Sunday, December 13, 2009
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?
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.
Wednesday, December 2, 2009
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.
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.
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.
Tuesday, December 1, 2009
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.
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.
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.
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