealthy abundance of technology at our fingertips. I will say that the data taking and following trends needs to become a more formal, organized process to be utilized more frequently.
Overall, on a scale of 1-5, 5 being the best, I feel like I have a great understanding and wealth of technology available to me. So in general, I feel I’m a strong 4 eager to learn.