Candidate:

Vanessa Gonzalez

Mentor/Title:
Miguel Gonzalez/High
School Principal

School/District:
The Country Day School,
Escaz Costa Rica

Capstone Title:
Improving Communication with Technology
You are not required to reflect after each entry. Reflections can
address one or more entries in the log.
Just delete the reflection row if you do not use it.
Date

Activity/Amount of Time
PSC/ISTE Standards
(Please total the time after the last
entry.)
06/14
Meet with administration to discuss
1.1, 1.2, 1.3, 1.4, 3.7,
school vision for technology & the roles
4.3, 5.1, 5.2, 5.3
and responsibilities of the technology
integrationist. (2 hours)
Reflection: I met with administration to review the proposed role of technology
integrationist. From this the technology vision and administrations perceived
need of technology growth were also addressed. Transitioning staff to the new
gradebook was the forefront of their concern.

08/14

Created, distributed, and analyzed survey 1.2, 1.3, 1.4, 4.3, 5.1,
of technology implementation among
5.2, 5.3
high school staff. Met with admin to
review data. (8 hours)
Reflection: The survey was created with the help of administration and their
expectations. The data was complex; it seemed like every teacher had a
different need and a lot of time went into reviewing how to best address the
diversity of staff.

08/14

Underwent intensive training on Teacher

4.2, 3.5, 5.2
Plus Gradebook program with Rediker
representative (3 hours)
Reflection: I had no say in which gradebook the school purchased, but they
made sure that training was offered for me and a couple other interested
parties.

08/14

Worked through Teacher Plus program and address

4.2, 4.3, 3.5, 5.2

questions and issues with Rediker representative

and technology department. (3 hours)
08/14
Met with early adopters to aid in Teacher
1.4, 4.1, 4.2, 4.3, 3.5,
Plus navigation & answer questions.
5.1, 5.2
Consulted Rediker on difficult questions.
(8 hours)
Reflection: A great deal of thought and strategy went into the selection of early adopters. Staff
members who were both technologically confident and, at times, more inquisitive and critical of
new tools were selected. This was meant to ensure that difficult questions and criticisms came
about in the earliest stages of working with Teacher Plus, and that competent and confident
individuals were around to support the rest of the staff. It was quickly apparent, that the early
adopters needed some one-on-one training on the interface, as it was not immediately intuitive.
One-on-one meetings were held with early adopters and the technology integrationist to review
basic features, practice necessary functions, and ensure their success in exploration of the tool.
09/1406/15

Met with teachers individually to

2.1-2.8, 3.1-3.7, 4.1,
collaborate, train, and support with
4.2 4.3, 5.1, 5.2
lesson planning and technology
integration. (50 hours)
Reflection: One on one meetings and trainings were the most time intensive
and rewarding part of my capstone project. At lease one to two hours each
week were dedicated to working with colleagues to support their instructional
technology needs. Each staff member had their own individual ideas and their
own individual needs. After each workshop I would meet with staff on an
individual basis to ensure that they had all of their questions answered. I used
a partnership approach to coaching that aided in building collaborative
relationships.
09/14

Prepared & provided first workshop on Teacher Plus 2.1, 2.2, 2.6. 2.7, 2.8,
gradebook, support staff individually as questions
4.1, 4.2, 4.3, 3.5, 5.1,
arose. (10 hours)
5.2, 5.3
Reflection: The workshop planning also included the creation of screencasts,
how-to worksheets, and a website to aid in reaching all staff members. An
extreme amount of time went into ensuring that the workshop ran smoothly
and that all learning objectives were met.
10/14
10/14
10/14
10/14

Prepared and planned meeting with students and

parents to review key features of Teacher Plus. (5
hours)
Met with staff member with strong background in
Turnitin.com to plan workshop and review her
perceived highlights of the program. (2 hours)
Learned and practiced using Turnitin.com
(3 hours)
Prepared and provided workshop on
Turnitin.com (5 hours)

2.1, 2.2, 3.5, 3.7, 4.1,

4.2, 4.3, 3.5, 5.1, 5.2
1.4, 4.3, 4.2, 5.1, 5.2
3.2,
4.1,
2.1,
4.1,

3.3,
4.2,
2.2,
4.2,

3.5, 3.6, 3.7,

5.2
2.6. 2.7, 2.8,
4.3, 3.5, 5.1,

5.2, 5.3
1/15

Met with technology department to

1.2, 1.3, 1.4, 4.2, 5.2,
review Google Apps transition & learn the 5.1,
process for transitioning all teachers
computers (3 hours)
Reflection: This was a training session and a planning session with the
technology department, as they needed to explain the technical process for
transitioning teacher computers, but we also needed to discuss the manner
with which we would support staff with these new tools.
2/15

Transitioned teachers computers & met

4.2, 4.3, 3.5, 5.1, 5.2,
with them individually to gauge ability
5.3
level with Google Apps (8 hours)
Reflection: Each computer took, on average, 25 minutes to transfer data. In
this time I met with teachers to review the basic functions of Google Apps.
Some needed far more help than others.
2/15
Designed & delivered survey & analyzed
4.2, 4.3, 5.3, 5.1
data (with tech department) on Google
Apps (5 hours)
2/15
Reviewed Google Apps & their functions
4.3, 4.2, 3.5, 5.1, 5.2
in order to support staff individually (2
hours)
3/15
Met with technology department to
1.1, 1.2, 1.3, 1.4, 3.7,
review purchasing for next year (2 hours) 4.1, 4.2, 4.3, 5.3
Total number of hours: 119

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved
in this capstone.)
Ethnicity
P-12 Faculty/Staf
P-12 Students
P-2
3-5
6-8
9-12 P-2
3-5
6-8
9-12
Race/Ethnicity:
Asian
x
Black
x
Hispanic
x
x
Native
American/Alaskan Native
White
x
x
Multiracial
x
x
Subgroups:
Students with
x
Disabilities
Limited English
x
x

Proficiency
Eligible for
Free/Reduced Meals