Report on the Fifth Year 2008-09 - OTAN · TIMAC is a Project by Outreach and Technical Assistance Network OTAN activities are funded by contract CN088109 of the Federal P.L., 105-220,

Report on the Fifth Year

2008-09

Report prepared by Branka Marceta, Technology Projects Coordinator TIMAC is a Project by Outreach and Technical Assistance Network OTAN activities are funded by contract CN088109 of the Federal P.L., 105-220, Section 223, from the Adult Education Office, Secondary, Postsecondary, and Adult Leadership Division, California Department of Education. However, the content does not necessarily reflect the position of that department or the U.S. Department of Education OTAN, P.O. Box 269003, Sacramento, CA 95826-9003, UPS/FedEx: 10150 Missile Way, Mather 95655, (916) 228-2580 www.otan.us

Acknowledgements

The Technology Integration Mentor Academy is a project of the Outreach and Technical Assistance Network, a Leadership Project for Adult Education in California.

The following people helped make the Academy successful this year:

John Fleischman, Assistant Superintendent, Sacramento County Office of Education

Marian Thacher, Director, OTAN

Branka Marceta, Coordinator of Technology Projects, OTAN

Paul Porter, Mentoring Skills Trainer

Susan Gaer, Support Mentor, Instructor, Notebook Developer, Santa Ana College

Continuing Education

Diana Batista, Support Mentor, Simi Valley Adult School & Career Institute

Tina Sander, Support Mentor, Santa Cruz Adult School

Penny Pearson, Support Mentor, OTAN

Blair Roy, Support Mentor, Garden Grove Adult Education

Linda Swanson, Computer Technology Support/Trainer, OTAN

Melinda Holt, Project Specialist, Sacramento County Office of Education

Charlotte Barcellos, Clerical Support, OTAN

Darla Sullivan, Clerical Support, OTAN

Douglas Rennie, Video Production Specialist, OTAN

Fernando Soares, Computer Technology Support/Trainer, Sacramento County Office

of Education

The TIMAC program was a terrific experience and I will really miss the networking and hearing all the new ideas. It's amazing what all is out there to work with.

Rebecca D’Harlingue, Cohort 4

Thank you SO VERY much for giving me the opportunity to present my project online. Thank you VERY much for your hard work and support. I appreciate the TIMAC team of mega-super-mentors!

Myrna Montenegro, Cohort 4

I have very fond memories of TIMAC and it has opened many doors for me. Even more than that, I have a peaceful confidence about technology. I don't panic and I'm able to share that with teachers all over the state.

Jennifer Gaudet, Cohort 1

I am already learning more than I ever dreamed of. Thank you very much. October 2008 Participant

I loved learning about the "clickers". The activity was really fun and now I want to get these at my agency! October 2008 Participant

Lo ved the way the Web-based Activities was set up with the class broken up into groups. Each grou p created a project using a new tool and then presented it in order to train the entire class. It was a great way to teach/train

interactively. We also worked together with the other cohort on creating a project, as well. October 2008 Participant

Hearing the presentations was inspiring and interesting. The Open Source workshop was also a great hands-on experience. The clicker demo was a bonus and fun to do. May 2009 Participant

The information provided about the differences in the wikis was VERY helpful. Loved the hands-on practice as well! The workshop on resistance was also helpful to hear and share that I am not the only one who feels overwhelmed at times. January 2009 Participant

Pace was perfect. Topics were just right and encouragement from super mentors is always so helpful and uplifting. THANK YOU! May 2009 Participant

About TIMAC

1 Technology Integration Mentor Academy, Year 5 Report, OTAN 2008-09

What Is TIMAC? Initiated in the fall of 2004, the Technology Integration Mentor Academy (TIMAC) is a peer-mentoring-based professional development initiative with the goal of supporting individuals at adult education agencies to become the technology mentor for their program(s) and thereby increase the effective use of technology in adult education classrooms. Although instructors from any program area may apply, the focus is on mentoring instructors in basic skills (ESL, ABE, ASE, and GED). Within its five-year existence, the Academy has fostered the development of a group of professionals committed to providing leadership to the field of adult education in California in implementing effective technology integration. In the fifth year of TIMAC, Cohort 4 was in the second, and final, year. Due to budget cuts, Cohort 5 was in the first and only year of participation.

What Training Was Provided at the Academy? TIMAC training was provided by experienced adult education technology mentors from across the state. Training fell into three categories, all of which proved to be vital to the development of effective mentors. These three areas included:

Mentoring theory and practice o Progressive mentoring skills model o Framework for mentoring o Listening, communications, helping and problem solving skills o Dealing with resistance o Goal setting o Team building o Working with administrators and technology support staff

Technology integration philosophy o Key points o Roadblocks o Lesson swap o Working with program goals and priorities o Project planning

Technology skills o Methods to assess technology skills o Discussion boards and listservs o Presentation software activities for assessment o Presentation software online o Presentation software – design and delivery o Interactive whiteboards o Use of cell phones in education o Open source software o Online meetings and trainings o Web 2.0 Tools: Podcasting, Blogs and Wikis, Photo Sharing

About TIMAC


During the training Cohort 5 participants planned a project in collaboration with colleagues and administrators at their schools, and implemented the project during the winter and spring of 2009. The second year participants continued to facilitate effective integration of technology into instruction at their sites, while still in active contact with a support mentor assigned to them, as well as their colleagues in the Academy. Email, online meetings, and other “virtual” methods were used to provide on-going support to the mentors as they returned to their schools to implement their projects and encourage technology integration.

Who Were the Technology Integration Mentors (TIMs)? Participants in both cohorts of TIMAC 2008-09 were teachers from 31 adult education programs throughout California (see maps, pages 4 - 5). Teachers wishing to become mentors were required to submit a written application explaining their interest in the program and their ability to provide active leadership at their respective sites as well as statewide. All selected participants were also required to display their commitment to the integration of technology into instruction in their own classrooms and in their program. It was not necessary that TIMAC Mentors be “experts” in the field of technology. Many were still learning a great deal themselves. It was, however, essential that each applicant be able to take a leadership role in their program in relation to technology.

What Were the Adult Education Agencies’ Commitments? The adult education agency nominating an individual for TIMAC was required to meet the following requirements:

Have a technology plan in place

Be in a position to focus on technology integration for the next two years

Have the capacity to provide equipment and technical support for instructional programs and technology integration projects

Provide release time for participant to attend training

Support agreed-upon goals within the program

Support the participant to attend at least one appropriate statewide professional conference per year, such as California Council of Adult Educators (CCAE) or California Association of Teachers of English to Speakers of Other Languages (CATESOL)

How Were Technology Integration Mentors (TIMs) Supported? In addition to the scheduled trainings offered during the two years of TIMAC, the Technology Integration Mentors participated in the following networking and professional development opportunities:

Support mentors offered individual assistance to Technology Integration Mentors (TIMs) during visits to their respective agency sites.

In regional meetings, Cohort 4 and Cohort 5, as well as the alumni from Cohorts 1, 2 and 3 who attended, had the opportunity to network with the Technology Integration Mentors (TIMs) and support mentors from their geographic area. They shared their experiences in technology integration and implementing TIMAC projects.

A number of online meetings and training sessions were held.

About TIMAC


Technology Integration Mentors, Cohort 4 (2007-09) Geographic and Program Distribution

Technology Integration Mentor Agency ADA Program Area

Sylvia Bullock Merced Adult School 653 CTE

Sybil Cartwright Grossmont Adult School 3,122 ESL

Rebecca D’Harlingue Castro Valley Adult School 1,060 ESL

Kathleen Edel Elk Grove Adult & Community Education 654 ESL

Katalin Gyurindak Mt. San Antonio Community College 5,830 ESL

Peter Hubbard Berkeley Adult School 1,663 ESL

Justin Loh Shasta Adult School 70 ABE

Suzanne Ludlum Oakland Adult & Career Education 4,922 ESL, CTE, CBET

Myrna Montenegro North Hollywood Polytechnic CAS 1,824 ESL

Sally Peckenham Mt. Diablo Adult Education 2,229 ESL

Bethany Rich Sacramento City USD Adult Education 5,045 ESL

Rebecca Ring Monterey Adult School 868 ESL, ABE, GED, CTE

Martha Robles Cerritos College 74 FTE ESL, VESL

Shin Song North Orange County CCD 3,826 FTE ESL

Cindy Wislofsky San Diego Community College 7,028 ESL

Hongyan Zheng Milpitas Adult Education Center 304 ESL

TIMAC Participants

Cohort 5 (2008-2009)

About TIMAC


Technology Integration Mentors, Cohort 5 (2008-09) Geographic and Program Distribution

Technology Integration Mentor Agency ADA Program Area

Howard Adams Bakersfield Adult School 4,011 ASE

Michael Barnes Mary Lind Recovery Center CBO ABE

Kathleen Bywater Riverside Adult School 2,311 ESL

Annie Cho The English Center CBO ESL

Brian Darby Educational Options, Santa Clara Adult Education 1,984 AWD, ABE

Donna Edwards-Brown Evans Adult School, LAUSD DACE 5,725 ESL

Victoria Jones Simi Valley Adult School and Career Institute 2,658 ESL, ABE

Andria Keiser Lompoc Adult School 234 ESL

Candace Lynch-Thompson North Orange County CCD 3,826 FTE ESL

Teresita Marchisello Watsonville/Aptos Adult Education 1,107 ESL

Joann Miller West Contra Costa Adult Education 1,375 Computer Instructor/

Data Systems Analyst

Wayne Miyahara El Monte/Rosemead Adult School 5,759 ESL

Martha Rankin Newport-Mesa USD Adult Education 901 Administrator

Melinda Simica Vista Adult School 948 CTE

Mandi Spottsville Newport-Mesa USD Adult Education 901 ESL

TIMAC Participants

Cohort 5 (2008-2009)

About TIMAC


Demographics Throughout the 2008-09 year of the TIMAC project, data was collected on the types of training and support being provided, progress of TIMAC mentors, and impact on participants’ sites. Following are some of the data related to the TIMAC Project:

2007-09 Technology Integration Mentors (Cohort 4)

Number of Technology Integration Mentors: 16

Number of Adult Education Agencies Represented: 16

Number of mentees served: 51*

Program areas represented: English as a Second Language (ESL), Adult Basic Education (ABE), Adult Secondary Education (ASE), Community Based English Tutoring (CBET), Career and Technical Education (CTE)

Number of CDE, Adult Education Office regions represented: 8 of 11

Program size represented: Range from 70 to 7028 ADA. One program was small (1-199), four were medium (200-999), eleven were large (1000+), and one was a community-based organization.

Note that in Cohort 4 one member was an adjunct. Shasta Adult School paid for Justin Loh to participate in TIMAC and in turn implement a similar project within Shasta Unified School District.

Cohort 4 participants and support mentors

About TIMAC


2008-09 Technology Integration Mentors (Cohort 5)

Number of Technology Integration Mentors: 15

Number of Adult Education Agencies Represented: 15

Number of mentees served: 47*

Program areas represented: English as a Second Language (ESL), Adult Basic Education (ABE), Adult Secondary Education (ASE), Adults with Disabilities (AWD) Career and Technical Education (CTE)

Number of CDE, Adult Education Office regions represented: 6 of 11

Program size represented: Range from 234 to 5,759 ADA. Five programs were medium (200-999) and eight were large (1000+). Two community-based organizations were served this year.

* Numbers represent formal number of mentees assessed as full participants in the program. Many other teachers received less formal mentoring services.

Cohort 5 participants and support mentors

About TIMAC: Cohort 5 Projects


Cohort 5 Projects

Name: Martha Rankin, Assistant Principal

Agency: Newport-Mesa USD Adult Education

Administrator: Mike Murphy

Program Area: ESL

Support Mentor: Marian Thacher

Describe your project

GOAL:

Increase school-wide participation on our e-PLC blog!

OBJECTIVES:

Train mentee to be blog administrator

Train teachers on new blog page

RESULT:

Mentee Mandi achieved the following…

o Designed, organized and built new blog page

o Collected teacher-created resources

o Uploaded docs and PPTs

o Authored new posts

Mandi’s mentees achieved one or more of the following…

o Learned the inner workings of Wordpress

o Uploaded docs

o Created post

NMUSD Adult School achieved the following…

o Gained new usable Teacher Resources page

o Viewed the password-protected page nearly 300 times in the last 30 days

o Opened colleagues’ posts and resource contributions

o Posted comments on Teacher Resource page

Increased average monthly views 55%

Mentee(s)

Mandi Spottsville



Name: Mandi Spottsville

Agency: Newport-Mesa USD Adult Education

Administrators: Martha Rankin and Mike Murphy

Program Area: ESL



PROJECT GOAL: Increase school-wide participation on our blog Collect resources from teachers to include in project Recruit a few other teachers to learn the “inner-workings” of

Wordpress in order to be authors and contributors.

RESULT: Developed, organized, and launched a new blog page, “Teacher

Resources” which includes PPTs, tests, activities and tech tips that teachers have created

Trained teachers how to use the new page and how to post to the page

Increased participation on the blog by 55% Gained more interest from staff on how to contribute to the page

and more confidence in using the blog More participation from staff

Mentee(s)

Rebecca Spohr Suzette Mascarenas Megan Brown Tony Magana Alida Labiosa

Name: Teresita Marchisello

Agency: Watsonville/Aptos Adult Education

Administrator: Cynthia Stark

Program Area: ESL

Support Mentor: Tina Sander


Two ESL teachers and their students posted to a school blog.

Mentee(s)

Elaine Boles



Name: Howard Adams

Agency: Bakersfield Adult School

Administrator: Susan Handy

Program Area: High School Diploma

Support Mentor: Penny Pearson


My project was to support two to three instructors at Bakersfield Adult School who had a strong desire to infuse their classroom curriculum with new technologies. I was able to locate these instructors by utilizing our school site technology survey that our instructors completed for the BAS technology plan. Bonnie Vaughn and I collaborated on a video PSA “starring” her ESL- 6 class. Nancy and I worked together on an art lesson, deconstructing Guernica that she presented to her Diploma students using the Smartboard™.

Mentee(s)

Bonnie Vaughn Nancy Frazier

Name: Victoria Jones

Agency: Simi Valley Adult School & Career Institute

Administrator: Diana Batista, Vice Principal

Program Area: ESL

Support Mentor: Diana Batista


My TIMAC project included working directly with ESL staff members to increase technology use throughout the department. For our aides and lead teachers, I provided training on the CASAS e-test system which has allowed our ESL and ABE programs to administer the CBT close to 90% of the time.

For our daytime ESL instructors, I assisted with troubleshooting hardware and software issues, provided weekly “Tech Tips” to address problems or give instruction on the use of specific annotation and presentation tools on the electronic whiteboards, and demonstrated using a document camera.

For my two mentee instructors, I provided consistent support and training to increase their use of the whiteboard software, online Web sites for enhancing grammar and vocabulary lessons, and use of the document camera during classroom instruction.

Each interaction was very rewarding and inspiring for me. I hope to continue to support my colleagues in the future. I am very grateful for the opportunity TIMAC has provided for us to expand our horizons.

Mentee(s)

Arlene Schraer Sylvia Hashemi



Name: Annie Cho

Agency: The English Center

Administrator: Lynne Wilkins

Program Area: ESL

Support Mentor: Branka Marceta


I set up a wiki space, ecteachers.wikispaces.com, so teachers and staff could have an online, centralized place to reserve the computer lab and other rooms.

I conducted monthly trainings for teachers and staff on using the computer lab, using wiki spaces, Internet resources and more.

I also sent out a bi-monthly “Tech-Tuesday” email with helpful Web sites and tech tips.

I researched curriculum for teaching ESL students how to navigate Web sites and created handouts and lessons, including ones on pbwikis, blogs and Twitter.

My advanced students maintained a personal blog for the entire session, which can be seen on voicesfromtheenglishcenter.blogspot.com

Mentee(s)

Lynne Wilkins English Center Staff English Center Teachers: Janice Tollman Lucia Kent Rob Beckley

Name: Brian Darby

Agency: Educational Options – Independence Network

Administrator: Annabel Tomacder-Ruiz

Program Area: Adults with Disabilities



My project consisted of three strands. The first strand was to help instructional and support staff integrate PowerPoint presentations into the routine operation and student achievement of Individual Program Plan (IPP) goals.

The second strand was the development of a Web-based application to helpstudents develop money management and shopping skills.

The third strand was the development of a variety of applications to help students learn scheduling, communication skills, and recipe and shopping lists. All three of these project objectives were met.

Mentee(s)

Yvonne Jasso Trisha Young-Set Jackie Chavez Shirley Wong Peggie Schubert



Name: Michael Barnes

Agency: Mary Lind Recovery Center

Administrator: Ed Woodhull

Program Area: Vocational Education, GED



My project involved the creation of a social networking site (www.mlfbcasii.ning.com), designed specifically for adult education students, alumni, their families and friends, teachers and administrators. The purpose of this online community is three-fold:

1. Integrate and further enhance the use of technology in our classroom learning centers through the daily use of email, hand-outs in the form of file-attachments and Power Point presentations through online group meetings for assigned class projects.

2. To informally keep track of the students who have attended classes in our Adult Education Program, whether they graduated from the Computer Operator Literacy curriculum or successfully completed/passed the California G.E.D. Examination.

3. It serves as an unofficial measurement of real “student outcomes”, similar to the goals of the WIA CORE Performance Surveys, which is a reporting requirement of the California Department of Education. However, through the MLF-BCAS site, student gains and outcomes are continuously updated by the students, themselves, rather than a formal quarterly report.

To be able to make a formal announcement to Los Angeles Unified School District and the Mary Lind Foundation that the Social Networking Site is operable and available for uploads, i.e. videos, pictures, messages, announcements, discussions.

Mentee(s)

Kirin Naulls, Instructor,Computer Operator Literacy

Kengee Bostic, GED Instructor

Michael McIntyre, Site Coordinator

Sonna Chavez, Site Coordinator

David Brown, Site Coordinator

Name: Melinda Simica

Agency: Vista Adult School

Administrator: Richard Crane

Program Area: CTE

Support Mentor: Blair Roy


Even with “road bumps”, I can happily say my project for the first year far exceeded the goals! My two mentees SHINED by completing their anticipated goals and reaching goals that went far beyond our expectations! Debra Parker learned to teach an online DL Voc course with a Web site, and now teaches three online DL courses! Lupe Villagrana created a Web site utilizing it in the classroom, and acted as mentor to other teachers who were not able to attend my technology training sessions! I myself had never written an Annual Technology Plan, or created online surveys to evaluate technology training.

Mentee(s)

CTE Instructor Debra Parker

CTE Instructor Lupe Villagrana



Name: Joann Miller

Agency: West Contra Cost Adult Education

Administrator: Raul Ramirez and Jim Trombley

Program Area: CTE


Mentee(s)

Genea Alexander Raul Ramirez Jim Trombley Inocencia Dacumos


Getting information disseminated to teachers and staff has always been achallenge. Classes and staffing are located at a variety of sites. Oftentimes, staff and administrators cannot get information out fast enough. I researched the use of social networking via a blog to get information out. I built a blog site using WordPress. I started taking information that was being sent via email and posting the content on the blog. Staff liked going to one place to find information.

Getting CASAS test results out to teachers in a timely manner has always been a challenge. Placing the password protected reports on the blog proved to be a perfect solution.

Name: Candace Lynch-Thompson

Agency: North Orange County Community College District

Administrator: Jorge Gamboa

Program Area: ESL


Mentee(s)

Elaine Gayley Sheila Ozbolt Jim Pilafas Natalya Dollar


I worked with four ESL instructors, three at the Wilshire campus and one at the Anaheim campus. The purpose of the mentoring was to show the teachers how to use technology to enhance their in-class lessons. I conducted three PowerPoint workshops for the three Wilshire instructors. During each workshop, the teachers practiced using PowerPoint to create lesson activities. I had two one-on-one training sessions with the Anaheim instructor. During these sessions we first looked at different ESL practice Web sites that could be used in a classroom environment and finally we went through the steps to create a simple class wiki.



Name: Wayne Miyahara

Agency: El Monte-Rosemead Adult School

Administrator: Sara Shapiro

Program Area: ESL

Support Mentor: Susan Gaer

Mentee(s)

Connie Villaruel Maricyl Rosewitz


Web attendance will be required by all instructors within the coming year. The scope of my project was to mentor two ESL instructors in the use of a Web-attendance program. Initial instruction was as expected. One instructor was a particular challenge, but she was not timid. It was necessary to understand her learning style and adjust instruction with regular follow-ups. It became necessary to work with both instructors with the district email system. Instruction was given in increments. One instructor only required help with her specific needs and any other instruction was not of interest.

Name: Donna Edwards-Brown

Agency: Evans Adult School, LAUSD DACE

Administrator: Rosario Galvan

Program Area: ESL


Mentee(s)

Joann Craig Penny Giacalone


My project was to mentor two colleagues as they created blogs for their intermediate-level classes. We set up the blogs during a three-hour conference call. One teacher had her class blog during their allotted hour in our computer lab; the other asked her students to blog at home. Each mentee posted five or more comments and had some very enthusiastic responses.

I believe that my mentees enjoyed this project and did a great job. A good lesson for me was how quickly plans for learning technology can be derailed due to life-altering events like budget cuts or family crises.



Name: Andria Keiser

Agency: Lompoc Adult School

Administrator: Susan Williams

Program Area: ESL


Mentee(s)

Lyn Bean Patricia LoCicero Maria Rodriguez Belinda Vaj


My colleagues and I are pioneering Chalkblog, a file depository, for our adult school, offered to us through the Santa Barbara County Education Office. In this first year, we have yet to fully utilize its potential, but we have made strides from where we first began. We meet monthly to collaborate and lesson share. These lessons are now uploaded in Chalkblog and stored for teacher use, including EL Civics curriculum. Teachers can post comments to each other here and get access to ESL resources. We are beginning to see the benefits this has on our teaching and ultimately, our students.

Name: Kathleen Bywater

Agency: Riverside Adult School

Administrator: James Dawson

Program Area: ESL


Mentee(s)

Lois Anderson-Stevens Megan Brown Alison Vinande Cynthia Whisner


In our first TIMAC year, we focused on three classroom technology strands in ESL:

1. Using Power Points to deliver lessons 2. Integrating Promethean Board use in (2) classrooms 3. Using “blogging” at the Advanced level

Teachers used a prepared Power Point presentation on “Goal Setting” and “First Aid/CPR” to deliver instruction. These presentations were used across levels. Promethean Boards were installed in two classrooms and teachers were trained and supported (through team-teaching) in their use of the boards. The Advanced ESL class had themed blogging sessions during their computer lab time for students to “free” write and read.

About TIMAC: Cohort 4Projects


Cohort 4 Projects

Name: Bethany Rich

Agency: Sacramento City USD Adult Education

Administrator: Mary Prather, Principal

Program Area: ESL/Citizenship


Describe your project in the first year

A series of online multiple-choice quizzes were developed to help prepare students for the history and government component of the U.S. citizenship test. To assist students with low-literacy skills, audio clips were created to accompany each question and possible answer. Hot Potatoes, Audacity and Dreamweaver were used to create this project.

Mentee(s)

Marcella Torres, Citizenship Teacher

Describe your project in the second year

SMART Board interactive whiteboard training and classroom use were the focus of this year’s project. Interactive whiteboard activities were developed to supplement existing EL Civics curriculum on accessing healthcare/interacting with providers (Objective 28) and were used with beginning-low students at Florin Technology Education Center in Sacramento.

Mentee(s)

Ernestina Madriles, ESL Teacher



Name: Katalin Gyurindak

Agency: Mt. San Antonio Community College

Administrator: Liza Becker

Program Area: ESL



My first year project was to mentor an ESL instructor who needs assistance to integrate technology (using the computer lab and PowerPoint) into teaching during class time and assist instructors to be able to use different software programs to help students with their language development. Instructors will be able to take their class to the computer lab during the semester (once a week).

My second technology project is to install Skype (a free program that allows you to make free phone calls over the Internet to anyone else who has the service) in at least one computer lab and use it as part of a communicative activity and train my mentees to apply this technology in their teaching.

Mentee(s)

Abdel Belblidia


Continue to work with my mentee to integrate technology into teaching and provide support when it is needed. My mentee was interested in setting up a Web site for his class, therefore in the second year we started working on it. It is still in progress.

My Skype project is completed. In one of our ESL computer labs, Skype is set up for use. My next goal is to download the new version of Skype.

Mentee(s)

Abdel Belblidia



Name: Shin Song

Agency: North Orange County Community College District

Administrator: Valentina Purtell and Jorge Gamboa

Program Area: ESL / EL Civics



NOCCCD has implemented a pilot program of CASAS eTest at the

Anaheim campus to determine its reliability as an alternative

assessment tool to improve the gathering and evaluation of student

test data as compared to CASAS paper-based assessment. We

began the pilot in fall 2007 with three higher level ESL classes and

now we have increased it to 12 ESL classes for spring 2008. As the

TIMAC mentor for the ESL program, I have provided extensive

training and support to three lab instructors and two instructional

assistants in the administration and proctoring of computer-based

testing for our program.

Mentee(s)

Angela Alvarez – Lab Instructor

Ngoc Luu – Lab Instructor

Alice Niyondagara – Lab Instructor

Pati Mendia – Instructional Assistant

Elaine Loayza – Instructional Assistant


NOCCCD - ESL program finished implementing CASAS eTests

(computer-based testing) at all three campuses (Anaheim, Cypress,

and Wilshire). Our program goal was to standardize assessment

practices at the three campuses. Staff was trained in utilizing CASAS

eTests as a tool to maximize funding for the program and to analyze

data to improve the efficiency and effectiveness of our assessment

processes and procedures.

Mentee(s)

Robin Morgan – Lab Instructor / Test Proctor Elaine Pearse – Instructional Assistant Ngoc Luu – Lab Instructor / Test Proctor Violeta Aguilera-Valdes – Instructional Assistant



Name: Martha Robles

Agency: Cerritos College

Administrator: Graciela Vasquez

Program Area: ESL



The plan was to assist teachers in integrating online computer technology into their teaching. For Mr. La Velle, a novice computer user, I introduced him to useful Internet sites such as www.webmd.com which introduces, illustrates, or otherwise supports his Vocational English as a Second Language (VESL) Health students and the content of the class.

For Mr. Furgason, who uses technology daily for personal use but sparingly to teach, I assisted him in locating a set of useful and interesting Internet sites such as www.manythings.org to support his English as a Second Language (ESL) teaching and as supplemental work and/or independent/homework for his students.

Mentee(s)

Fredrick La Velle Dennis Furgason

Both gentlemen are adjunct instructors for the Adult Education Department at Cerritos College.


The goal was to provide basic computer skills to a few adult education department teachers. A departmental move to a more electronic-based office, revealed a few teachers unable to manage their college email accounts. The training will include skills necessary to accomplish tasks such as email logon and management.

Mentee(s)

Lourdes Chen, ESL Teacher

Ralph Casas, ESL Teacher


Name: Kathleen Edel

Agency: Elk Grove Adult & Community Education

Administrator: Kathy Hamilton

Program Area: ESL



Connie Bateman, a visually challenged High Beginning ESL teacher, faced many challenges as our school moved forward with technology. With support from the administration, a new classroom aide, and help from students, Connie has experienced a new freedom and regularly integrates technology into the classroom.

Mentee(s)

Connie Bateman, HB ESL teacher Stacey Westlake, LB ESL teacher


Renee Collins has utilized the A+ Accreditation Plus Web 2.0 WASCcollaborative resources for our WASC evaluation process.

Linda Boice has developed a computer class for GED/ABE/ASE/ESL/CTE students using several software programs.

Connie has continued integrating technology into the classroom.

Teachers and students have developed Web 2.0 resources.

Mentee(s)

Renee Collins, Resource Teacher LI ESL Teacher WASC Coordinator

Linda Boice, Advanced ESL Teacher HI ESL Teacher Computer Technology Teacher

Connie Bateman, HB ESL Teacher




Name: Sybil Cartwright

Agency: Grossmont Union High School District

Administrator: Phyllis Ruth

Program Area: ESL


Describe your project in the first year Mentee(s)

My project was to write a Power Point program for EL Civics 7.5, Safeguarding Families and Homes. Assist one or two teachers at my site in using the program in their classroom. Determine if the program was successful by a written test of the students involved. 47 of 57 students passed in Danielle Griffith’s class, and 40 of 46 students of mine passed.

Danielle Griffith

Describe your project in the second year Mentee(s)

Karin Anderson Tawnya Richards Nancy Taylor Toni Gagliardi

My project was to implement the use of new technology installed at the El Cajon Adult School’s ESL Complex. The ESL Complex has five classrooms. The following equipment was installed in September 2008: 5 Document Cameras (ELMO) 5 Projectors (Epson) 24 Laptops (Dell) 5 DVD/VCRs My four mentees use the document camera every day. They agree with me that it is so much better than the old overhead projector. Karin likes to use PowerPoint in her classroom. Tawnya is excited to be able to show DVDs. Toni said that the document camera saved her life. Nancy enjoys using the document camera - it’s an excellent tool. It has been a very successful year, because, all of the teachers at the ESL complex are using the technology available to them.



Name: Justin Loh

Agency: Shasta Adult School

Administrator: Jim Newell, Principal

Program Area: High School



1. To establish a technology integration and mentorship academy within the Shasta Union High School District (SUHSD) using the state’s own TIMAC as a framework.

2. To create a Moodle-based website for Shasta Adult School enabling the staff to become more efficient in communicating and delivering curriculum.

Mentee(s)

Susan McGrath, Matt Clarke, Len Massaro, Amy Garrett, Laura Carlisle, Doug Roberts, Tara Meyer, Louinda McLean, Chris Dell, Hillari Freeman, Dave Peek, Susan Hanifl, Jim Jordan, Robin Jack, Leslie Ellingson, Justin Jordan, Sierra Ruiz, Tracy Goschke, Monica Havelka, Lisa Pullen, Teresa Alexander


1. To finish the second year of the inaugural cohort group for the SUHSD TIMAC.

2. To continue using Moodle at Shasta Adult School and to further integrate it into the staff’s daily tasks.

Mentee(s)

Laura Carlisle, Matt Clarke, Doug Roberts, Hillari Freeman, Dave Peek, Jim Jordan, Leslie Ellingson, Sierra Ruiz, Tracy Goschke, Monica Havelka, Teresa Alexander, Michelle Saelee, Louinda McLean



Name: Cindy Wislofsky

Agency: Continuing Education, San Diego Community

College District

Administrator: Gretchen Bitterlin

Program Area: ESL



My first year project took me in three directions:

1. Mentor one teacher in creating a class Web page.

2. Mentor another teacher on how to create a class syllabus on the computer.

3. In collaboration with a colleague, disseminate short weekly technology tips over our Continuing Education email distribution list.

Mentee(s)

Jane Uhle Valerie Long Continuing Education’s Faculty/Staff/Administrators


1. Train two teachers on how to use Google’s online presentation program in their classrooms for student projects.

2. Continue to disseminate weekly technology tips over email to our Continuing Education family.

3. Conduct several faculty training workshops on using Word, PowerPoint, and our district’s online recordkeeping system.

Mentee(s)

Steve Gwynne Beth Bogage Continuing Education’s Faculty/Staff/Administrators



Name: Hongyan Zheng

Agency: Milpitas Adult Education Center

Administrator: Dan Kreuzer

Program Area: ESL



Using online surveys (i.e. www.suveymonkey.com) and Web 2.0 technologies (i.e. wiki pages and audio/video Podcasting), six teachers developed teaching/assessing materials for EL Civics objective on employment, which were successfully used in actual teaching/assessing.

Mentee(s)

Ann Taguchi Reva Larson Judy Connell Thao Nguyen Lisa Lau Eiko Pena Diaz


Two ESL teachers created their own official Web pages for their classes using SchoolLoop, an online Web site, hosting software that has been used by schools in Milpitas Unified School District. They learned how to create and maintain the following segments on their pages: rich text boxes with pictures and hyperlinks, slideshows, news, and calendars

Mentee(s)

Ann Taguchi

Reva Larson



Name: Myrna Montenegro

Agency: North Hollywood Polytechnic Education & Career Center

Administrator: Bea Zavala

Program Area: ESL



Collaborate with one ESL Teacher who attends the ESL computer lab to help him use one to three computers, CD players and headphones in the classroom to extend what the students are learning in the lab.

Provide comprehensive hands-on training including the implementation of "centers" as a classroom management strategy. Training will include meetings, preparation of materials, classroom setup, team teaching, continued facilitation, and model the project to the administration and other teachers in a presentation at a meeting by videotaping the project in motion in the classroom.

Mentee(s)

Michael Gurule


Collaborated with one ESL Teacher who attends the ESL computer lab to help him use twelve computers and six CD players with headphones in the classroom to extend what the students are learning in the lab, and to integrate technology in a class project.

The technology integrated in the class project included computers, CD players with headphones, a digital camera, a digital video camera, projector and screen, online video clips, Internet Web sites, as well Microsoft Office Word, Audacity, and Record Now software programs.

Provided comprehensive hands-on training including the use of the hardware and software as well as the implementation of “centers” as a classroom management strategy. Training included meetings, preparation of materials, classroom setup, team teaching, continued facilitation, and modeling the class project with all its components to the administration and teachers in a PowerPoint presentation.

Mentee(s)

Grady Miller



Name: Peter Hubbard

Agency: Berkeley Adult School

Administrator: Joan Lehman

Program Area: ESL



The initial project was to learn the use of interactive whiteboards but the project morphed into several areas:

Establishment of QUIA pages for teachers

Help teachers to: o Qualify for independent use of ESL computer lab and use

laptop/LCD carts in their teaching o Use Picasa

Advocating for and researching and writing requisitions for technology purchases this year when a substantial amount of EL Civics money became available

Purchases included: o four laptop/projector carts o four document cameras o one audio card reader o one digital camera o two Smart Boards o 10 teacher subscriptions to QUIA pages o Subscriptions to Discovery Education Streaming & Project

Connect

Participation in the establishment of distance learning

The crown jewel of the project is the establishment of my classroom as a center for teacher technology training, with 10 computers, a document camera, flatbed scanner, Smart Board, overhead projector, and audio card readers.

Mentee(s)

Judith Buist Linda Hsu Modupe Omalayu


Increase sophistication of Smart Board skills

Mentee(s)

Linda Hsu



Name: Rebecca D’Harlingue

Agency: Castro Valley Adult School

Administrator: Jerry Green

Program Area: ESL



The major focus was on familiarizing teachers with some of the new equipment that the school had purchased, such as the LCD projector, the document camera and the wireless tablet. In addition, one mentee learned Power Point, and another created a wiki space for her classes.

Mentee(s)

Elisa Correira-Dasala (Medical Billing) Elizabeth Gibb (ESL) Emilia Olroyd (Spanish) Rebecca Wiebe (ESL)


Some mentees learned how to use the document camera, and some of them then shared that knowledge with other teachers. Some mentees created PowerPoint or Excel documents. Three teachers learned how to create podcasts using drop.io, and five created wiki spaces for their classes.

Mentee(s)

Signe Barry (ADP, Art) Cynthia Eaton (Older Adults) Elizabeth Gibb (ESL) Shawna Hamilton (ESL) Lynn Hollfelder (Older Adults) Rebecca Wiebe (ESL)

Name: Rebecca Ring

Agency: Monterey Adult School

Administrator: Ann Kilty

Program Area: ESL, ABE, GED, CTE



My basic project was to enable ESL teachers to use the computer lab with

their students. I arranged to have teachers go to the computer lab either

with Angelica Diaz-Roman or me. First, we presented the lessons while

they assisted us or watched. As the teachers felt able to, they began

doing the lab time with our assistance.

Mentee(s)

Sarah Perkins Angelica Diaz-Roman Hope Tolleson Leslie Savelberg


Original plan was set aside in order to set up and run a blended learning program in the ESL classes.

Mentee(s)

All the ESL teachers.



Name: Sally Peckenham

Agency: Mt. Diablo Adult School

Administrator: Paige Endo

Program Area: ESL



My project was bringing teachers who were inexperienced with technology to a more functional level in both knowledge and application. I first surveyed the teachers and selected mentees according to need. As I was a technology novice myself, I first had to learn the technology before I mentored others. The technologies I mentored ranged from MS Word and EXCEL to computer projector units called Smart Carts and digital cameras.

Mentee(s)

Susan Rausch Cindy Molander Cindy Peterson Jean Bernstein


This year’s project started as a continuation from last year but took on a different shape. My new survey found the needs different due to new equipment and new Web 2.0 technologies. Therefore, in addition to mentoring teachers in existing technologies, I also began working with a wiki. My mentoring ranged from document cameras to embedding videos into PowerPoint and building wiki pages.

Mentee(s)

Linda Reyder Betsy Longman Mai Perez Jennifer Lew Mary Mahon Joanne Lederman Josie Pascal Jean Bernstein



Name: Suzanne Ludlum

Agency: Oakland Adult and Career Education

Administrator: Jacques LaCour and Sue Pon

Program Area: ESL, CBET, ABE/GED, CTE



Building a Professional Learning Community Through Multi-DimensionalTechnology Professional Development

This project was designed to provide ongoing technology integration training

and mentoring to teachers in OACE. Using a multi-dimensional approach

(based on research of best practices), I facilitated over 20 technology-learning

circles from October-April. In these circles, faculty worked together to learn

new technology integration strategies and shared their successes and

challenges.

Mentee(s)

25 teachers


Building a Professional Learning Community Through Multi-Dimensional Technology Professional Development (continued)

This project is designed to provide ongoing technology integration training and

mentoring to teachers in OACE. This year’s focus is on “growing” the learning

circle model by identifying additional facilitators and providing direct feedback

to teachers as they experiment with new technology practices. So far this year

I have work with four new facilitators and over 50 teachers in our learning

circle model.

Mentee(s)

4 Facilitators 50 Teachers 2 IAs



Name: Sylvia Bullock

Agency: Merced Adult School

Administrator: Debra Glass, Principal; Kristin Blanchard, Vice Principal

Program Area: Career Technical Education



My project was to implement the usage of Smart Board technology in the

classroom. I also wanted to implement the usage of technology that is

currently available to our teachers and staff.

My actual project was pretty seamless as my administration was on

board from the beginning and very supportive.

Mentee(s)

Sarah Root, ESL III Teacher

Gary Curro, GED Teacher

MAS staff


To continue the usage of the Smart Board and projectors in the ESL, ABE and ASE departments.

Train and implement the usage of the Mimio.

Encourage instructional staff with the utilization of technology for fun while learning with their students – www.freerice.com

Continue technology mentoring/support to all staff at MAS

Mentee(s)

Sarah Root Gary Curro

Christopher Rodriguez

Roque Berlanga Tammy Astorino

MAS Staff

About TIMAC: Support Mentors


SUPPORT MENTORS

Name: Diana Batista

Agency: Simi Valley Adult School & Career Institute

PROFILE

Diana Batista is an Assistant Principal at Simi Valley Adult School & Career Institute. Before this post, she

had worked as a Technology Coordinator/Instructor for the ESL technology lab since 2003. Diana has been

a participant in the Technology Integration Mentor Academy program for four years. She enjoys working with

professional development support programs, such as OTAN, CALPRO and Beginning Teacher Support

Advocacy. Diana is a technology enthusiast working with teachers at Simi Valley and beyond with the goal of

meaningful and effective technology integration in adult education classes. Through TIMAC Diana has

mentored 10 teachers who have extended the mentoring throughout their own agencies.

Name: Tina Sander

Agency: Santa Cruz Adult School

PROFILE

Tina Sander is the EL Civics Coordinator and the Technology Coordinator at Santa Cruz Adult School. In

2004, she immersed herself in technology with the creation of a computer lab and a technology-based EL

Civics program at her adult school. Designing and implementing new curriculum and developing classes on

a range of topics from Basic Computer Literacy to Microsoft Excel, and Using Cameras to Blogging and

Skyping, resulted not only in empowering the students and teachers in the Santa Cruz community, but also in

the publication of her books Out and About in the World of Computers and the Computer Instructions

Resource Book published by Alta Book Center Publishers. Furthermore, Tina has enjoyed and valued the

opportunity to be a participant with the Technology Integration Mentor Academy program.

Name: Blair Roy

Agency: Garden Grove Adult Education

PROFILE

Blair Roy is an ESL computer lab facilitator and an ESL multilevel multimedia teacher at Chapman Adult

School. She became a mentor teacher in 1998 when the ESL computer lab was opened. She enjoys

learning and sharing her passion for using technology as a tool in the classroom to enhance the learning

experience with students and other teachers. She has been part of the last three WASC leadership teams.

Blair recently completed her second year of the TIMAC program as a mentee and a mentor. She offers

monthly professional development trainings, “Techtivities”, for her program and is an OTAN online and face-

to-face trainer for Discovery Education.



Name: Susan Gaer

Agency: Santa Ana College

PROFILE

Susan is an Associate Professor of ESL at Santa Ana College. Her foci include infusing technology into ESL

classes and developing and institutionalizing the student school newspaper. She believes that students

should be in charge of their learning and therefore empowered to create whatever it is they need. She has

developed a form of project-based learning which is very structured. She believes that students should be

engaged in meaningful projects. She is a frequent presenter at CATESOL, TESOL, and other conferences.

She has published articles on project-based learning, and is a featured instructor on the NCREL CD

"Captured Wisdom." She was the ITAP mentor for Vista School for Adults, the San Diego Community College

Centers for Education and Technology, and Santa Ana College Adult ESL. Since the inception of TIMAC,

Susan has acted as a trainer and support mentor, inspiring both new and seasoned adult education teachers

to implement their own technology integration projects.

Name: Branka Marceta

Agency: Outreach and Technical Assistance Network

PROFILE

Branka Marceta has held the position of Coordinator of Technology Projects at OTAN since April 2006.

Branka came to OTAN from Milpitas Adult School, where she taught ESL and office occupations both at the

adult school program and in the local correctional facility. She earned her Master’s Degree in Instructional

Technology from California State University, San Jose. At Milpitas, Branka practiced integrating technology

into her daily instruction. In addition to teaching, she assumed a number of other roles, including technology

team leader and technology mentor, CBET and EL Civics teacher, and curriculum and assessment

developer. She also offered numerous professional development workshops at her agency, was a CALPRO,

calpro-online.org, trainer, and is active in the technology interest section of CATESOL, catesol.org. At OTAN,

Branka has been involved with the Technology Integration Mentor Academy, video production, and

technology planning, as well as conducting conference workshops and technology training sessions.



Name: Penny Pearson


PROFILE

Penny Pearson came to OTAN in June 2007 from Winterstein Adult Center in the San Juan Unified School

District. For over 10 years, she taught computer skills, digital photography and storytelling in the Career

Technical Education Department. She implemented staff development projects to help teachers at the school

integrate technology into their teaching practices. In addition, she is an adjunct professor at California State

University, Sacramento (CSUS) where she teaches a class for vocational adult teachers on how to integrate

technology in the classroom. She has a B.A. in Communication Studies and a M.A. in Instructional

Communication from CSUS. She frequently presents at CBEA, CCAE, and other conferences. Prior to

entering into the education field, Ms. Pearson worked within the legislative and executive branches of Alaska

state government. Her responsibilities included video and audio production and distribution, staff training, and

press and constituency relations.

Name: Marian Thacher


PROFILE

Marian Thacher has been a director of OTAN since 2006. In this role she has led OTAN in providing services

to the adult education field under the categories of electronic collaboration, instructional technology support

and distance learning. In her previous position at OTAN, as a Technology Projects Coordinator, Marian ran

ITAP (Instructional Technology Assistance Project), a site-based professional development model for

technology integration, which evolved into TIMAC. Marian was happy to assume the role of support mentor

this year and experience the successes and challenges of day-to-day technology integration in adult

education classes through the eyes of her mentees.

Program Results Based on the Data Collected in 2008-09


Mentees Feedback about Their Technology Integration Mentors (TIMs) Cohort 4 (2006-09) –Cohort’s second year in program

At the end of the project, 43 mentees/school-site colleagues were surveyed:

79% (34 of 43) of mentees reported that the project met or exceeded most or all of their goals

89% (38 of 43) reported that their confidence in the use of technology increased or increased a great amount

83% (36 of 43) rated their integration of technology as five or more on a scale of 1 to 10 (average 6.91 on scale of 1-10, see page 47)

98% (42 of 43) recommended that other teachers participate as mentees in similar programs

98% (42 of 43) rated their mentor’s problem solving skills as good or excellent

98% (42 of 43) rated their mentor’s listening and interpersonal skills as good or excellent



Project at Milpitas Adult School

Project at Mt. Diablo Adult Education

Project at Elk Grove Adult and Community Education

The following are samples of Goals stated by Cohort 5 Mentees/School Site Colleagues:

My class project was to create an online presentation using Google Docs

Students used Google Docs to collaborate and create a cultural presentation

To create a wiki or blog as another avenue for agency communication

To continue to learn technology, e.g., learning Braille notetaker, accessing the new A+ WASC Website

A 2-year project to implement CASAS eTests system at the three main campuses (Anaheim Campus, Cypress Campus, and Wilshire Campus)

Create a class Web page using School Loop. Learn how to upload class photos, create a slide show and include class news items; create a calendar and student of the month section. The site can be used by students at home to study English on their own computers by clicking on various hyperlinks that I posted on our Web page

To learn about how to integrate technology into my classroom and also how to use technology to improve my instruction

Help with integrating blended learning into my morning and evening ESL classes. Students used laptops in the classroom setting. Students were also able to access the English for All Web site from home computers to complete Blended Learning goals

I wanted to know how to incorporate sites like 'Survey Monkey' into my ESL teaching. Rebecca also introduced me to Excel for recording assessment data

Use assistive technology and access Web sites

A permanent smart board was installed in my classroom, but I am technologically challenged. I hadtwo goals: 1) to learn to use the smart board in my classroom and 2) to have the smart board and my classroom available to other teachers

To train on document reader and projector



Mentees Feedback about Their Technology Integration Mentors (TIMs) Cohort 5 (2008-09) – Cohort’s only year in program

At the end of the project year, 26 mentees/school-site colleagues were surveyed:

85% (22 of 26) of mentees reported that the project met or exceeded all or most of their goals

88% (23 of 26) reported that their confidence in the use of technology increased or increased a great/huge amount

79% (20 of 26) rated their integration of technology as five or more on a scale of 1 to 10 (average 6.97 on scale of 1-10, see page 47)

100% (26 of 26) recommended that other teachers participate as mentees in similar programs

96% (24 of 25) rated their mentor’s problem solving skills as good or excellent

100% (25 of 25) rated their mentor’s listening and interpersonal skills as very good or excellent



Project at Bakersfield Adult School

Project at Vista Adult School

Project at El Monte-Rosemead Adult School

The following are samples of Goals stated by Cohort 5 Mentees/School Site Colleagues:

I started using technology very recently, and I have learned a lot. My goal is to become confident about using technology in all areas; this will be very productive for my lesson planning, teaching it, and implementation of computer programs.

Use bi-weekly tech tips to improve my tech skills; attend staff or teacher trainings; as program director, I wanted higher level computer applications classes for our students to be “cutting edge” in content

To learn how to use the computer so I could begin using my Interactive Whiteboard.

Making a public service announcement

Learn to put attendance on the computer; also to send email and do accounting for CCAE

My project was to create a blog for my Level 3 ESL class. My goal was to create something where students could learn what a blog was, increase their Internet comfort, and enhance both their computer capabilities and their writing skills

My project goals were to present a lesson on Pablo Picasso's "Guernica" using Smart Board technology in the presentation to my students

To increase staff’s awareness concerning the use of presentation software for helping students meet their IPP (Individual Program Plan) objectives. To develop adaptive equipment and software and then train staff to use this equipment or software in the classroom, i.e. recipe program, banking program, cash calculator and cash register program. Oversee development of Web-based application to help students learn and refine their money and shopping skills

To learn how to create my own Web site and use it with my students; create different activities for writing, reading, listening



Feedback from Technology Integration Mentors (TIMs) Regarding the Program and their Support Mentor

Cohort 4 (2007-09) – Cohort’s Second Year in the Program

At the end of the year, 16 of the 16 Technology Integration Mentors (TIMs) were surveyed:

63% (11 of 16) reported meeting or exceeding all or most of their project goals

100% (12 of 16) reported increased confidence in the use of technology in the classroom

Mentors rated their degree of technology integration at an average of 8.63 on a scale of 1 to 10 (10 equals “daily integration”)

100% (16 of 16) reported they would recommend that other teachers participate as mentees in a similar program

100% (16 of 16) of mentors rated the assistance they received in achieving their goals as somewhat or very helpful

100% (16 of 16) of mentors rated their mentors knowledge or technical skills as good, very good, or excellent

100% (16 of 16) of mentors rated their ability to solve problems as good, very good, or excellent

100% (16 of 16) of mentors listening and interpersonal skills as as good, very good, or excellent



Feedback from Technology Integration Mentors (TIMs) Regarding the Program and their Support Mentor

Cohort 5 (2008-09) – Cohort’s Only Year in Program

At the end of the year, 15 of the 15 Technology Integration Mentors (TIMs) were surveyed:

73% (11 of 15) reported meeting or exceeding all or most of their project goals

100% (15 of 15) reported increased confidence in the use of technology in the classroom

Mentors rated their degree of technology integration at an average of 7.4 on a scale of 1 to 10 (10 equals “daily integration”)

100% (15 of 15) mentors reported they would recommend that other teachers participate as mentees in a similar program

100% (15 of 15) of mentors rated the assistance they received in achieving their goals as somewhat or very helpful

100% (15 of 15) of mentors rated their mentors knowledge or technical skills as good, very good, or excellent

100% (15 of 15) of mentors rated their ability to solve problems as good, very good, or excellent

100% (15 of 15) of mentors listening and interpersonal skills as good, very good, or excellent



Technology Integration Mentors (TIMs) Mentoring Skills Cohort 4 (2007-09) – Cohort’s Second Year in Program

Items rated on the above chart:

1. Listening and communication skills 2. Ability to assess others’ technology skills 3. Problem-solving skills with others 4. Knowledge of what makes a productive mentor/mentee relationship 5. Knowledge of how people change and how to overcome resistance 6. Skills in effectively giving feedback to your mentee 7. Ability to match different mentoring leadership styles with different mentee needs 8. Knowledge of the stages of mentoring 9. Ability to assess the needs of your mentee and write a mentor/mentee plan 10. Your overall rating of your mentoring skills

Mentors (TIMs) reported their mentoring skills increased in all 10 areas measured. The average increase in skills on a five-point Likert scale between pre-year one and year two was 0.92 (3.15 to 4.07) or an 18 percent increase. The greatest increases were in ability to assess mentee needs and write a plan, ability to match mentoring leadership style with mentee needs, and knowledge of mentoring stages.



Technology Integration Mentors (TIMs) Mentoring Skills Cohort 5 (2008-09) – Cohort’s First Year in the Program

Items rated on the above chart:

1. Listening and communication skills 2. Ability to assess others’ technology skills 3. Problem-solving skills with others 4. Knowledge of what makes a productive mentor/mentee relationship 5. Knowledge of how people change and how to overcome resistance 6. Skills in effectively giving feedback to your mentee 7. Ability to match different mentoring leadership styles with different mentee needs 8. Knowledge of the stages of mentoring 9. Ability to assess the needs of your mentee and write a mentor/mentee plan 10. Your overall rating of your mentoring skills

Mentors (TIMs) reported their mentoring skills increased in all 10 areas measured. The average increase in skills on a five-point Likert scale was 0.72 or (3.05 to 3.77) or a 14 percent increase. The greatest increases were in: ability to match mentoring leadership style with different mentee needs, knowledge of how people change and how to overcome resistance, and listening and communication skills.



Technology Integration Mentors (TIMs) Goal Completion and Skill Increase Cohort 4 (2007-09) – Cohort’s second year in program

All TIMs formulated goals for their project. A total of 51 goals were formulated by the 13 TIMs participating in the project.

65% (33) were completed

22% (11) were partially completed

14% (7) were not completed or changed

TIMs in the project identified a total of 42 technology-based activities that they began using for the first time. In addition, there were 24 technology-based classroom activities that were done more often or better as a result of their participation in this project.

When using technology with students, TIMs in the project identified 37 technology-based activities they began using with students for the first time. In addition, there were 39 technology-based classroom activities that were done with students more often or better as a result of their participation in this project.

Technology Integration Mentors (TIMs) Goal Completion and Skill Increase Cohort 5 (2008-09) – Cohort’s only year in program

All TIMs formulated goals for their project. A total of 36 goals were formulated by the 16 TIMs participating in the project.

50% (18) were completed

42% (15) were partially completed

9% (3) were not completed or changed

TIMs in the project identified a total of 20 technology-based activities that they began using for the first time. In addition, there were 31 technology-based classroom activities that were done more often or better as a result of their participation in this project.

When using technology with students, TIMs in the project identified 23 technology-based

activities they began using with students for the first time. In addition, there were 37 technology-based classroom activities that were done with students more often or better as a result of their participation in this project.



Technology Integration Mentors (TIMs) Professional Development

Workshop Evaluation

A total of eight workshops were provided to mentors. These workshops covered a variety of topics on mentoring theory and practice, technology integration philosophy, and technology skills. At the conclusion of each workshop, each mentor rated their experience on a variety of criteria on a five-point Likert scale. Workshops received very positive ratings with the average rating for each item of the evaluation being 4.6. The most highly rated areas of professional development for Technology Integration Mentors were the skills or the workshop leaders/facilitators and the value of technology skills and clarity of training objectives.

Dissemination of Project Results


Dissemination of Project Results One of the emphases of the project has been on dissemination of results and best practices throughout the state. The following is a listing of some ways this was accomplished:

Workshops and presentations by TIMAC

TIMAC panel presentations at various conferences

Newsletter articles published in OTAN’s Online Connection newsletter and the California State Consortium for Adult Education’s The Insider

Individual request for assistance to individual TIMAC participants

Bringing in administrators to TIMAC presentations and workshops to encourage participation

Collaborating with other state leadership projects to support technology integration in a systemic way

Publication and dissemination of research on technology integration

Videos about technology integration

OTAN’s sponsorship of listservs

TIMAC Web site available to general public for reference

Providing copies of TIMAC Annual Reports and TIMAC training notebooks for OTAN library and California State Library

Workshops and Presentations Held by Technology Integration Mentors in the 2008-09 School Year

Number of Presentations

Conference

1 ACSA– Association of California School Administrators

24CATESOL State & Regional – California Teachers of English to Speakers of Other Languages

1CASAS SI– Comprehensive Adult Student Assessment System, Summer Institute

3 CCAE, State & Regional – California Council for Adult Education

2CCIS - California Consortium for Independent Study, Spring 2009 Conference

1 Santa Barbara County Office of Education: Classroom Technology Showcase

2 CUE– Computer Using Educators

34 Total presentations


Appendices

Appendix A – TIMAC Calendar

Appendix B – Support Mentors for Cohort 4 and Cohort 5 Participants

Appendix C – Instruments for TIMAC Data Collection

Appendix D – Conference Presentations in 2008-09 by TIMAC Participants

Appendix A: TIMAC Calendar


CALENDAR 2008-09

Cohort 5 = New Participants for 2008 Cohort 4 = 2nd Year Participants

Date Activity Location

October 9, 2008 Training Day: Cohort 5 OTAN Office, Sacramento

October 10, 2008 Training Day: Cohort 4 & 5 OTAN Office, Sacramento

November 2008 Site Visits and Planning:

Cohort 5 & Support Mentors At School Sites

Nov 2008 - May 2009 Project Work: Cohort 4 & 5 At School Sites

Nov 2008 - May 2009 Optional Monthly Online Meetings Online

January 23, 2009 Training Day: Cohort 5 OTAN Office, Sacramento

January 30, 2009 Online Meeting: Cohort 4 Online

March-April 2009 Regional Meetings: Cohort 4 & 5

(alumni welcome) Regional Sites

April 2009, TBA

Online Meeting: Cohort 5

Online Meeting: Cohort 4

Online

May 7 & 8, 2009

Training Days & Project Reports/Presentations: Cohort 4 & 5

Cohort 5 presents on Thursday, Cohort 4 attendance optional

Cohort 4 presents on Friday, Cohort 5 attendance mandatory

OTAN Office, Sacramento

Appendix B: TIMAC Support Mentors 2008-09for Cohort 4 and 5 Participants


Support Mentors and Cohort 4 & Cohort 5 Mentees in 2008-09

Penny Pearson Kathleen Edel, Elk Grove ACE Bethany Rich, Old Marshal AS, Sacramento USD Howard Adams, Bakersfield AS

Diana Batista Myrna Montenegro, No. Hollywood Polytechnic CAS Kathleen Bywater, Riverside AS Andria Keiser, Lompoc AS Victoria Jones, Simi Valley ASCI

Susan Gaer Martha Robles, Cerritos College Donna Edwards-Brown, Evans AS, LAUSD Wayne Miyahara, El Monte-Rosemead AS

Tina Sander Rebecca Ring, Monterey AS Sylvia Bullock, Merced AS Hongyan Zheng, Milpitas AEC Teresita Marchisello, Watsonville-Aptos AE

Blair Roy Katalin Gyurindak, Mt. San Antonio CC Shin Song, North Orange County CC Cindy Wislofsky, San Diego CC Sybil Cartwright, Grossmont AS Melinda Simica, Vista AS Candace Lynch-Thompson, North Orange County CC

Marian Thacher Michael Barnes, Mary Lind Recovery Center Mandi Spottsville, Newport -Mesa AE Martha Rankin, Newport -Mesa AE

Branka Marceta Justin Loh, Shasta AS Peter Hubbard, Berkeley AS Rebecca D’Harlingue, Castro Valley AS Suzanne Ludlum, Oakland ACE Sally Pekenham, Mt. Diablo AE Annie Cho, The English Center Brian Darby, Educational Options Joann Miller, West Contra Costa AE

Blair Roy and her “Blairettes” mentees

Tina Sander and Teresita Marchisello

Diana Batista with Kathy Bywater and colleagues

Southern California TIMAC Regional Meeting

Appendix C: Instruments for TIMAC Data Collection


MENTEE SURVEY, Page 1

MENTEE SURVEY April/May 2009

Program and Project Evaluation

Your TIMAC Mentor’s Name ______________________________________

Agency ___________________________________________________

Please answer the following questions by filling in the blanks or highlighting the appropriate number answer.

1. Please briefly state what your project or goals were in the area of technology.

2. To what degree would you estimate you achieved your project goals?

1 2 3 4 5 Did not meet goals at all

Met some goals Met most of goals

my Met all of my project goals

Exceeded goals

3. How much do you think your confidence to use technology in increased as a result of this project?

your classroom has

1 2 3 4 5 Went down or

stayed the same Increased slightly Increased Increased a

great deal Increased a huge

amount

4. Please rate on a scale of 1 to 10 the degree of technology integration in your classroom.

1 = no use of technology 10 = daily integration of technology into lessons

1 2 3 4 5 6 7 8 9 10

5. Would you recommend that other teachers participate as mentees in a similar program?

Recommend against

Maybe Probably recommend

Would recommend

Highly recommend

1 2 3 4 5




FEEDBACK ABOUT YOUR MENTOR (TIMAC PARTICIPANT)

1. How helpful was your mentor in helping you achieve your goals? (check the appropriate box)

Not helpful Somewhat helpful

Very helpful

Comments:

2. Please rate your mentor's knowledge of technical skills.

Poor Fair Good Very Good Excellent

1 2 3 4 5

Comments:

3. Please rate your mentor in helping you solve problems and find solutions.


1 2 3 4 5

Comments:

4. Please rate your mentor's listening and interpersonal skills.


1 2 3 4 5

Comments:

5. What were the best parts of the mentoring experience for you?

6. What is one area the program or your mentor might improve?




Please check the appropriate box as the answer to each activity

TECHNOLOGY INTEGRATION (Using technology yourself):

Was already

doing this (no

change)

N/A Activity Began doing this

Did this more often or better

Didn’t do it but would

like to

Create classroom materials in Word or another program

Present lessons using PowerPoint (or other presentation software)

Keep roll, attendance, and/or assignments and grades on computer

Use an LCD projector for whole class demonstration of software, computer instruction

Use the Internet to find lesson materials or resources

Create class or group project assignments or WebQuests to be done online

Communicate with students via Internet (email, discussion boards, chat)

Maintain a class Web page

Use an interactive whiteboard (such as SmartBoard)

Teach online using Blackboard, NiceNet, WebCT, or other course management software

Make digital movies to use in instruction

Create digital interviews (using software such as Audacity)


Other, describe:




Please check the appropriate box as the answer to each activity

TECHNOLOGY INTEGRATION (Using technology with students):

Was already

doing this (no

change)




like to

Use listening software for drill and practice

Use speaking software for drill and practice

Use pronunciation software for drill and practice

Use reading software for drill and practice

Do writing activities on portable keyboard

Do writing activities on computer

Create a class project on the computer (newsletter, cookbook, etc.)

Do Internet activities (Google, finding graphics, doing research)

Participate in project-based learning or WebQuests online

Make digital movies as part of a class project

Record digital interviews (using software such as Audacity)

Communicate via Internet (email, discussionboards, chat)

Access a class Web page i.e. use Web sites for drill and practice, quizzes, etc.

Create a Web page

Use a digital camera


Do activities that combine direct instruction and Internet access

Study via online instruction (Blackboard, NiceNet, WebCT, etc.)

Other, describe:



MENTOR SURVEY, Page 1

MENTOR SURVEY May 2009

Program and Project Evaluation

TIMAC Mentor’s (your) Name ______________________________________

Agency ___________________________________________________

We are interested in your feedback about both this technology mentoring project and how helpful your mentor has been. Please be candid; your feedback is very valuable in helping

both your mentor and the process to improve.

1. Here are your goals for this year.

2. To what degree would you estimate you achieved your project goals?

1 2 3 4 5 Did not meet goals at all Met some goals Met most of my

goals Met all of my project

goals Exceeded goals

3. How much do you think your confidence to use technology in your classroom has increased as a result of this project?

1 2 3 4 5 Went down or stayed

the same Increased slightly Increased Increased a great

deal Increased a huge

amount

4. Please rate on a scale of 1 to 10 the degree of technology integration in your classroom.

1 = no use of technology 10 = daily integration of technology into lessons

1 2 3 4 5 6 7 8 9 10

5. Would you recommend that other teachers participate as mentees in a similar program?

Recommend against Maybe Probably recommend

Would recommend Highly recommend

1 2 3 4 5




FEEDBACK ABOUT YOUR SUPPORT MENTOR

1. How helpful was your mentor in helping you achieve your goals? (check the appropriate box)

Not helpful Somewhat helpful

Very helpful

Comments:

2. Please rate your mentor's knowledge of technical skills.


1 2 3 4 5 Comments:

3. Please rate your mentor in helping you solve problems and find solutions.


1 2 3 4 5 Comments:

4. Please rate your mentor's listening and interpersonal skills.


1 2 3 4 5 Comments:

5. What were the best parts of the mentoring experience for you?

6. What is one area the program or your mentor might improve?




Please check any of the following activities that you either began doing or increased the frequency or proficiency in your classroom as a result of your participation in TIMAC

TECHNOLOGY INTEGRATION (Using technology yourself):

Was already

doing this (no

change)




like to

Create classroom materials in Word or another program

Present lessons using PowerPoint (or other presentation software)

Keep roll, attendance, and/or assignments and grades on computer

Use an LCD projector for whole class demonstration of software, computer instruction

Use the Internet to find lesson materials or resources

Create class or group project assignments or WebQuests to be done online

Communicate with students via Internet (email, discussion boards, chat)

Maintain a class Web page


Teach online using Blackboard, NiceNet, WebCT, or other course management software

Make digital movies to use in instruction



Other, describe:




Please check any of the following activities that you either began doing or increased the frequency or proficiency in your classroom as a result of your participation in TIMAC

TECHNOLOGY INTEGRATION (Using technology with students):

Was already

doing this (no

change)




like to

Use listening software for drill and practice

Use speaking software for drill and practice

Use pronunciation software for drill and practice

Use reading software for drill and practice

Do writing activities on portable keyboard

Do writing activities on computer

Create a class project on the computer (newsletter, cookbook, etc.)

Do Internet activities (Google, finding graphics, doing research)

Participate in project-based learning or WebQuests online

Make digital movies as part of a class project

Record digital interviews (using software such as Audacity)

Communicate via Internet (email, discussion boards, chat)

Access a class web page, i.e. use Web sites for drill and practice, quizzes, etc.

Create a Web page

Use a digital camera


Do activities that combine direct instruction and Internet access

Study via online instruction (Blackboard, NiceNet, WebCT, etc.)

Other, describe:



Pre Survey for Mentoring Skills October 2008

We are interested in your candid evaluation of some of the skills that are typically associated with mentoring. Based on what you understand about mentoring now, what are some of the skills listed below that you would like to improve on. Please remember that you are not expected to be familiar or have mastered these skills. We just want to know what your needs and interests are.

TIMAC Mentor’s Name _____________________________________________

Agency _________________________________________________________

Mentoring Skill: 1 2 3 4 5

1. Listening and communication skills

2. Ability to assess others' technological skills

3. Problem solving skills with others

4. Knowledge of what makes a productive mentor/mentee relationship

5. Knowledge of how people change and how to overcome resistance

6. Skills in effectively giving feedback to your mentee

7. Ability to match different mentoring leadership styles with different mentee needs

8. Knowledge of the stages of mentoring

9. Ability to assess the needs of your mentee and write a mentor/mentee plan

10. Your overall rating of your mentoring skills

Original Mentoring Goals: (Things you would like to improve on as a mentor)

Your Pre Survey is at www.otan.us/timac under Sign In tab.

http://www.otan.us/timac



Post Survey for Mentoring Skills May 2009

You used this survey to evaluate your skills at the beginning of TIMAC. Now we would like you to evaluate your skills after participating in one or two years of TIMAC. Please honestly rate yourself on the following skills.

TIMAC Mentor’s Name _____________________________________________

Agency _________________________________________________________

Mentoring Skill:

1 2 3 4 5

1. Listening and communication skills

2. Ability to assess others' technological skills

3. Problem solving skills with others

4. Knowledge of what makes a productive mentor/mentee relationship

5. Knowledge of how people change and how to overcome resistance

6. Skills in effectively giving feedback to your mentee

7. Ability to match different mentoring leadership styles with different mentee needs

8. Knowledge of the stages of mentoring

9. Ability to assess the needs of your mentee and write a mentor/mentee plan

10. Your overall rating of your mentoring skills

Original

Mentoring Goals: Comments on progress

Degree of completion

Look back at your Pre Survey

1. Completed 2. Partial 3. Not completed 4. N/A

Look back at your Pre Survey

1. Completed 2. Partial 3. Not completed 4. N/A

Your Pre Survey is at www.otan.us/timac under Sign In tab.

http://www.otan.us/timac

Appendix D: Presentations by TIMAC Participants at Conferences in 2008-09


Event Name of Participant Agency Cohort Presentation/Workshop Title# of

attendees

ACSA, Adult Education: Adult Schools Matter

Martha RankinNewport Mesa USD Adult

Education5

Adult Education Matters! Building Professional Learning Community in a Web 2.0 World

20

California Consortium for Independent Study, Spring 2009 Conference

Justin Loh Shasta Adult School 4 Engaging Independent Study Students in Extracurricular Activities

*

California Consortium for Independent Study, Spring 2009 Conference

Justin Loh Shasta Adult School 5Education Online – Synthesizing the Latest in Available Technologies with Effective Instruction

25

CASAS Summer Institute 2009 Susan Coulter Baldwin Park Adult

and Career Education 1

Easy Excel Activities for the Classroom: Bingo and Study Helpers

*

CATESOL Northern Regional : Opening Doors, Empowering Students

Hongyan Zheng Milpitas Adult Education 4How to Create and Use a Collaborative Web Site

25

CATESOL San Diego Regional : Literacy for Life

Kristi Reyes MiraCosta Community College 2 Web 2.0 Tools for Student Literacy Projects

25

CATESOL San Diego Regional : Literacy for Life

Cindy WislofskySan Diego Community College District, Continuing Education

4Time-Saving Tips for Word 03/07 and the Internet

7

CATESOL State Conference 2009, Whole Teacher, Whole Learner

Francisca Wentworth Ryan de la Vega

Jefferson HSD Adult Division Long Beach School for Adults

1 Electronic Village Internet Fair 14


Shin SongKatalin Gyurindak

North Orange County CC DistrictMt. San Antonio CC

4Introduction and Demonstration of Open Source (Free) Software Programs for Educators!

25


Martha Robles Cerritos College 4 Electronic Village Software Fair, Picasa

20




attendees


Suzanne Ludlum Oakland Adult & Career Education

4Electronic Village Software Fair, Smart Moves, Fablevision Software

20


Katalin Gyurindak Mt. San Antonio

Community College 4

Electronic Village Software Fair, Skype

20


Shin SongKatalin Gyurindak

North Orange County CC DistrictMt. San Antonio CC

4Electronic Village Software Fair, Organizers

20


Kristi Reyes MiraCosta Community College 2 20 Web2.0 Tools for Student Literacy Projects *


Kristi Reyes MiraCosta Community College 2Web Tools Tech-Loving Teachers Can’t Live Without *


Kristi Reyes MiraCosta Community College 2 Digital Storytelling: Projects That Engage the Whole Learner *


Kristi Reyes MiraCosta Community College 2Digital Storytelling: Projects That Engage the Whole Learner *


Kristi Reyes MiraCosta Community College 2 Using Videos in PowerPoint – Pre-conference Institute

15


Tatiana Roganova Hayward Adult School 3Technology Enhanced Language Learning Interest Group Networking and Business Meeting organizer

15




attendees


Tatiana Roganova Hayward Adult School 3Using Technology to Encourage Holistic Learner Growth: Blogs vs. Wikis - TELL-IG Colloquium

10


Suzanne Ludlum Oakland Adult & Career

Education 4 Hollywood – Here We Come! *


Francisca Wentworth Jefferson HSD Adult Division 1Electronic Village Software Fair, Spelling City

14


Jim Brice San Diego Community College District

1 Into, Through, and Beyond the ESL Computer Lab

10


Cindy WislofskySan Diego Community

College District4

OTAN Online Resources for Teachers *


Cindy Wislofsky San Diego Community

College District 4

Time-Saving Tips for Word 03/07 and the Internet *


Suzanne LudlumOakland Adult & Career

Education4

Greening Our Classrooms – Yes We Can! *


Suzanne Ludlum Oakland Adult & Career

Education 4 Know What Your Students Know *


Kathleen Bywater Riverside Adult School 5Seizing the Middle Ground: Cultural Accommodation Dialogues That Resist Assimilation

*




attendees


Tina Sander Santa Cruz Adult School 1Out and About in the World of Computers *

CCAE State Conference 2009, “Adult Education...Changing Lives Every Day…”

Donna Edwards-Brown Mia Reed

Evans CAS, LAUSD/DACE, Downey Adult School

5 3

Teachers as Technology Mentors 14


Martha RankinNewport Mesa USD,

Adult Education 5 PLC 2.0 on a Budget *


Alison Vinande (K. Bywater’s mentee)

Riverside Adult School 5 Simple Ways to Integrate Technology in ESL Classes

20

Classroom Technology Showcase Andria Keiser Lompoc Adult School 5Lompoc Unified Adult School ESL Chalkblog Community *

CUE 2009, Driving Student Success

Shin Song Katalin Gyurindak

North Orange County CC District Mt. San Antonio CC

4 Intro and Demo to Open Source (Free) Software Programs for Educators!

23

CUE 2009, Driving Student Success

Susan CoulterBaldwin Park Adult

and Career Education1

Easy Excel Activities for the Classroom: Bingo and Study Helpers

40

*Number of attendees not available.



TIMAC Participants at CATESOL, CUE and CCIS in 2008-09

Documents

Report on the Fifth Year 2008-09 - OTAN · TIMAC is a Project by Outreach and Technical Assistance Network OTAN activities are funded by contract CN088109 of the Federal P.L., 105-220,