This document contains reflections from activities related to developing technology skills and assisting other teachers in developing their skills. It discusses helping teachers learn new programs, providing strategies for student-centered learning, assisting teachers in addressing student diversity, and sharing resources on copyright and district tools. The reflections show the value of mentoring other teachers, engaging in ongoing learning, and applying skills to help administration and improve equitable access to technology.

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Technology State domain reflection
standards &
competencies
TF – 1.A I.1 This activity helped me to recognize effective methods
I.2 of training teachers in the use of technology. The teachers
III.8 came to our building with varying levels of experience in
technology, and this affected their comfort level, as well
as their ability level. Many of these programs are
mandatory in our district so it is important for everyone to
be able to use them effectively and comfortably. By
working with these teachers on using these various forms
of technology, I learned a lot about helping teachers
expand their comfort level, and making technology more
user-friendly for those who are uncomfortable.
TF – 1.B I.1 Our district has made a huge commitment to problem-
I.2 based learning. Because of this, I have spent a large
I.3 amount of hours in training, and on applying these
II.4 principles and strategies. It has really helped to see how
II.5 learning can be student-centered. It helped me to learn
II.7 ways to be less teacher-led and more student-driven. This
approach to teaching incorporates technology, critical
thinking skills, problem solving abilities, and student-
driven learning. It also requires preparation, time for
planning, and a lot of support from administration. It is not
a program that is easily applied. It needs a shift in thinking
to be effective.

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Technology State domain reflection
standards &
competencies
TF – II.A I.1 By helping teachers learn to assist their disabled
TF – II.B I.2 students, I was able to help them address the needs of all
TF – II.C I.3 their students. By addressing the needs of the diverse
TF – III.B II.4 learner, and making learning more customized to their
II.5 needs, teachers are able to make the instruction in their
II.6 classroom more relevant and student-centered. This makes
II.7 instruction in the classroom more ethical, more equitable,
and more effective.
TF – II.D I.1 This activity opened my eyes to so many resources that
I.2 our district provides for the teachers’ and students’ use.
II.4 This support system is not used nearly as often as it should
II.5 be, because many of the teachers are unaware of it and not
III.8 sure how to access it if they do know about it. These tools
III.9 need to become part of our teachers’ tool boxes, and to do
that, they need to be made more aware of the resources
available in the district.
TF – II.E I.1 Providing new strategies for teachers during my grade
I.2 level meeting helped me to learn were the interest of the
I.3 teachers that I work with lies. It is interesting to see those
II.4 who prefer more interactive lessons, and those who are
II.5 more teacher-controlled in their teaching. By providing a
II.6 tip sheet to facilitate the new strategies, it was easier for
the teachers to apply them.

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TF – II.F I.2 Many of the teachers have very little experience using
I.3 open source or creative commons material, and often do
II.4 not think about the rules governing copyright. This is an
area that our teachers need more information in. I did not
realize how wide spread this problem was until I started
providing information on the topic to the teachers that
I work with. These materials are easily accessible and
make addressing copyright rules and laws much easier to
do.

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Technology State domain reflection
standards &
competencies
TF – III.A I.1 As part of my action research project, this activity
TF – III.E I.2 provided me with the chance to see what was effective in
I.3 helping teachers learn to use technology in their
II.4 classrooms. Different teachers needed different levels of
II.5 assistance, and different types of assistance. They did not
II.6 all need the same skill. This made a mentoring style of
II.7 assistance very helpful.
TF – II.A I.1 By helping teachers learn to assist their disabled
TF – II.B I.2 students, I was able to help them address the needs of all
TF – II.C I.3 their students. By addressing the needs of the diverse
TF – III.B II.4 learner, and making learning more customized to their
II.5 needs, teachers are able to make the instruction in their
II.6 classroom more relevant and student-centered. This makes
II.7 instruction in the classroom more ethical, more equitable,
and more effective.
TF – III.C I.1 Problem based learning helps to create a more student-
I.2 centered learning activity. It also helps students use
I.3 technology to apply critical thinking and problem solving
II.4 skills in ways that are effective for all learners. By using a
II.5 problem based learning unit during my action research
II.6 project, I was able to help teachers learn to provide
II.7 technology to primary age students in a way that was
relevant to their learning needs.
TF – III.D I.1 This activity was a major part of my action research
I.2 project. In assisting teachers to complete their projects, we
I.3 needed to address several issues dealing with behavior,
II.4 supervision, and diversification. I learned who and what
II.5 good resources were, and how to find them. I also learned
II.6 to listen to the needs of the people I was helping, not just
III.8 assume that I had all the answers.
III.9

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Technology State domain reflection
standards &
competencies
TF – IV.A II.4 These on-line assessment tools help to provide on-
TF – IV.B II.5 going formative data that helps to drive planning and
implementation for student learning. It helps teachers to
adapt their lessons to address the needs of the student in a
timely manner that otherwise may not be addressed. This
assessment data may also be used in a summative manner
to address mastery and overall growth. What I liked was
how readily available the information was. As long as the
students were accessing the programs, the data was
available for teacher use.
TF – IV.C II.4 Using a rubric helps define what a student is expected
II.5 to gain from the material. We address what we expect
them to produce to show that they have gained the
expected skills, and to what level we expect those tasks to
be performed. When writing a rubric, I found that I had to
make sure that I addressed the skills and tasks that showed

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what I was trying to teach. It was easy to get off track if I
was not careful to think about what skill I was actually
trying to teach.

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Technology State domain reflection
standards &
competencies
TF – V.A I.2 This workshop provided a lot of relevant material that
I.3 could be used for planning and developing material,
II.4 research and referencing, and as tools to be used in the
II.5 classroom. By sharing this information with others, I
II.7 provided some new information and food for thought to
III.8 teachers in areas that they may not have addressed before.
The original information was not an in-depth topic, but
several teachers came and asked me about various aspects
of the information.
TF – V.B I.1 By evaluating the results from the Texas Star Chart, I
I.2 was able to provide some useful information to my
I.3 building administration when developing plans for the

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II.5 coming year. We were able to apply the results of that data
II.6 in a way that was relevant to the building, and I learned
III.8 more from the activity because it had a real-world
III.9 application.
TF – V.C I.1 Power Videos is one of those tools that is very easy to
I.2 use once you start using it on a regular basis. A good
II.5 introduction, with a cheat sheet for the steps to access the
II.6 site, is usually enough to get teachers started. Once they
III.8 realize the amount of resources available, they tend to
access it fairly frequently. They like the fact that it is not
just videos. It also has music, images, articles, and audio
books as well. Most teachers just need to know that it is
there and how to access it. For those who need a bit more
assistance, a couple of hands on activities usually helps
them to feel more comfortable using the site.
TF – V.D I.2 By developing and maintaining a class web page, I was
able to create a great communication tool for parents and
students as well as a resource for student learning. The
web page was easy to develop, but I often needed to
remind myself to keep it updated and current. It was a
great tool, but it does need to be kept current to be
effective as a communication tool.

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Technology State domain reflection
standards &
competencies
TF – VI.A I.1 When doing this activity, I found that middle school
I.2 teachers are much more skilled at this task than
I.3 elementary teachers. I think elementary teachers often
II.6 think that it is not relevant to their students, and this is not
III.8 the case. With all our students accessing technology at

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younger and younger ages, they need to know how to use
it in an ethical manner. If we do not teach them how to,
and that it is important to follow ethical guidelines, then
they won’t.
TF – VI.B I.2 I think it is always important to give teachers an idea of
III.8 what is available to them. They need to know what district
III.9 resources are available for them, and for their students.
Too many tools sit in boxes and on shelves because people
do not know that they are available. Or even worse, the
teachers buy the items, not realizing that the district has it
sitting in a cabinet or warehouse not being used.
TF – VI.C I.1 I learned a lot from this activity. I address intellectual
I.2 diversity all the time as a special education teacher, but I
I.3 do not work with cultural diversity in the same way.
II.6 Language differences often cause problems for my
students since I have a large Hispanic population, but
since I am already customizing the curriculum for my
students, I often do not think of it as a language or cultural
issue. This is an area that I need to do more research and
practice in.
TF – VI.D I.2 I enjoyed this activity. It was fun to find and play with
I.3 all the different resources available. I did find that some of
II.6 the resources disappeared after a short time. I found that
III.8 there are web 2.0 tools for every skill and age level. It is a
III.9 matter of playing with them, and finding the best tool for
you. I liked that there are multiple tools for the same thing
so that it is possible to find the best tool for your situation.
TF – VI.E I.1 This activity was the beginning of my action research
I.2 project. By doing a needs assessment on this activity, this
I.3 activity grew into a major project. By addressing the
II.5 resources available on campus, and making them available
II.6 to all teachers and students, I was able to provide an
II.7 equitable and fair solution to the distribution problem for
III.8 our mobile laptop labs.
III.9

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Technology State domain reflection
standards &
competencies
TF – VII.A I.2 This activity helped teachers new to the district, and
II.6 teachers who worked with young students. The teachers
III.8 were easily able to access the Z: drive for their own
III.9 personal use. This drive is stored on the district server, and
is accessible from anywhere in the district. This allows for
easy access to files from any computer in the district. The
students also have Z: drive access. Many of the primary
grade teachers never used these with their students. Since
this is a place for students to store and work on their
digital assignments, it is important that they know how to
access and use this resource. This is another resource that
is readily available in the district.
TF – VII.B II.6 Our district uses on-line training on a regular basis.
III.8 Many of these are mandatory trainings that they have
III.9 made available through the on-line training through
Workshop on Eduphoria. They also provide technology
and gifted and talented training in this manner for those
who would like or need to get additional hours in these

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areas. I have accessed many of these available resources,
as well as those provided by the regional service centers
and state training through Pearson. It is easier to fit these
trainings into a busy schedule.
TF – VII.C II.6 I have learned so much from the various trainings and
III.8 workshops that I have attended on resources and
III.9 technology. Much of the information was repeated from
session to session, but I always found enough new
material, or a new way to approach the material already in
my knowledge bank, to make attending worthwhile. I love
seeing new ways to approach things. It broadens your
vision of learning and makes the activities more relevant
and interesting for everyone involved.
Chart for TF-VIII continued below reflections
Technology State domain reflection
standards &
competencies
TF – II.5 Attending the TCEA conference was an interesting
VIII.A II.6 experience. This was the first opportunity that I had to
III.8 attend. Visiting the booths of all the vendors was as big an
opportunity as many of the sessions, and I was able to ask
questions and have some hands-on experience with the
actual items while visiting the vendors. There was a lot of
information available all in one place. Some of it was
repetitive, but some was new and gave a fresh vision to
work with.
TF – I.1 This activity let me be involved in the development of
VIII.B I.2 the new district technology plan, even if it was in the form
TF – I.3 of an observer. I was able to discuss the plan as it was
VIII.D II.4 being developed with the people who were actually
II.5 developing the plan. I learned a lot from seeing how this
II.6 process developed. How needs and research data, as well

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II.7 as district data were used to address and devise a new plan
III.8 after discussing and evaluating the previous plan. This was
III,9 a process that would be used in developing any type of
improvement plan for the district. This was definitely a
learning experience.
TF – I.1 The tech-buddies program is a great way to help
VIII.C I.2 diverse learners be successful. In this case, our special
I.3 needs students were able to work with another student on
II.4 a research project that used digital media for research and
II.5 for their product. By working together, both the high and
II.7 low students were successful. It was great watching how
III.8 much all the students got out of the assignment, and how
much they were able to show.
TF – I.2 This part of my action research project helped the
VIII.E I.3 teachers access the mobile laptop lab. In completing this
II.4 task, I began to realize how much planning is needed to
II.7 create an equitable and fair set of guidelines for teachers
III.8 to access resources. A simple sign-up sheet is not always
III.9 the answer. Sometimes, a bigger issue needs to be
addressed before guidelines can be set-up and
implemented.

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