Introduction

When I think about the term “productivity,” invariably I think of the factory model.  With this in mind productivity could be defined as “the rate of output per unit of input” (Clowes, 2002). Thus, productivity in K-12 education can be increased by “producing either a larger quantity of the same quality graduates [or,] the same quantity of higher quality graduates, or fewer non-graduates” (Clowes, 2002).  Is there a connection then between teacher productivity and technology?  In my own practice I believe the answer is yes. Although La Porte (2007) argues that the “use of classroom instruction technology has struggled for universal acceptance because the educational technology leaders skipped the productivity lesson.”

The ways that technology enhances my productivity are myriad.  First, at the beginning of the year I do a deep analysis of individual student CMT scores to identify areas of weakness, in order to differentiate and focus instruction. For example after looking at overall student data I focused on my SPED/Inclusion class and developed an excel sheet to pin-point areas of weakness for each individual student (see Appendix M). This will allow me to differentiate and modify my instruction for each student. Then, throughout the year I use Doug Reeves’ model of Data-Driven Decision Making through performance assessment..  I choose a focus area of weakness and administer a pre-assessment.  Based on the results of the assessment and what I already know, I can then tailor lessons to address the needs identified.  When I want to determine if my students have grasped the concept addressed in the pre-assessment; I administer a very similar post-assessment.  If my students have mastered the skill or application, we can move on to another focus area.  Using this strategy I inform instruction, develop and analyze assessments of student learning through alignment with both state standards and CMT data.  

To formally measure my own productivity; I then review my students’ CMT scores after they have had one year of instruction with me.  Several websites have helped me to understand and analyze my students’ data, including: cmtreports.com, and ConnCan. When I get detailed student scores I can dig deeper, using Excel to display and analyze scores on individual Content Strands, by sub-groups including gender (see Appendix N) and free and reduced lunch status.  This has helped both me and my colleagues to better serve our students, and in turn, our students have shown gains on high-stakes Standardized Tests; specifically in writing.  I am anxious to get 2007 CMT results, as I have had this group of students for two years and will be able to pinpoint individual gains, and identify areas where I still fall short as an instructor, as measured by my students CMT scores.

 Professional Practice

According to the National Staff Development Center (2001) there are three types of standards (staff development that improves student learning) to which educators should strive for in their professional practice: context standards, process standards, and content standards.  Technology can and has enhanced my professional practice in these three areas.  Context standards are addressed in several ways. For the purposes of this narrative I will give one example. I am the leader of a data team at my school, our “goals are aligned with those of the school and district” (NSDC, 2001).  Process standards are addressed in that student data is used to determine teacher priorities (NSDC, 2001).  I also apply research to my decision making processes and try to stay abreast of current research and trends in education. Further, I always use age-appropriate strategies that are appropriate for the learning outcomes that I expect.  Finally I address content standards by having high expectations and “rigorous academic standards” (NSDC, 2001) for all of my students. Over the past two summers I was part of the curriculum development process for seventh and eighth grade language arts (see Appendix O). This process and its results have provided the guiding force that drives instruction in language arts.  

 Reflection

Reflection is a critical component in effective teaching.  According to Koszalka (2003,)  “one of Dewey’s (1933) basic assumptions was that learning improves to the degree that it arises out of the process of reflection.”  An interesting description of “reflection in action” is cited in Smith (1996).

In each instance, the practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behavior. He carries out an experiment which serves to generate a new understanding of the phenomenon and a change in the situation…He does not keep means and ends separate, but defines them interactively as he frames a problematic situation.  He does not separate thinking from doing…Because his experimenting is a kind of action, implementation is built into his inquiry (Schön, 1983).

This is an interesting perspective as it integrates the act and the reflection.  By keeping the means and the ends interactive, I must reflect as I teach.  I may be using the most detailed, well thought out, age-appropriate lesson possible; yet if my students are not engaged, or do not grasp the objectives of the lesson, I need to think on my feet.  Thus, reflection, evaluation and revision are ongoing, and not necessarily after a lesson has been delivered.

There was a unit that my class covered recently on The American Dream.  One of the stories was Camp Harmony by Sonya Sone.  Not long after we started previewing the story, I realized that my students had little to no knowledge of the internment of Japanese Americans during World War Two.  This led to an impromptu mini-lesson on both the war and the history behind the internment of Japanese Americans.  Through this discussion, my students were able to make connections to the modern day internment of Muslims in Guantanamo Bay , Cuba . We also discussed how both events were largely prompted by fear.  My students also wondered why German Americans were not interred during World War Two.  This led to a lively discussion about racism in America . If I had continued with the lesson as planned, and had not stopped for this “teachable moment,” my students would not have had the background knowledge needed to think critically about the concept of The American Dream.

 Leadership

 According to the NSBA:

  * There is less "teaching" when learning is happening online.

   * "…teaching in an on-line setting challenges teachers to shift paradigms and use a constructivist model of learning that creates roles for other mentors and experts."

    * Teacher from sage on the stage to guide on the side: mentor and coach.

    * Teachers collaborate more.

As I allow my students more freedom through guided practice to construct their own knowledge using technology; I am also freeing up my own time to develop my leadership and collaborative skills.  This also gives me the opportunities to apply my role as Technology Leader at my school.  Often, when I have a class in the computer lab and they are settled in and understand the assignment at hand; I will work with other teachers, at their request, to help them learn a new program, or to model implementation and integration of certain technologies within their own classroom setting.  This means of instruction also supports my productivity, as my students are learning and I am able to help another teacher construct new knowledge as well.

 I believe that ultimately technology leadership must start from the top.  Administrators and school boards must be willing to invest time and money into new technologies.  In some cases, technology must be mandated for cohesion and consistency. Teacher leaders are the people on the front lines though. They must also be willing to invest of themselves and their time to help improve colleagues’ expertise with new technology.

 Collaboration

For too long teachers, schools and districts have worked in isolation. Technology allows rapid communication of ideas among staff.  It also allows teachers to work together to develop common assessments and to identify areas of weakness.  As Data Team Leader for 8th grade language arts; I have seen the benefits of this type of collaboration first hand.  When one teacher’s students show remarkably improved results on a common assessment, he/she shares with the rest of the team the strategies used.  We also are able to visit each others’ classrooms to observe a lesson.

Students also reap the benefits of collaboration.  Recently I began a blog for students on the district’s web site about Edgar Allen Poe and Gothic Literature.  This means of communication and collaboration among classes has added depth, reflection and interesting new ideas to our regular classroom discussions.  Additionally, my students collaborate with students in different parts of the country and the world through EPals. Currently we are working on a poster project with a class of eighth grade students in Denmark .  When their collaborative posters are complete I will display them on my district webpage.

 In conclusion, when technology is embedded into: productivity, professional practice, reflection, leadership and collaboration; my job becomes easier through all of the busy-work that technology helps me to overcome.  At the same time, my job is more mentally challenging.  I enjoy learning about, implementing, reflecting on, and evaluating how and why I use technology in my classroom.

REFERENCES