Transit Tech CTE - Tech Landscape & Vision

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Transit Tech CTE - Tech Landscape & Vision by Mind Map: Transit Tech CTE - Tech Landscape & Vision

1. Routines

1.1. Agree on Naming Conventions

1.1.1. UNIT PLANS

1.1.1.1. GrX Subject Unit Title (Optional: year)

1.1.2. RESOURCE NAME

1.1.2.1. GrX Subject Unit Title - Resource Name

1.1.3. CURRICLUM MAP?/SYLLABUS?

1.2. Creating Google Groups @transittechhs.org

1.3. Check the sharing settings on folders

1.4. Department PD/Workshops time to populate the folders and update resources

2. Tech Vision (Draft)

2.1. “ engage students in standards-based educational and technical programs that focus on developing essential 21st Century skills: Communication, Critical-Thinking, Problem Solving and Creativity.”

2.2. Goal: connect ISTE Standards to promising practices and strategize to make part of the core curriculum.

3. Keep acquiring more class sets of Chromebooks

3.1. Departmental sharing of 5-10 classroom chromebooks & shared carts

4. A few classes have dedicated carts

4.1. this is where promising practices are blooming

5. G Suite Student Use 9-12

5.1. Get Accounts in 9th

5.2. Accounts are introduced by teacher currently using Chromebooks, Drive and Classroom

5.3. Goal: Career plan managed in Drive/Classroom

5.4. Goal: est a Frosh cohort programming to get up to speed uniformly on g Suite account and classroom basics to get that out our the way.

5.5. Pain Points

5.5.1. Tech Support for creating accounts has been interrupted (teachers have stepped up to manage accounts)

5.5.2. Inconsistent rollout based on what classes/teachers students have

5.5.3. Students arriving with different background experience with tech

5.5.4. Limited access to Chromebooks

5.5.5. need updated osis based usernames for single sign on

6. G Suite Staff Collaboration

6.1. Wells St. Journal Daily Announcements Website

6.2. Google Drive Deptmental "Shared Drives" for living curriculum development

6.2.1. Subject

6.2.1.1. Gr9 Subject

6.2.1.1.1. Gr9 Subject Unit Title

6.2.1.1.2. Curriculum Map/Syllabus...

6.2.1.2. Gr10 Subject

6.2.1.2.1. Gr10 Subject Unit Title

6.2.1.2.2. Curriculum Map/Syllabus...

6.2.1.3. Gr11 Subject

6.2.1.3.1. Gr11 Subject Unit Title

6.2.1.3.2. Curriculum Map/Syllabus...

6.2.1.4. Gr12 Subject

6.2.1.4.1. Gr12 Subject Unit Title

6.2.1.4.2. Curriculum Map/Syllabus...

6.2.1.5. AP Subject

6.2.1.5.1. AP Subject Unit Title

6.2.1.5.2. Curriculum Map/Syllabus...

6.3. Creating template gallery for department tools

6.3.1. Cornell Notes (annotation)

6.3.2. Argumentative Paper

6.3.3. Pacing Calendar

6.3.4. Student Reflections

6.4. Goal: cement tech practices by integrating into the whole-dept. plans (not intermittent use)

6.5. idea: portal for tech resources/software with a timeline

7. Parent/student/community communication

7.1. Brochure Website driven by staff

7.2. Social media aggregated by website

7.3. Goal: get students involved creating content integrate daily announcements, social media and showcase projects on kiosk mode on hallway smart boards

7.3.1. Working with TEQ to create a Kiosk Mode on the smartboards to keep them on

7.3.2. Reaching out to MTA to get mentors that work on their kiosks in subway stations.

7.4. Pain Points

7.4.1. Need a commitment from kids and regular time for them to produce.

7.4.2. Need teachers to be aware of this resource and share good works and info on the boards/website through student/staff point people

7.5. Hallway smartboards as kiosks (promote awareness and interest in transittechs.org

8. Promising Classroom Practices

8.1. Promising practices

8.1.1. Online Feedback, relfection and discussions

8.1.1.1. Blogs: Threaded literature reading responses and reflections (blogs, Padlet, within Google Docs)

8.1.1.2. Classroom threaded discussios

8.1.1.3. Shared Group Docs for note taking

8.1.2. Reflections (Screencasts, Google Drive Comments)

8.1.2.1. Reflecting on science lab work

8.1.2.2. Peer review and feedback discussions

8.1.3. Digital Annotations

8.1.3.1. Chrome extensions for PDFs: Kami

8.1.3.2. Google Drive highlights & comments

8.1.3.3. Peer annotation & individual note-taking (cornell notes template)

8.1.4. Research Stations

8.1.4.1. Students use search engines or a suggested list of websites to conduct their own investigation about a topic.

8.1.5. tools for ells

8.1.5.1. Text read aloud functions for students with low reading levels, and allowing students who struggle with writing by hand to type their responses in a Word processor.

8.1.5.2. gooogle /ms translate

8.1.5.3. quill

8.1.6. Collaborative Production

8.1.6.1. Shared Documents for Group Notes

8.1.6.2. Group media productions (Adobe Spark, Google Slides) using shared computers

8.1.6.3. Giving students software options and project goals and having them produce, and reflect on their tool decisions for reaching an audience

8.1.6.4. Shared Google Sites deconstructing poems

8.1.7. Review, PHET Labs, Kahoot, Khan/Youtube

8.1.7.1. Lab Simulations: Students work through an online lab such as a PHET simulation.

8.1.7.2. Kahoot unit summaries in Science classes

8.1.8. Padlet goal setting & reflections

8.1.8.1. Period 2 Fall 2019

8.1.8.2. My Reflections

8.1.9. CTE specialized classes

8.1.9.1. A+ certification

8.1.9.2. Computer tech track

8.1.9.3. Career Planning for CTE in Google Classroom/Drive

8.1.9.3.1. building a living document that grows over time

8.1.9.3.2. working towards accessibility for all teachers through Classroom

8.1.10. PupilPath Academic Check-in

8.1.10.1. Students use laptops to check their grades on PupilPath, and then complete makeup work via Google Drive and Classroom.

8.1.11. Differentiation (Youtube, Khan, Playlists)

8.1.11.1. YouTube: Students watch an informational video (adjusting the playback speed and closed captioning to suit their individual needs).

8.1.11.2. Khan academy in 9th grade algebra to meet different student levels

8.1.11.3. Playlists of resources in Google Classroom for scaffolded student inquiry

8.2. Goal: Scope and sequence that accounts for where students are accessing accounts, and introduction to skills & software to make use of tech more coherent and efficient.

8.3. Goal: Cementing promsing practices into whole-dept. initatives

8.3.1. Document processes

8.3.2. Showcase through school-wideshare fair PD & Intervisitations

8.3.3. Departmental best practice share sessionss

8.3.4. Roll out and fine-tune practices with support from consultant/specialists

8.3.5. DIIT can help get Cisco switches and systems to expand certification courses

8.4. Pain Points:

8.4.1. Inconsistent access to tech keeps teachers from relying on tech systems day to day.

9. Hardware

9.1. Chromebooks

9.1.1. Strategies for 5-10 chromebooks

9.1.1.1. Station Rotation

9.1.1.2. Group work with point person on computer (3-6 kids per computer)

9.2. Goals

9.2.1. DIIT can use title 4 funding to get more chromebooks with lorna’s salary

9.2.2. Boost to 10 Chromebooks per class

9.2.3. Use of the TTHS Conference center for doe programs as PR to middle school kids

9.2.4. DOE job listings in electrical fields being given to.

9.3. Pain Points

9.3.1. "Currently, we generally have access to between 5 and 10 laptops for our class, so we have students work in groups of 3-6. The ideal situation for all of these activities would absolutely be to be 1:1, though!"

9.3.2. Teachers pool and schedule shared laptops. Limits daily commitment to Classroom as an organizing and extension tool.

9.3.3. Inconsistently in tech support position.

9.3.4. Student access at home is unreliable.

9.3.5. Phone use in school is a tough decision -- class mgmt is not an issue, but student access to materials via phone at home is difficult to troubleshoot.

9.3.6. Keeping bandwidth up with demand of more devices.

9.4. IWB

9.4.1. Ample

9.4.2. Mostly flat panel

9.5. Conference center