Professional Learning: Attending GAETC and VanCon Conferences

Title: Attending GAETC and VanCon Conferences

Summary:
I recently had the opportunity to attend two incredible conferences focused on instructional technology, GAETC and VanCon.

GAETC, which took place in November 2024, is an annual conference in Georgia dedicated to building capacity through various avenues of instructional technology. I attended sessions on tips and tricks for using Canva, creating podcasts for all students, starting a gaming team in schools and securing funding, and so much more. One of the highlights was the student showcase, where students from different schools demonstrated their amazing work in areas like robotics and graphic design. The exhibition hall was packed with resources, from Adobe and Canva to makerspace tools and tech accessories. My favorite part of GAETC is always the networking, catching up with friends and meeting new educators who are just as passionate about technology. If you're a tech enthusiast, this is definitely the conference for you!

The second conference, VanCon, is organized by the Fulton County Vanguard Team. As a proud Vanguard member, I was excited to participate in this event, which focuses on building instructional technology capacity within schools. This year’s theme centered on the future of AI and its benefits when used effectively. I had the privilege of presenting alongside a colleague on using various tech tools to enhance instruction. One of my favorite aspects of this conference was the poster board sessions, an informal setting where teachers showcase and discuss activities that support the ISTE Standards.

Reflection:
Both conferences provided valuable opportunities to network, learn, and grow. I walked away with new strategies, innovative ideas, and a renewed sense of excitement for incorporating instructional technology in meaningful ways. Seeing the creativity and dedication of educators across different schools was truly inspiring. The experience reinforced the importance of continuous learning and professional collaboration.

                     

Week 11: Observing Middle and High School Media Centers

 

Title: Observing Middle and High School Media Centers
Grade Level: 6-8, 9-12
Duration: 16 hours (two 8-hour days)

Summary:

Over the past two weeks, I had the opportunity to spend a day at two fantastic schools, Union Grove Middle School and Tri-Cities High School.

At Union Grove Middle School, I immediately noticed a big difference from elementary schools in my district. The media specialist is not responsible for teaching classes. Instead, students came in throughout the day to check out books for pleasure. The book selection was very diverse in both genre and representation. A unique system they had in place was color-coding certain books with a bright orange sticker to indicate mature content. Students were not restricted from checking out these books, but they needed parental permission via a form on the media center website. I really liked this approach because it allowed access while still involving parents in the decision.

Another standout feature was the media center ambassadors, students who actually worked in the media center! Throughout the day, they put on aprons and shelved books, checked out materials, and helped keep the space organized. The media specialist had even created badges for them that served as hall passes and included barcodes for signing in. She started her day with a meeting where the ambassadors brainstormed ways to increase foot traffic in the media center, and they came up with some great ideas.

I also took this time to conduct my interviews.

Reflection:
I was so inspired by this experience! When I start working in a media center, I will definitely implement a student ambassador program, on a smaller scale at first, but it will happen. Ms. Roberts is an amazing media specialist, and I learned a lot from observing how she runs her space!

The next school I went to was Tri-Cities High School. In talking with Ms. Jackson, a big part of her role is creating programs to keep the media center relevant. She has a makerspace room in the media center where teachers and she plan and teach lessons with either a research focus or an instructional tech focus. She also has a work-based learning program where students spend time in the media center checking students in and out, assisting with makerspace lessons, and helping with the distribution of devices.

She works closely with the visual arts department. They work together to display student art exhibits, and she pairs their exhibits with great books. She was actually preparing for a spring art showcase the day I came.

Finally, she works with the student support department and created a Zen Room. This room is filled with warm lighting and relaxing music, so students have a calm space to study, complete homework, or get a much-needed break. She explained that this was created because of the rising number of students dealing with anxiety. She also has her work-based learning students assist with this space.

Reflection:
Overall, I was amazed at this experience. Tri-Cities High School even has a bodega where students can shop for essentials and a clothing pantry for those in need. Seeing all of this firsthand was truly inspiring, and I hope to incorporate some of these ideas into my own future media center.  The school has really created programs to support the whole child. I was truly inspired by Ms. Jackson.

Ms. Jackson and Ms. Roberts are doing phenomenal work!

Week 10: Extra! Extra! Read All About it: Scholastic book fair

 

Title: Scholastic Book Fair Assistance
Grade Level: All Grades
Duration: 4 hours

Summary:

Instead of assisting with a lesson this week, I helped with the Scholastic Book Fair. It was exciting to see what goes on behind the scenes, there’s a lot more work involved than I expected!

Before the fair started, I helped with setup by hanging posters around the school and setting up the book carts. Opening the carts and seeing all the book options made me feel like a student again! During the fair, I assisted at the cash registers and helped younger students with their purchases. Many of them are still learning how money works, so it was interesting to see them pick out $30 worth of books when they only had $10.

Reflection:

The book fair did well, especially considering the current cost of living. I wasn’t expecting it to bring in as much as it did. However, I think more advertising ahead of time, both paper flyers and digital reminders would help get the word out to parents and give them more time to prepare. If that was done, I believe the fair could be even more successful in the future!

Week 9: Still Flying High with Bessie Coleman

 

Title: Fly High! The Story of Bessie Coleman
Grade Level: Kindergarten
Duration: 45-60 minutes

Lesson Summary:

This week, the media specialist extended the Bessie Coleman lesson since kindergarten students missed the activity earlier due to diagnostic testing. Additionally, this served as a celebration of Women’s History Month.

Students watched a recording of Fly High! The Story of Bessie Coleman and discussed her accomplishments and why she is an important figure in history. After the discussion, students participated in a hands-on activity where they constructed paper cutouts of Bessie Coleman.

Reflection:

The students really enjoyed this activity because they got to create their own Bessie Coleman! They also showed a great understanding of the story and her impact.

If I could change anything, I would pre-cut the three parts needed for the craft. Since they are still developing their cutting skills, it took longer than expected, and we had to rush to finish before their teacher picked them up.

Week 8 : Face to Face Reading Collaborative (Lesson 3)

 

Face-to-Face Reading Collaborative Unit – Week 3

Title: Flying Free: How Bessie Coleman Took Flight
Grade Level: 3rd - 5th
Duration: 45-60 minutes

Lesson Summary:

This week, students took part in Week 3 of the Face-to-Face Reading Collaborative Unit, where they learned about Bessie Coleman, the first African American female pilot. The lesson focused on her determination, the obstacles she faced, and her impact on aviation.

We started by watching a pre-recorded reading of Flying Free: How Bessie Coleman Took Flight using iMovie. After listening to the story, students discussed her perseverance and how she overcame racial and gender barriers to achieve her dream.

Next, students rotated through two interactive stations:

Station 1: Digital Advertisement Creation
Students worked in small groups to create digital ads for Bessie Coleman’s flight school using Adobe Express. They used their creativity and teamwork skills to design posters that promoted her mission.

Station 2: Build an Airplane
Using popsicle sticks, glue, and markers, students built model airplanes similar to the ones Bessie Coleman flew. This hands-on activity gave them a fun way to connect with the lesson while exploring basic aviation concepts.

Teacher Reflection:

This lesson went really well! The students were excited to learn about Bessie Coleman and had great discussions about her achievements. They were especially interested in how she had to go to France to get her pilot’s license.

The digital ad station let them be creative and work together, while the airplane-building station gave them a fun, hands-on connection to the lesson. If I could change anything, I’d add more airplane design options to give them more variety.

Overall, the students were engaged and inspired by Bessie Coleman’s story!

Week 7: Face to Face Reading Collaborative (Lesson 2)

 

Title: Trombone Shorty by Troy Andrews
Grade Level: 3rd - 5th
Duration: 45-60 minutes

Lesson Summary:

This week, students continued the Face-to-Face Reading Collaborative Unit with Trombone Shorty by Troy Andrews. They started by watching a pre-recorded reading of the book and then discussed key comprehension questions about Trombone Shorty’s journey, his love for music, and his perseverance in becoming a famous musician.

After the discussion, students moved through two hands-on stations. In the first station, they built their own trombones using paper bowls, paper, and glue sticks, helping them understand how sound is created through vibration. At the second station, students worked in small groups to create music using the Suno app, inputting key words inspired by the lesson to generate original songs.

To wrap up, the class came together for a music showcase. Each group shared their song on the interactive board, explaining how their creation reflected what they learned. The highlight of the lesson was watching Trombone Shorty’s 2025 Super Bowl performance of "America the Beautiful," which helped students connect their learning to the real world and see his lasting impact on music today.

Reflection:

This was an engaging and impactful lesson, especially since Trombone Shorty is younger than most historical figures students typically learn about. Seeing him perform in the present day made the lesson feel even more relevant and exciting.

Building trombones and creating music helped reinforce key concepts in a meaningful way. Students were especially excited to hear their own songs played on the interactive board, making the lesson fun and immersive.

One of the biggest highlights was watching Trombone Shorty’s Super Bowl performance, which helped students connect their learning to the real world. They were able to see that history isn't just about the past...it's still being made today!