Technology Experiential Log - Missouri State University€¦ · Technology Experiential Log Three...

Technology Experiential Log

Three Semesters of Data for Advanced Programs (Spring 2017, Fall 2017, Spring

2018)

Participants by Semester

Early (N) Culminating (N)

Spring 2017 3 7

Fall 2017 27 3

Spring 2018 9 15

Early

Response Frequency by Category

Spring 2017

Observed Technology Categories

Response(s) Count Percent

Instructor's Computer 3 100.00%

Internet 3 100.00%

Data Projector 1 33.33%

Smart Board 2 66.67%

Digital Camera 1 33.33%

Document Camera 1 33.33%

Overhead Projector 1 33.33%

Video Camera / Editing Equipment 1 33.33%

Email 3 100.00%

Streaming Video 2 66.67%

Cable or Satellite Feeds 1 33.33%

Student Computers 2 66.67%

TVator 0 0.00%

List any other technology here (Write-in Response) 1 33.33%

Technology Categories Used



Internet 3 100.00%







Email 3 100.00%




TVator 0 0.00%


Fall 2017




Internet 26 96.30%







Email 25 92.59%




TVator 0 0.00%





Internet 25 92.59%







Email 23 85.19%




TVator 0 0.00%


Spring 2018




Internet 9 100.00%







Email 9 100.00%




TVator 0 0.00%





Internet 9 100.00%







Email 9 100.00%




TVator 0 0.00%


Response Narrative from Participants by Topic

Spring 2017

Fall 2017

Assess

Multiple programs were mentioned as a way of integrating assignments and

assessments with technology for students and teachers, such as SISK12, Canvas, Blackboard,

emails, apps to connect devices together, and even an app specific to the school district.

Others discussed equipment that was being used. IPads and Chromebooks were popular

devices, as were SMARTboards and projectors. One candidate even mentioned taking pictures

with a phone for projects at the site, while another discussed how much easier it was for

students to be able to have online textbooks and be able to access them through the devices

provided by the school.

One candidate noted that the teachers at that site were also loaned devices to use, and

that “The teacher device provides more opportunities for planning and grading so teachers

aren’t limited to just using a school desktop.” A few candidates mentioned that their site was a

1 on 1 school, allowing students direct access to their grades and lessons, and one pointed out

that the students take their quizzes on Google Forms, and use their Chromebooks to do

everything from creating songs to making their own music videos.

Collaboration

Many of the candidates discussed collaboration within the classroom using technology.

Some focused on collaborating with the students, with one noting “it made it easier to access

websites that enhanced instruction, made collaboration projects easier, and taught

responsibility at an early age to all students.” This same candidate also pointed out that

through the increased collaboration, students “could gain rewards such as being able to

download a school-appropriate game, longer reinforcement periods, etc. This enhanced

student cooperation on almost all activities.” Another candidate noted that collaboration was

also improved within the classroom between the student teacher and the cooperating teacher,

not only in planning for lessons, but also in implementing them.

Other candidates focused on increased collaboration outside of the classroom. Many

mentioned the use of technology to communicate quickly between teachers and

administrators. One also mentioned that the program used at that site allowed the teachers to

created disciplinary records and keep track of communication with parents, in order to better

collaborate with other teachers and administrators for that student. Some candidates also

discussed being able to communicate with parents better through technology. One candidate

even collaborated with other teachers at the site in using the Canvas platform so well, that they

presented all of the discoveries and tips they found at a conference for integrating technology

and education. Another candidate also discussed using technology to collaborate with other

teachers about how to integrate technology and education within the classroom. One

candidate even created an electronic staff newsletter that was sent out weekly with

information sent in by different educators within the school.

Design

A plethora of technological devices and programs have been integrated into lessons to

the point of being critical to the lesson and used daily. Many candidates used SMARTboards

and projectors daily, and video streaming services such as YouTube, Netflix, and Apple TV were

consistently utilized. Others gave all of their quizzes through Google apps, and one even used a

math program that was only online, and had to be accessed daily. Another put assigned

readings on the computer, which also helped read to the students who needed help completing

the assignments. Some candidates noted that even though they were in classes that are not

normally associated with technology, such as physical education, they started to utilize

technology for things like projecting the daily expectations and showing how to complete

certain exercised properly.

Differentiation

Canvas is a program frequently mentioned when discussing differentiation, as it allowed

students to cover material a little more at their own pace, as well as allowing them to go back

over areas that they were not comfortable with. Other candidates used programs that

recorded sessions and instruction, which the candidate could go back and edit or re-use. Some

candidates mentioned that the devices available to the students made differentiation easier.

One candidate noted that their Chromebooks and Google accounts changed “The dynamic in

the classroom and the learning styles of the student.” This candidate also noted that not just

caters to the student’s learning style, but also that “More ways to submit, create, access, and

collaborate are given for the teacher to guide.” Another noted that the Apple TV in their site

allowed the teacher to show the students how to use new apps on their iPads, and that the

iPads “were used to enhance writing, math, and literacy skills through the use of interactive

apps.”

Engage

Educational websites, programs, and apps were used often to “spice up learning”, as

one candidate put it. Some candidates note that simply making resources available helps keep

the students more engaged, and others point out that the integration of technology seems

necessary for learners in the 21st Century. One candidate mentioned that the Canvas platform

has allowed the students have direct access to their grades and lessons.

Other candidates talked about the devices themselves keeping students more engaged.

One candidate also noted that students could gain rewards through their devices, which

seemed to enhance cooperation in almost all activities. One candidate mentioned that

students recognize that allowing for personal technological devices gives them access to

“amazing things that the students have never been able to do, participate in, create, and

experience that wouldn’t be possible without these devices.” Another candidate noticed that

outside of the classroom, the devices have helped to engage students, as they are “responsible

for caring for, charging, and using their device as a tool for their education.” One candidate

also noted that the students seemed to enjoy the efficient grading and saving paper that comes

with personal devices.

Implement

Implementing technology was something widespread, with many candidates focusing

on new technology being used in innovative ways. Some candidates, however, discussed

technology that has been used for years being implemented in an efficient manner. One

candidate even pointed to the walkie-talkie system being the most useful piece of technology

for managing the school. Many other candidates discussed using phones and SMARTboards as

being very instrumental within the classroom, while some also mentioned email as their most

effective tool for communication.

Some candidates talked about using technology and devices throughout their entire day

of class, with one candidate noting that the teachers “use a variety of other educational apps to

support specific skills or provide opportunities for digital creation.” Another pointed out that

the teachers at the site “allow students the opportunity to do interactive learning” using

SMARTboards. Multiple candidates discussed how they used the students’ personal devices as

a way to administer quizzes and assignments, as well as teaching lessons, on a daily basis.

Specifically, it was mentioned that teachers can “access applications on the students’

Chromebook to provide specific feedback on assignments during class.” One candidate pointed

out the limitations of technology being implemented in school, noting that the school needs

more funding to fully fix their problems of not having enough bandwidth, and other technology

related issues, although most candidates did not mention having problems such as that, even

though many pointed to their school being a 1:1 school.

Improve

` Candidates discussed in class improvements through the use of technology, such as

more efficient grading, enhanced instruction through the use of pictures and visuals, and

increasing the amount of people reached. Other candidates mentioned improvements

throughout the school, not just in the classroom setting. One explained how bus cameras and

personal devices were able to show instances of bullying between peers, giving the

administration concrete evidence to then take care of the situation. Another candidate

mentioned that technology allowed multiple administrators to collaborate on a big

presentation, each adding elements that made it better. Another candidate began a staff

newsletter throughout the site. The candidate noted that this came about “Because we are in

such a large building that people rarely have the opportunity to meet as a whole group and are

often out of the loop with what is happening in different hallways, departments, clubs, or

peoples’ lives.” This candidate notes that she “Feels like it helps bring us together as a staff.”

Other candidates discussed frustrations about how technology could help to improve

schools, although their sites unfortunately lack the resources they think would be beneficial.

Multiple candidates point to the lack of bandwidth at their site, which keeps teachers from

streaming videos at certain points of the day. One even noted that staff “avoids projects that

require computers because they are difficult to schedule around the rest of the building and are

not very reliable.” Another pointed to an online communication with parents that was

attempting to be set up. Eventually, they were able to figure out the multitude of problems,

but there were problems with creating quizzes and questionnaires, and then there were

problems with the host site. A couple candidates also mentioned their desire to be a 1:1

school. While that is in the near future for some schools, others did not mention any plans to

be able to implement programs such as that.

Negative

One candidate discussed a situation where a student used a personal device to look up

inappropriate content. The candidate noted that it was not pornographic, but was something

still flagged by the school. The student also searched for said content at home, and did not

seem to discern the boundaries of what was appropriate to do with school property, even when

not on the premises of the school. Another candidate mentioned that there was technology at

the site, but that the cooperating teacher did not use any except for the desktop computer, and

allowed no students to use technology in her classroom. One candidate mentioned multiple

instances where students had their Chromebooks confiscated, in one instance by the police,

because of inappropriate use. One candidate pointed to bullying happening over social media,

and on the bus. They were able to use technology to gain evidence of the infractions and deal

with the situation.

Multiple candidates discussed the lack of technology in their classroom. One mentioned

that their technology “Is out of date and we have problems with bandwidth. When multiple

classes are on the internet all at once, the internet is extremely slow. This creates major issues

for teachers when they create lessons around the technology.” Another noted that teachers

“avoid projects that involve computers” because of the lack of internet, and one pointed out

that because they were not in a traditional classroom, there was not technology available as

readily as it was to the rest of the school.

Spring 2018

Assess Teachers use computers, educational grading platforms, and internet access to input and track grades, and students able to use the same tools to check their grades. Many students used individual devices such as Chromebooks or school computers to take quizzes and tests. Teachers also allow students to follow along on the grading process of an assignment in class through the means of a document camera. One type of assessment which some schools employed is a digital portfolio, which students continue to build through the years on Google Sites. Some administrators used Microsoft Surface Pros to assist them in their teacher observation and evaluation process.

Some schools implement a computer monitoring system known as GoGuardian, which allows the teachers to view each students’ screen as they are using their computer or Chromebook to ensure that students using the device properly for the assigned task. Other schools used Apple Classroom to monitor and manage student devices. One instructor reported, “Through this program we are able to force and lock students into specific apps, redirect them to specific websites, lock and mute their devices, as well as view and project their screens. This kept many of our students on task.” Communicate Email was the most common method employed by teachers, candidates, administrators, students, and families for day-to-day communication. Teachers collaborated with other staff, answered parents’ questions and communicated concerns and praise for students’ progress, and received and provided information about the school community. Much of the academic information and coursework for the classrooms was provided through district-provided educational websites such as Canvas, Infinite Campus, Edgenuity and USA Test Prep.

Other sources of class communication and information distribution were electronic newsletters, Google Drive, Google Hangouts, and Blogger. Some administrators utilized two-way radios for communication on a daily basis, and others employed texting and other communication apps as well. Streaming video was also used for administration meetings and professional development to communicate and allow for participation and collaboration from a distance. One candidate noted, “The principal used technology to work with educators in the building to improve instruction as well as communicate effectively with stakeholders.” Design Teachers consistently used the internet as a resource to find resources, information, and engaging activities and videos. In one case, “No curriculum or textbooks are provided and teachers design and create their curriculum from what is available from the internet and other resources.” Some classrooms contained devices for student use, such as iPads and student computers, for use with research and educational games as permitted by the instructor. The goal of several candidates in using technology was to improve student learning outcomes, rather than simply making lesson planning easier. Many candidates used their computers and projectors to design and develop activities and worksheets, as well as presenting information and modeling expectations. Differentiate

Many teachers used software with differentiated learning programs for support in both math and reading to meet the requirements of students with special needs. One candidate describes a useful site, saying, “Newsela allows for differentiated levels of text when reading non-fiction articles.” Teachers also used digital programs, like Storybird, to engage and motivate struggling students. In addition, several administrators organized weekly and monthly trainings for teachers and learning specialists to develop their skills in using and integrating technology into daily instruction to meet the needs of all learners. Some schools also employed technology in an attempt to meet the needs of students at a lower socioeconomic level by providing devices for them to use at home. Engage Teachers used Smart Boards to engage and interact with their students, projecting presentations, brain breaks from GoNoodle, and videos from BrainPOP, YouTube, EdPuzzle, and WeVideo. Students used desktop computers, Chromebooks publish writing, practice math skills, play games that support learning standards, and access scholastic programs such as iXL, Mobymax, Digital Readworks and System 44. Tablets and iPads were used to support and enrich learning, such as by scanning QR codes to watch educational videos that support content standards, recording their work, playing learning applications such as RedInk, Zearn, ReadTheory, Spelling City, and Typing Pal, working through whole-class lessons, and practicing content-based skills. One candidate stated, “These iPads help students learn different uses of technology. Students learn how digital citizenship works, how to research on different sites, and use apps as a tool for learning.” Implement Teachers were able to implement a variety of devices to support their students’ educational progress. Some of these devices include computers, Chromebooks, Macbooks, iPads, Smart Boards, Mimio boards, Promethean boards, projectors, document cameras, digital cameras, DVD and VCR players and Smart TVs, printers, and scanners. With these devices and access to the internet, educators utilized many different programs and services, including email, digital applications such as Microsoft Office and the Adobe creative suite, web-based programs, such as Google accounts, video streaming services, Canvas and eLearning.

Many students were also able to employ Chromebooks for their projects and activities, whether they were provided with an individual devices in a one-to-one setting or had to share with classmates or even other classrooms. In addition to the rest of the technological devices which teachers used, administrators often had walkie talkies for quick communication with other administration personnel. Some schools provide access to green screen room for students to use with video equipment. Improve Teachers and schools continuing improving their strategies for educating students effectively and creatively. Technology is an important part of this process; one candidate stated, “I am continuously looking for new and better technology tools for use in the classroom.” Some candidates wished to have a Smart Board or a tablet in the classroom. Other candidates wanted more access to programs such as video-editing and graphic design, or research databases for the students. One also suggested that it would be helpful to be able to write on the Smart Board through a wireless connection while walking around the room, rather than having to stand at the front of the classroom to use it.

Another candidate suggested that it would be helpful to limit the number informational sources for parents to find information about their child, and instead use one site to disseminate all school-related information. The use of variety of informational websites throughout one district or even one school, including Seesaw, Edmodo, Google Classroom, email, Facebook, and TeacherEase, can become overwhelming and important information may be overlooked. Some schools have long-terms plans in place to improve the infrastructure system in order to provide more resources. Others were in the process of implementing innovative programs such as one-to-one initiatives or IGNiTE, a program for providing support and resources to schools district-wide. Limitations Some candidates noted that there were some issues and limitations with technological infrastructure. One candidate reported, “Our social studies teacher at the high school has spent hours on the phone with tech support for her text series.” Some schools did not have the technological infrastructure to handle the weight of one-to-one student access to devices. One candidate stated, “One of my biggest frustrations has been seeing technology go unused because staff has not been trained to use it, or it is unreliable. I would want to make sure we only spend money on technology that would be used regularly, and that the staff and the students get the training necessary to use that technology.” Another candidate expressed concern about the need for instruction in ethical technological management within the school.

Culminating

Response Frequency by Category

Spring 2017




Internet 7 100.00%







Email 7 100.00%




TVator 0 0.00%





Internet 7 100.00%







Email 6 85.71%




TVator 0 0.00%


Fall 2017




Internet 3 100.00%







Email 3 100.00%




TVator 0 0.00%





Internet 3 100.00%







Email 3 100.00%




TVator 0 0.00%


Spring 2018




Internet 15 100.00%







Email 14 93.33%




TVator 0 0.00%





Internet 15 100.00%







Email 15 100.00%




TVator 0 0.00%


Response Narrative from Participants by Topic

Spring 2017

Fall 2017

Assess

A few candidates mentioned technology used for assessments. One discussed using

video recording during assessment sessions, which were beneficial “for the experimenters to go

back and watch the videos to reflect on their approach and strategies to make changes for

future clinic/assessment sessions.” One candidate noted that even though their diagnostic

assessments were done with pen and paper, they used iPads and digital cameras to assess

behaviors. Another mentioned using a program called Prism Graphpad to analyze and graph

data, and noted that it “allowed us the opportunity to see the data and make our own clinical

judgments.” One candidate also stated that because their site is a 1:1, there is no excuse of not

having a computer to be able to check grades and keep up with assignments.

Communicate

Multiple candidates discussed communicating with other teachers and staff through the

use of email, and mentioned multiple programs for communicating with students, such as

Google Drive and Canvas. One also mentioned adaptive communication devices for a specific

student with Selective Mutism, and described hopes of it helping to deal with communication

issues with the other students.

A couple candidates noted the lack of technology at their site. While one mentioned

that “there was little need for much technology throughout this practicum”, they still pointed

out that they used internet and emails for communication with the other teachers. The other

candidate noted that the teachers were “Instructed to use our personal computers if needed”,

and stated this was because the technology was limited at the site. This site did, however, have

internet that the staff could connect through, and the candidate noted that “This provided us

with all of the resources we would need throughout the day.”

Design

A majority of the candidates discussing design of their classroom talked about being a

1:1 school. One candidate mentioned that even though their site was not a 1:1, there were

Chromebooks available from the library that were able to be checked out from the library for

use in the classroom. Another mentioned not just the iPads that have become critical to

classroom use, but also obtaining a charging station to ensure that they are always ready to

use. Multiple candidates also pointed to devices and programs that have become crucial to

classroom function, such as Smartboards, Promethean boards, Epic, Dreambox, Lexia, and

Razkids. One candidate pointed to using computers most every day in class, stating that they

“focus on a lot of research.”

Other candidates mentioned that even though they use technology in some aspects, it

does not play as big a part in their day to day operations as some might expect. One noted

their main technology use consists of email and one program on the computer, and another

stated that after administering assessments, email and internet were used as a “source of

conducting additional research on potential intervention strategies for each client.”

Engage

Most of the candidates discussed how more access for the students leads to more

engagement as well. Some of them focused on using programs such as Google Drive and

Canvas, which allow the students to have more access to the assignments as well as to the

teacher, thereby increasing the opportunities to engage. One mentioned figuring out how to

use a Promethean Board in a manner that will “still allow for student interaction.” Another

candidate mentioned that in their clinic, sometimes clients were reinforced for consistent

engagement by allowing them to watch video streaming services on a computer or a phone.

Some candidates pointed to technology that helps to engage students simply by helping

them understand the material better, so they feel more confident to engage. One noted that

their student received an adaptive communication device, which will hopefully allow the other

students to understand communication with him. This candidate thinks that this student’s

frustration will be lowered and engagement will be increased. Another candidate stated that

the iPads in the room have allowed the students to better understand words that can be read

to them when they do not understand what they are reading.

Implement

The majority of candidates discussed implementation of curriculum with the students,

whether that be integrating devices such as Chromebooks and Promethean boards, or using

programs to assist in education. One candidate mentioned that they use technology when

necessary, but still integrate that with things like pen and paper assessments. One candidate

also pointed out that their district uses technology as a way for educators to teach other

educators about “cool apps or technology programs that they are using in the classroom.”

Improve

Most of the candidates pointed to improved conditions at school because of technology.

Some mentioned improved communication between students and teachers, and others

discussed increased access to helpful programs or reinforcement for behaviors involving

technology. Others mentioned that technology has helped their students to better understand

the curriculum, and sometimes programs used are “adaptive, and moves at the individual

child’s pace and reteaches skills when students make errors.”

One candidate, however, pointed out that even though technology helps immensely, it

does not make every situation better. They noted that even with a 1:1 school that allows for

devices, “we have a new curriculum that is all online but our content is not very good. I wish

we had better Project Based Learning materials and resources.”

Limitations

Few candidates mentioned limitations with technology. One candidate mentioned that

the internet was a bit slow, especially when all of the students were testing at the same time.

Another pointed that the internet was fine, but that they were “instructed to us our personal

computers if needed”. One candidate mentioned that the assessments performed were still on

paper, even though the results were made digital after that. Another candidate discussed

lacking some material and resources, and noted that the content of their curriculum was not

very good.

Spring 2018

Assess Candidates used video recordings of lessons to review and reflect on everything which

occurred during that session. Web-based programs such as E-School were used for providing assessments to students and for tracking assignment progress and submission. Rubrics were also posted online to allow students to see the expectations. One example reported, “Rubrics were provided for each step and I was able to comment on each students’ work to provide feedback daily.”

Some teachers allowed their classes to grade their own work at their seats while the teacher displayed the correct process and answer via a document camera. Student computers and Chromebooks were utilized for giving comprehension and skill-based tests to students. One school used the services of a student data program called RE-THINK, which is designed for entering student goals and grades and tracking their progress. Another program which was exercised was SPED TRAK, which allows for development and modification of IEPs. Communicate Email was commonly used by teachers and other school personnel to communicate with one another as well as with students and parents. As one candidate explained, “I use technology every single day to teach and to communicate with others regarding school-related information.” Information concerning coursework such as grades, assignments, embedded lessons, instructions and rubrics are available through district-approved programs such as Canvas, Edgenuity, and Infinite Campus. Administrators also used two-way radios to communicate with each other instantly about urgent matters. In addition, administrators were able to interact through live-streaming video to participate in meetings and conferences that they were not able to attend in person. Design Teachers used technology on a day-to-day basis in research and developing lesson plans on computers with the help of word processors and the internet. In addition, educators displayed information in a visual, auditory and at time, kinetic manner, through the use of Smart Boards, projectors, document cameras. One candidate documented, “Students were able to follow along with me as I modeled expectations on the screen for finding inferences or main idea.” Coursework design often included computers and tablets as part of the students’ repertoire for competing assignments and activities. Differentiate Teachers made use of a variety of programs, games and apps, accessible through iPads and computers, to allow students to work at their individual level and progress at their own pace. These programs include Prodigy, PebbleGo, and Raz-Kids. Not only were students able to work at an individualized pace, teachers were able to taek the time to pull small groups of students who needed direct intervention while the rest of the class continued to work and learn. Candidates reported that having one-on-one devices allowed for easy differentiation of instruction and assignments. One candidate adds, “Technology is used to engage students in their learning and promote independence.” Several candidates noted that the use of technology in presenting information was a great tool for applying visual and auditory learning styles.

Assistive technology was employed for students with special needs, such as using a microphone for a student who was hard of hearing. One candidate explained that for students who are deaf or hard of hearing, “The students needed the most visually appealing educational experience they could get.” In one school, students’ IEP information is located on an app, with all recorded data entered directly into the program. One candidate described this app, saying, “All of the data is collected in one place which makes it easier to analyze and record whether or not students are meeting their objectives or if those objectives need to be amended to better fit the needs and the academic/functional level of the student.” Engage Teachers used Smart Boards to enhance lessons to meet student learning objectives, show educational clips, activate prior knowledge and review material in an interactive manner. One candidate noted, “The students seemed to enjoy the ability to interact with the board throughout instruction.” Some schools used green screens and 3D printers to allow students to explore their abilities and skills n engineering and video editing. One candidate stated, “I had a video meeting with NASA in my classroom last week detailing the upcoming solar probe mission to the Sun.”

Many students were provided with desktop computers and Chromebooks, which they used on a daily basis to conduct research, practice math, read and take comprehension quizzes, write and publish stories, watch educational video clips, and create presentations. Students also play interactive games on teacher approved and allowed websites. Students use iPads to play learning games during reading and math centers, research, and projects. Implement Among the devices which were seen and implemented for use in the classroom were Think Pads, iPads, document cameras, projectors, interactive whiteboards such as Smart Boards and Promethean boards, TVs, student computers and Chromebooks, Boogie Boards and Roger systems. A variety of digital programs, as well as access to the internet, such as green screens, video editing and green screen equipment, Microsoft Office, eSchool, TCI, iReady, Re-Think, and SPED TRAK, were also put into use by both the teachers and the students. One candidate reported that “Students are proficient in navigating the internet, Schoology, Microsoft word, PowerPoint, and all aspects of Google Drive. Students daily used their school-issued devices to complete assignments and navigate the online learning management system to submit assignments.” Improve Some schools continually tried to upgrade their resources and equipment, such as moving from Smart Boards to an Apple TVs, or implementing Windows Surface Pro, which can connect to a Smart Board to teach a lesson by writing on the Surface with the Surface pen. This allows the teacher to walk around the room while instructing to observe the students’ learning and answer questions and correct misunderstandings on the spot. Other schools focused on professional development and training, with monthly trainings on technology and weekly meetings with blending learning specialists on how to integrate technology. One candidate clarified, “Because my students will be expected to use technology effectively in their future endeavors, I focus on equipping them with the technological skills they need.” Limitations

Several candidates described observing equipment malfunction and misuse, such as Smart Boards, light bulbs from projectors and other equipment that did not work, either intermittently or permanently. While many schools were amply supplied with devices for their teachers and students to use, some schools were not able to provide a great deal of technological resources, and a number of candidates wished that they had the use of an eBeam, document camera, and Chromebooks or iPads for their classroom. One such candidate explained, “I feel like more technology, specifically one-to-one technology, would be greatly beneficial in our ever-technical work. Such technology would also give the students opportunity to engage in on level education to support individual growth and achievement.”

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