Digital Learning Environment Inventory

Susan Groff TGC 2014-2015

The Technology Inventory for Middle College High School is listed below. Since our school
is located on a community college campus, our students have access to the technology
and resources at Santa Ana College.
1. What tools, software, operating systems, and equipment are available in your school
and classroom? (Including but not limited to: videoconferencing, streaming, photos
sharing sites, video sharing sites, document sharing sites, podcasts, blogs, wikis,
social networking sites, etc.)
a. Beginning the 2015/2016 school year, all students will have a Chromebook
to use at school and at home. Additionally, I have 14 Chromebooks available
within the biology classroom to access data bases and resources. All
classrooms have two computers: One computer is property of Santa Ana
Unified School District & the other computer is property of Santa Ana
College. Each classroom has a presentation system that is attached to the
Santa Ana College Computer with Internet access. Additionally, all teachers
have a document camera/Elmo. The SAUSD computer is primarily used for
attendance and district data. All schools within the district are connected to
Aeries System to gather and maintain student attendance, grading and
information. Parents and students have access to ongoing progress and
grades within each class via the student/parent portals. Teachers utilize
Aeries and Illuminate to gather academic and personal student data. All
standardized state testing and benchmark results are maintained on
Illuminate and accessed and analyzed by teachers.
b. MCHS has a computer lab with 25 computers and two carts of laptops (40
computers). All
computers have Internet access and Microsoft Office. Presently, students
are not
permitted to access social networking sites.
c. MCHS has a mobile cart with 20 iPads with Internet access. We are unable to
download apps specific to content areas since the password was lost and
never communicated to the staff. However, we have requested for this
situation to be resolved by the district technology coordinator.
d. Biology has 12 iPods, but is unable to use the biological science apps since
the wifi connection does not work within the classroom. Students are able to
use the iPods outside in an area where there is a signal. Previously, students
used the apps to review, practice and reinforce biological concepts.
e. Extensive databases are offered through the Santa Ana College Library.
Students, who are enrolled in college classes, have access to the services
offered through the college.
f. Outdated and un-used Pasco probeware is available, for science classes, but
it will require updated programs and adapters. We are in the process of
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Susan Groff TGC 2014-2015
resolving this matter.
2. How does your school make use of school and/or teacher websites?
a. The Middle College High School web-site (www.sausd.us/middlecollege) is
used to provide information regarding events, calendars, resources
(scholarships/financial aid), announcements, celebrations and district and
state information regarding our school.
b. Each teacher has a web-page with assignments, resources, and information.
The web page program, SchoolWires, is not user friendly. Therefore, many
teachers become frustrated with its poor performance and navigation.
Teachers use their web sites to maintain assignments and resources for
students to access information at the teacher site. I post assignments for
my classes, resources, community and regional information with hyperlinks
on my web-site: www.sausd.us/groff
3. How are you currently utilizing technology for learning?
a. Presently, I use simulation videos, scientific videos to introduce concepts,
supplement lessons and introduce careers in science. On-line resources are
used to reinforce learning and provide virtual field trips. Students present
presentations using various forms of multimedia.
b. Students use photographs and videos to record labs and activities. Students
use apps to learn and reinforce scientific concepts.
c. Students use Microsoft Word and PowerPoint, Prezi and their choice of
multimedia resources for presentations and lab reports.
d. Students use cell phones to access and utilize timers, tools, simulations,
interact and perform research.
e. Presently, I am developing a wiki for students to examine climate change
resources and improve collaboration.
4. From the list of global e-learning sites included below, which are available and which
sites are blocked by your firewall? The only sites that you're required to explore are
listed here, but feel free to look at/comment on others on the list that I have attached.
Please reserve time to explore these sites and process what they have to offer.
a. All, except Skype of the following websites (see list below) are available to
teachers through Middle College High School. However, Skype is available
through the Santa Ana College.
1. Skype www.skype.com
2. iEARN www. iearn.org
3. ConnectAllSchools http://www.connectallschools.org
4. Peace
Corps
Speakers
Match
http://wws.peacecorps.gov/wws/speakersmatch/
5. ePals http://www.epals.com
6. Global Nomads Group www.gng.org
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Susan Groff TGC 2014-2015
7. Omprakash http://www.omprakash.org/about
8. Primary Source www.primarysource.org
9. Edutopia http://www.edutopia.org
10. Outreach World http://www.outreachworld.org
11. The UN Works http://www.un.org/works/
12. Global
Education
http://www.globaleducationconference.com
13. Online Newspapers http://www.onlinenewspapers.com

Conference

5. What sites and tools are colleagues in your building using?

1. Approximately five teachers are introducing students to Google drive.
2. The economics class has etextbooks where students may access their
information from school or home.
3. The following websites are used regularly by a variety of teachers in the
school:
1
2
3
4
5
6

a. Youtube: www.youtube.com
b. Khan Academy http://www.khanacademy.org/
c. Santa Ana Unified School District www. sausd.us
d. Google Drive: www.drive.google.com
e. Edmodo: www.edmodo.com
f. TedX: Ted.com

6. Is there a system for evaluating student technology literacy in your school? If so, how
effective or helpful have you found the assessment?
Students are enrolled in the college keyboarding and Microsoft Office class.
Middle College High School does not have a specific technology evaluation
process in place. However, students are expected to apply the skills they have
learned throughout their entire high school and college experience; the
expectations are embedded within the rubrics of each project.
7. Gather suggestions from students on their ideas for integrating technology into their
learning.
a. Students would like to have access to more computers, digital resources,
training, and software. Many students would like to have a class in digital
editing for film and photographs.
b. Students who plan to pursue computer programming and engineering would
like access to programming classes, and CAD experience.
8. What tools that are not presently available, would help to achieve district objectives?
1. Santa Ana Unified School District has focused upon STEM/STEAM to fulfill
the STEM objectives, the district will need to invest in more engineering
resources, equipment, materials, and computers. Additionally, teachers
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Susan Groff TGC 2014-2015
who are skilled in programming will need to he hired to provide thorough
students preparation. Within biology the district will need to invest in
biotechnology equipment and materials for each school to provide
appropriate college readiness preparation. Additionally, all schools will
require resources, equipment and the appropriate infrastructure to fully
implement technology.
2. Optional district technology classes are provided for teachers after school
once or twice a month. The Orange County Department of Education also
provides training after school. Our school does not provide release time
during the school day. Therefore, teachers need to be provided with
release time and/or on site training opportunities.
9.

Using your Digital Learning Environment Inventory, develop a solution or

suggest an improvement customized to your circumstance and curriculum.
Create, implement and evaluate one change in a globalized lesson plan to use
technology for learning in a meaningful way. (PLEASE NOTE! If you are unable to use
technology in your classroom this week, you may do it next week and submit this
assignment next week.)
After completing the Ecology unit, students created a Climate Change KWL chart.
Students shared their concepts in groups, discussing local effects. Students were
introduced to the key terms and reading resources to perform a close read. Using
whiteboards, students brainstormed the effects of climate change upon the
environment and people. Students used the following resources to examine, and
analyze climate change. Students were much more engaged in the lesson due to the
extensive use of various resources. Additionally, the opportunity to examine the
individual and family carbon footprint data provided students with an authentic
application. When this information was examined locally then globally, students
began to comprehend climate change and its impact. They also realized how the
relationship between an individuals behavior and their choices contribute to climate
change. Presently, I am developing a wiki to improve collaboration and serve as the
foundation for the development of my TGC project.
a. Students viewed videos, took notes, analyzed, discussed and reflected upon
the following websites:
1. The Ozone Hole http://www.theozonehole.com/
2. The Montreal Protocol http://www.theozonehole.com/montreal.htm
3. Welcome to the Anthropocence http://www.anthropocene.info/en/home
4. Carbon Footprint Calculator (Individual family)
http://www.nature.org/greenliving/carboncalculator/
Students were assessed using their carbon footprint data to analyze and
develop a plan to reduce their personal and family carbon footprint.
Additionally, students were required to develop a recycling plan for the
school. Further assessment included a quiz, KWL chart analysis and class
participation, and group presentation.
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