Fall

Collegial Reading Group

Bianca Becker
EDCL 5345
Dr. Gordon

08

Bianca Becker
EDCL 5345
Dr. Gordon
Collegial Reading Group
The purpose of this experience was to meet with fellow teachers and conduct a selfguided professional development group. The members who participated in the group were all
upper elementary grades teachers. Teacher A is the current math vertical team lead and a fourth
grade teacher. Teacher B is a 4th grade language arts teacher, and Teacher C is a 4th grade science
and writing teacher. All participants were selected based on their subject area taught and strong
leadership abilities. These teachers can implement the strategies discussed in the reading in their
own classroom, and can help support fellow teachers who want to do it as well. All participants
were invited via an email. The email gave them the opportunity to select whether they agreed or
disagreed to participate in the reading group. All 3 recipients replied that they would be delighted
to join the reading group. After all teachers confirmed their participation, I emailed them a PDF
file and placed a hard copy of the article we would be reading.
The reading selected for our group discussion was Technology in the Classroom:
Creating Videos Can Lead Students to Many Academic Benefits. This article was selected due to
its focus on current educational trends and relevance to our campus initiatives. Our school is a
newly created campus that is part of the school districts initiative to build sustainable schools
and incorporate more technology in education. Classrooms and computer lab are equipped with
state of the art equipment. This includes interactive projectors, updated desktop computers with
the latest software, printers, iPads, and ActivInspire software and hardware. One of the focuses
that our campus has is finding ways that teachers can incorporate the technology resources we
have into everyday instruction and student learning. The article addresses the use of student
media projects, and that is something that our campus could do using the iPads we have.

Bianca Becker
EDCL 5345
Dr. Gordon
Group members were given a week to complete the reading and a copy of the
meeting agenda was emailed beforehand. The group gathering took place in my classroom. We
had comfortable accommodations and sat in a round table discussion. Disturbances were limited,
and we had access to the iPads and devices the article talked about. Once introductions and
greetings were done, meeting objectives were discussed. These included: 1) Article Overview &
Feedback, 2) Discussion Questions for Implementation 3) Questions and Staff Needs. The
questions posed to group members dealt with the articles relevance to their content area and
teaching practice, teachers likelihood to integrate the articles suggested projects, possibilities
and suggestions for media based projects in the math, reading, and writing classroom, and the
identification of limitations for implementation and teacher needs and support for project launch.
During our discussion, all group members agreed that the article was of good length and
an interesting read. Both Teacher A and B discussed that the article was an eye opener and
reminded them of how far weve come in technology and education. In older times students
learned about technology through special classes like BCIS. Kids now a days know more about
and use more technology than older generations, said Teacher A. The issue of students being
digital natives was explored and how this affects modern day teaching. All three participants
stated that they liked the different suggestions for media projects included in the article, and
would see themselves applying the same or similar types of projects in their classrooms. Teacher
C made the connection that movie storyboards tie to planning and drafting a writing piece. When
asked how they can integrate technology in student work in their respective content areas,
Teacher A said that he could use the projects for math demonstrations. Students would have the
opportunity to show how they solved specific math problems and illustrate different methods for
problem solution. Teacher B said, It can be used to supplement for social studies projects.

Bianca Becker
EDCL 5345
Dr. Gordon
Students can report on a particular topic or social trend. Also, these activities can provide
differentiation for all. Teacher C liked the idea of having students making a public service
announcement because they tie into persuasive writing.
The group identified timing, resource availability, and student and teacher training as
limitations or obstacles for implementing the articles technology initiative. For starters, upper
grades are departmentalized so it is difficult to keep working with a group because there is a need
to switch. Time management will be difficult because the focus is on STAAR material and
testing. In addition, currently the computer lab doesnt have too much availability. Teachers are
confined to one time slot and priority is given to student-based programs such as Think Through
Math and Istation. Also, many teachers and students dont know how to use the resources we
have and require training on software to create media projects.
Despite the limitations that were stated, the group concurred that integrating media based
projects in instruction is doable. Students can teach each other and work at their own pace, said
Teacher B. Teacher C stated that the project ideas listed in the article can easily be integrated into
current curriculum. We need to make the leap from old technologies to modern ones that are
more student friendly. Devices are for more than just games and student need to know that, said
Teacher A. All three teachers would like to try using media projects with their students after
STAAR testing and would like more training on how to do so.
As part of our reading group follow-up, I will be supporting all members with training on
how to use iMovie on the iPads. Video tutorials, software cheat sheets, and hands-on experience
will be provided. After teachers learn how to create their own projects, they will turn over the
information to their classroom. I will facilitate project implementation by providing technical
support, and will come observe their students present their final products. Based on teacher

Bianca Becker
EDCL 5345
Dr. Gordon
results and experience with the process, our group may present a professional development
session to our campus staff.
Overall I think that our reading group was highly successful and was able to accomplish
many of the objectives we set forth and moved forward to implementing the ideas in our
classrooms. Personally I felt that as the group leader I did a good job of organizing the reading
group and conducting our meeting. In the group feedback survey participants 100% of
participants felt that the article was relevant to their content area, was of high interest level, and
of appropriate length. In regards to the meeting facilitation, 100 % of members agreed that the
agenda format was clear, concise, and easy to follow. All members also concurred that the
discussion group setting was appropriate and had no interruptions, and that sufficient time was
allotted for group discussion. When evaluating me as the leader of the group, members rated me
as being respectful of the schedule and establishing a safe and open forum for them to express
their ideas. All teachers though the discussion questions asked were though provoking, aligned to
the article readings, and relevant to their current teaching practice. 100% of participants agreed
that I facilitated the discussion effectively by making sure discussion was ongoing, that all
members had an opportunity to speak, and tying our discussion to current teaching trends and
practice. In addition, all members would be willing to participate in similar reading groups again.
For future experiences, I would consider increasing the group size and integrating
teachers from multiple grade levels (K-5). Also, I would try to tie the article to multiple campus
initiatives. Prior to the groups meeting I would contact all participants to incorporate them in
question development. This would further deepen and personalize the experience for participants.
By incorporating these adjustments, Im highly confidant that the success of the collegial reading
group will be greater.

Bianca Becker
EDCL 5345
Dr. Gordon