This class was definitely not what I expected. I wrongly assumed that this course would discuss how to effectively lead teachers through lesson planning, professional development activities, and leading teachers through instructional activities. Boy, was I wrong! When I realized the class was about technology I was totally intimidated. The most technology I used in my classroom was smart boards, mp3 players and computer with special software. What did I know about blogging..... nothing! As I started to understand what the class was about I found myself thinking about what I could utilize in my classroom constantly. I would literally wake up in the morning thinking about how to use a wiki or a blog in conjunction with certain lesson plans and TEKS. I also started to look for classes I could take in and out of my district to help me develop my technology skills. I was able to develop my own web page and take a class on pod casting in the classroom. I am certainly not an expert after this class, but I definitely developed some skill and got creative juices flowing in regards to technology. I was also able to talk to some of my peers and colleagues in the technology departments and understand their point of view and how their skill set can be utilized. I learned that if I have an idea that is feasible, the tech department loves a challenge and will rise to any occasion. How cool is that?
I believe that I learned more in this class, and have been more challenged by the content than in any of my previous classes. I definitely was challenged by the reading and all of the discussion board postings. I didn't know if I would make it through the course after that first week. The creating of the blog was interesting and outside my comfort zone. I was pretty frustrated when I had to convert my PowerPoint and post it. I had to read the directions, then read them again, then get frustrated, then achieve my goal. It would have been much easier to simply press the "submit" button like I had been able to previously! Everything I learned in the course is completely relevant to my job. My area of expertise is in special education and my students respond particularly well to any kind of technology to which they are exposed. The aspect of technology in an assignment is less intimidating to them than a pen and paper assignment. Blogging, creating websites, and having a class wiki (posting their own definitions for vocabulary) are of extreme interest to all of my students, and to me!
I do not feel that there were any outcomes that I desired to achieve that I didn't accomplish. This is because, honestly, I did not know what to expect from this course. I was able to successfully accomplish all of my assignments (written portion) on time (except the final assignment) because I worked hard. I found I had to pace myself with all of the readings and try to respond to my peers in the early part of the week, so I could accomplish the lengthy assignments, including interviews on time. This became very challenging the final two weeks because of responsibilities at work. Everyone knows how busy it is trying to work those final weeks before the holiday break! Yikes! I did become discouraged at times with the discussion board. Often I would post and there would only be a few other posts to respond to at the time. This made it difficult for me to post the required numbers of posts every week. However, I also realized that others were struggling with the same problem. However, the discussion board was also a place to learn that many other teachers believe the same things that I do about technology - including the challenges and the excitement it will bring to the classroom. I also learned from these discussions that I am extremely lucky to work for the district I work for because we have so much available to us. We also have a great tech department that rises to the occasion.
I learned so much from this course, but most of all I learned that I need to challenge myself in the area of integrating technology into my classroom, and encouraging my colleagues to do the same. I think that one of the biggest things I learned is not to be intimidated by blogging, or really by any piece of technology. There is always some place or someone to help me acquire the information and knowledge that I need. I just need to look, ask, and work hard. Also, I was reminded by how much my students can teach me. If I struggle with technology, they struggle with math or maybe writing, so we can share information and work as a team to build our knowledge base. That is so cool! My attitude about technology in the classroom is positive and I embrace the concepts presented in this class. I love the blogging, the wiki, the discussion boards, the ideas about filtering. With the knowledge I have acquired I can ask intelligent questions, help with policy changes, and help my peers integrate technology into our school at a much faster, efficient pace. I do know that you can't lead others where you haven't been or where you aren't willing to go. So, that is my attitude - to go where I need to to achieve the technological gains that our students need.
The educational value in blogging is the expression of ideas that is allowed. Blogging inspires creativity, independence and time for thought. It stimulates the mind, in a way that a pen and paper can't, just by the nature of the idea that thousands of people can read what you write. That is independence and power in students that feel powerless in their education. Some of the concerns that blogging may cause is inappropriate postings. This can be fully addressed by clear expectations being taught in the classroom. It also is addressed by proper monitoring of the blog by adults. The key to all of this is clear, concise policy that is enforced properly. The bottom line is that the opportunity that blogging will give our students is worth the effort on our part. Happy blogging!
Saturday, December 19, 2009
Sunday, December 13, 2009
Technology Action Plan
Technology Action Plan/ Assignment Week 4
Terra Mathers
Organization:
The organizational flow chart for technology is dynamic, as well as fluid. Every stakeholder must give input and communicated effectively regarding the needs of the district, campus, community, teacher and student. Refer to the chart below to see roles and responsibilities of the key stakeholders. The principal’s role in maintaining the integrity of technology at the campus level is multi-faceted. He or she has the responsibility of overseeing techonology use at the teacher and student level, insuring that the campus technology is adequate, and mananging the budget effectively. Seeking outside funding in the form of grants, etc is also important. They must communicate with parents, community members, students and teachers and then make decisions regarding this input. The principal must also effectively communicate with the director, superintendent and board members the technology needs of the campus. According to C. Gilmore, Technology Services Coordinator, the district technology needs are driven by the principals in the district (personal communication, Dec. 9, 2009). The technology department relies on the principals to communicate needs and drive software purchase decisions. The technology department is there to implement the technology chosen by the individual campus and district.
Position
Responsibility
Board of Education/Superintendent
Determines financial needs of district, writes and works to pass bonds, helps establish budget for district technology and campus technology
Director of Technology/Chief Information Officer
Supervises and assigns/coordinates district technology team. Insures quality control of technology work orders to insure technology is working properly. Insures budget is used appropriately, looks for additional funding sources such as grants. Supervises technology upgrades. Researches and helps make decisions about district level technology installs and upgrades. Hires appropriate personnel as needed.
Technology Services Coordinator/Network Administrator
Manages and assigns technology tickets (work orders). Supervises campus level technicians, assists with hiring personnel, works on new installs and upgrades, gives input into purchases and upgrades. Keeps network in working order, manages upgrades and installs, communicates network upgrades, outages, and password changes to district employees, investigates reports of improper network usage.
Network Technician
Makes changes to network as needed, works in centeral office upgrading, changing network equipment, addresses network issues at the campus level.
Computer Technician
Keeps computers, smart boards, document cameras, (all technology equipment etc.) in working order. Installs software on individual computers.
Student Technician
Assists campus computer technicians with computer maintenance and software installs and upgrades on individual machines.
Principal
Utilizes budget in a responsible manner to allow for technology integration and updates at a campus level. Seeks out additional funding in the form of grants and fundraising to increase technology upgrades and use. Monitors and encourages technology use in the classroom. Seeks and provides staff development on technology use in the classroom, technology integration, etc. Makes campus level decisions on software and technology needs. Encourages communication among staff, students and parents regarding technology needs.
Campus Technology Teacher
Responsible for teaching all technology classes on campus, assists students with creating morning announcements, assists teachers with finding websites and information about technology in the classroom
Classroom Teacher
Helps implement technology TEKS into lesson plans, introduces and utilizes technology in classroom on a regular basis. Supervises student technology use to insure proper use and safety.
Student
Utilizes technology in classroom assignments in a responsible manner.
According to analysis completed in week 3 of this course, the technology infrastructure and equipment available in the district is very adequate to address the needs of our students. Every campus has numerous computers, iPods, laptop minis, and sufficient bandwidth available. The district needs to insure that the budget continues to reflect the needs of the campuses and provides for the continual updating of technology, both at the district and campus level. The most pressing needs of the district, in regards to technology lie in the area of professional development and communication. Teachers must constantly look for and participate in professional development to insure that they are learning and up to date on the current technology. After the professional development is also crucial that the administration provide the support for the integration of what the teachers have learned. One of the first areas of professional development that needs to be addresses is insuring that teachers understand the STaR Chart and how it is used to help make budget and professional development decisions. Another area of need in professional development is the actual implementation of technology in the classroom, and in lesson plans. This professional development should include the use of the internet, podcasts, IPods, blogs, WIKIS, websites, and computer use in conjunction with the TEKS and engaging activities. The following table gives suggestions for professional development that will increase technology use in the classroom, assist teachers in using data to drive decisions, and technology integration.
Professional Development
Outcome
STaR Chart Training
Teachers will understand the purpose of the Star Chart and how it drives district decisions in budget and pertains to AYP.
Use of blogs in and out of the classroom
Teachers will understand how blogs can be integrated into the classroom. Teachers will be given the opportunity to set up and practice “blogging” in regards to actual TEKS and lessons. Teachers will also be given the opportunity to explore how blogging with students outside the classroom can be utilized to increase student learning through tutorials and homework help.
Creating your own website
Teachers will create actual websites that are connected to the campus website. They will explore how websites can create better communication with teachers and students.
Podcasts and how to use them in lessons
Teachers will take a lesson that they have already created and learn how to create a video podcast that can actually be used in the lesson to increase engagement and student activity. This development can be extended to a second session in how to help students create their own video podcasts for presentations and use in future classes.
IPods and how to utilize them in the classroom
Teachers will explore the use of IPods in a lesson in regards to searching the internet, viewing podcasts, listening to podcasts, audio books, sharing files and sending instant messages in the classroom setting.
Technology and assessments
Teachers will explore how to utilize technology in assessments. They will also practice analyzing data that is provided through technology
Analyzing data from TAKS and CBA’s (Curriculum Bases Assessments) to drive instruction.
Teachers will bring data from their students and learn how to disaggregate data provided from TAKS and CBA’s in a way that can be utilized to make decisions regarding lesson plans and the way TEKS are taught.
Decision making in regards to technology integration in the classroom
Administrators and teacher leaders will learn how to research and gather data in regards to integrating technology in the classroom. They will also look at their campus and district STaR charts in conjunction with the Texas Long Range Plan for Technology and create an action plan to increase accountability ratings in the area of technology.
While the above provides some ideas for professional development, the lack of communication in regards to available technology needs to be addressed. At the campus level, it is important for there to be a campus technology point of contact for the teachers. This could possibly be the technology teacher, or another teacher leader, chosen as the principals sees fit. This person would be responsible for knowing what technology and professional development is available for use by campus teachers and then communicating this in a continuous, effective manner.
In order to see the results of the Action Plan that is based on the organizational system and professional development plans the following data sources would be utilized to update the action plan on a yearly basis.
Data Source
Information Provided
Campus STaR Chart
Determines progress towards meeting the objectives and goals of the Texas Long-Range Plan for Technology. This drives campus decisions for budget and technology planning
Teacher STaR Chart
Determines how well equipped teachers are to integrate technology into the classroom and teach students the skills they need to thrive in the 21st century. This drives decisions regarding professional development.
AEIS
Disaggregated data showing performance of students in regards to ethnicity, sex, special education, economically disadvantaged, LEP and at risk.
CBA (Curriculum Bases Assessments)
Determines progress of student acquiring the TEKS. Drives instruction and guides technology integrating in lesson plans.
Surveys regarding Professional Development – short term
Within 72 of attending professional development attendees fill out a survey rating the quality of the professional development. The outcomes determine future presenters, content and subjects presented.
Surveys regarding Professional Development – long term
Approximately 8 weeks after attending professional development attendees fill out survey that helps determine if the learning that took place carried into the classroom. This will drive decisions regarding professional development presenters, format, size of class, subjects, etc.
Informal Assessments regarding technology in the classroom
Principals and teacher leaders informally assess how they see technology being used on the campus, and how it should be used in regards to the other sources of data (AEIS, STaR, etc). This will help drive decisions in conjunction with the data.
In order to insure that students receive the best 21st century education as possible it is imperative to constantly monitor and evaluate the organizational system, professional development, budget, and the available data sources charting student progress. Since technology is changing so quickly it is important to keep striving to learn about and follow through with the integration of technology into the classroom.
Terra Mathers
Organization:
The organizational flow chart for technology is dynamic, as well as fluid. Every stakeholder must give input and communicated effectively regarding the needs of the district, campus, community, teacher and student. Refer to the chart below to see roles and responsibilities of the key stakeholders. The principal’s role in maintaining the integrity of technology at the campus level is multi-faceted. He or she has the responsibility of overseeing techonology use at the teacher and student level, insuring that the campus technology is adequate, and mananging the budget effectively. Seeking outside funding in the form of grants, etc is also important. They must communicate with parents, community members, students and teachers and then make decisions regarding this input. The principal must also effectively communicate with the director, superintendent and board members the technology needs of the campus. According to C. Gilmore, Technology Services Coordinator, the district technology needs are driven by the principals in the district (personal communication, Dec. 9, 2009). The technology department relies on the principals to communicate needs and drive software purchase decisions. The technology department is there to implement the technology chosen by the individual campus and district.
Position
Responsibility
Board of Education/Superintendent
Determines financial needs of district, writes and works to pass bonds, helps establish budget for district technology and campus technology
Director of Technology/Chief Information Officer
Supervises and assigns/coordinates district technology team. Insures quality control of technology work orders to insure technology is working properly. Insures budget is used appropriately, looks for additional funding sources such as grants. Supervises technology upgrades. Researches and helps make decisions about district level technology installs and upgrades. Hires appropriate personnel as needed.
Technology Services Coordinator/Network Administrator
Manages and assigns technology tickets (work orders). Supervises campus level technicians, assists with hiring personnel, works on new installs and upgrades, gives input into purchases and upgrades. Keeps network in working order, manages upgrades and installs, communicates network upgrades, outages, and password changes to district employees, investigates reports of improper network usage.
Network Technician
Makes changes to network as needed, works in centeral office upgrading, changing network equipment, addresses network issues at the campus level.
Computer Technician
Keeps computers, smart boards, document cameras, (all technology equipment etc.) in working order. Installs software on individual computers.
Student Technician
Assists campus computer technicians with computer maintenance and software installs and upgrades on individual machines.
Principal
Utilizes budget in a responsible manner to allow for technology integration and updates at a campus level. Seeks out additional funding in the form of grants and fundraising to increase technology upgrades and use. Monitors and encourages technology use in the classroom. Seeks and provides staff development on technology use in the classroom, technology integration, etc. Makes campus level decisions on software and technology needs. Encourages communication among staff, students and parents regarding technology needs.
Campus Technology Teacher
Responsible for teaching all technology classes on campus, assists students with creating morning announcements, assists teachers with finding websites and information about technology in the classroom
Classroom Teacher
Helps implement technology TEKS into lesson plans, introduces and utilizes technology in classroom on a regular basis. Supervises student technology use to insure proper use and safety.
Student
Utilizes technology in classroom assignments in a responsible manner.
According to analysis completed in week 3 of this course, the technology infrastructure and equipment available in the district is very adequate to address the needs of our students. Every campus has numerous computers, iPods, laptop minis, and sufficient bandwidth available. The district needs to insure that the budget continues to reflect the needs of the campuses and provides for the continual updating of technology, both at the district and campus level. The most pressing needs of the district, in regards to technology lie in the area of professional development and communication. Teachers must constantly look for and participate in professional development to insure that they are learning and up to date on the current technology. After the professional development is also crucial that the administration provide the support for the integration of what the teachers have learned. One of the first areas of professional development that needs to be addresses is insuring that teachers understand the STaR Chart and how it is used to help make budget and professional development decisions. Another area of need in professional development is the actual implementation of technology in the classroom, and in lesson plans. This professional development should include the use of the internet, podcasts, IPods, blogs, WIKIS, websites, and computer use in conjunction with the TEKS and engaging activities. The following table gives suggestions for professional development that will increase technology use in the classroom, assist teachers in using data to drive decisions, and technology integration.
Professional Development
Outcome
STaR Chart Training
Teachers will understand the purpose of the Star Chart and how it drives district decisions in budget and pertains to AYP.
Use of blogs in and out of the classroom
Teachers will understand how blogs can be integrated into the classroom. Teachers will be given the opportunity to set up and practice “blogging” in regards to actual TEKS and lessons. Teachers will also be given the opportunity to explore how blogging with students outside the classroom can be utilized to increase student learning through tutorials and homework help.
Creating your own website
Teachers will create actual websites that are connected to the campus website. They will explore how websites can create better communication with teachers and students.
Podcasts and how to use them in lessons
Teachers will take a lesson that they have already created and learn how to create a video podcast that can actually be used in the lesson to increase engagement and student activity. This development can be extended to a second session in how to help students create their own video podcasts for presentations and use in future classes.
IPods and how to utilize them in the classroom
Teachers will explore the use of IPods in a lesson in regards to searching the internet, viewing podcasts, listening to podcasts, audio books, sharing files and sending instant messages in the classroom setting.
Technology and assessments
Teachers will explore how to utilize technology in assessments. They will also practice analyzing data that is provided through technology
Analyzing data from TAKS and CBA’s (Curriculum Bases Assessments) to drive instruction.
Teachers will bring data from their students and learn how to disaggregate data provided from TAKS and CBA’s in a way that can be utilized to make decisions regarding lesson plans and the way TEKS are taught.
Decision making in regards to technology integration in the classroom
Administrators and teacher leaders will learn how to research and gather data in regards to integrating technology in the classroom. They will also look at their campus and district STaR charts in conjunction with the Texas Long Range Plan for Technology and create an action plan to increase accountability ratings in the area of technology.
While the above provides some ideas for professional development, the lack of communication in regards to available technology needs to be addressed. At the campus level, it is important for there to be a campus technology point of contact for the teachers. This could possibly be the technology teacher, or another teacher leader, chosen as the principals sees fit. This person would be responsible for knowing what technology and professional development is available for use by campus teachers and then communicating this in a continuous, effective manner.
In order to see the results of the Action Plan that is based on the organizational system and professional development plans the following data sources would be utilized to update the action plan on a yearly basis.
Data Source
Information Provided
Campus STaR Chart
Determines progress towards meeting the objectives and goals of the Texas Long-Range Plan for Technology. This drives campus decisions for budget and technology planning
Teacher STaR Chart
Determines how well equipped teachers are to integrate technology into the classroom and teach students the skills they need to thrive in the 21st century. This drives decisions regarding professional development.
AEIS
Disaggregated data showing performance of students in regards to ethnicity, sex, special education, economically disadvantaged, LEP and at risk.
CBA (Curriculum Bases Assessments)
Determines progress of student acquiring the TEKS. Drives instruction and guides technology integrating in lesson plans.
Surveys regarding Professional Development – short term
Within 72 of attending professional development attendees fill out a survey rating the quality of the professional development. The outcomes determine future presenters, content and subjects presented.
Surveys regarding Professional Development – long term
Approximately 8 weeks after attending professional development attendees fill out survey that helps determine if the learning that took place carried into the classroom. This will drive decisions regarding professional development presenters, format, size of class, subjects, etc.
Informal Assessments regarding technology in the classroom
Principals and teacher leaders informally assess how they see technology being used on the campus, and how it should be used in regards to the other sources of data (AEIS, STaR, etc). This will help drive decisions in conjunction with the data.
In order to insure that students receive the best 21st century education as possible it is imperative to constantly monitor and evaluate the organizational system, professional development, budget, and the available data sources charting student progress. Since technology is changing so quickly it is important to keep striving to learn about and follow through with the integration of technology into the classroom.
Sunday, November 29, 2009
Texas STaR Chart
Check out this SlideShare Presentation:
Texas STaR Chart
View more presentations from tberry75.
Educator and Professional Development
The area of Educator and Professional Development in the STaR Chart is an area that is concerned with how an educator is prepared, through professional development, to utilize technology in the learning environment. First and second, this area scores the quality of the content that is contained in the professional development, a well as the models used in the development. For example, it answers questions like, "Have most teachers completed professional development? Has the development given them skills such as integration of technology? Is the development done in a large group or small group?" Third, this key area also explores what the teachers are capable of in regards to the SBEC technology standards. Ideally, teachers should be able to demonstrate all of the standards. Fourth, this area also explores the educators access to the professional development. Fifth, this area is concerned with the educators levels of understanding and patterns of use of technology in the classroom. The sixth and final area this key area explores is if professional development is available in the area of online learning.
The progress for this area at the campus level and district level (Wylie ISD) has been minimal. The scores for this area are consistently in the 14 to 15 range. The most recent scores, at the district level, actually dropped to a 14 from a 15. So, progress has been minimal. At the state level there has been a steady decrease of schools that are at the Target Tech level. For example the data from 2005-2006 had 2.4% at the Target Tech level. In 2007-2008 a mere .6% fell into this category.
The trends in this area, at the state level, appear to be an increase of schools moving into the Developing Tech level from Early Tech. On the other hand, there has been a decrease in the percentages of schools that are at the Target Tech level. Most schools in the state of Texas are staying in the Developing Tech level. At the district and campus levels (in Wylie ISD) the district trend has been to maintain this key area in the Developing Tech level.
My recommendations for improvement in this area is to offer more quality professional development on how to use technology in the classroom. All teachers on my campus use email, Internet, and basic software programs regularly. However, there are many programs and pieces of equipment that go unused in the classroom environment because teachers are not comfortable with using them in conjunction with the TEKS. In order to have teachers take the first step into implementing this available items in the classroom, they must have the opportunity to truly know how to use the equipment and be comfortable with its use in the classroom. This will happen through adequate professional development. Also, time to collaborate with peers that are already using technology in the classroom is a key to helping teachers implement technology. To watch another teacher use technology in the classroom is an inspiration and should not be overlooked as a tool to improve the area. Another key to improving this area is to allocate a larger budget to the purchase and implementation of technology in the classroom. This should be done at the state, district and campus levels. The more money that is available for training and purchase, the more likely technology will be used in the classroom.
The progress for this area at the campus level and district level (Wylie ISD) has been minimal. The scores for this area are consistently in the 14 to 15 range. The most recent scores, at the district level, actually dropped to a 14 from a 15. So, progress has been minimal. At the state level there has been a steady decrease of schools that are at the Target Tech level. For example the data from 2005-2006 had 2.4% at the Target Tech level. In 2007-2008 a mere .6% fell into this category.
The trends in this area, at the state level, appear to be an increase of schools moving into the Developing Tech level from Early Tech. On the other hand, there has been a decrease in the percentages of schools that are at the Target Tech level. Most schools in the state of Texas are staying in the Developing Tech level. At the district and campus levels (in Wylie ISD) the district trend has been to maintain this key area in the Developing Tech level.
My recommendations for improvement in this area is to offer more quality professional development on how to use technology in the classroom. All teachers on my campus use email, Internet, and basic software programs regularly. However, there are many programs and pieces of equipment that go unused in the classroom environment because teachers are not comfortable with using them in conjunction with the TEKS. In order to have teachers take the first step into implementing this available items in the classroom, they must have the opportunity to truly know how to use the equipment and be comfortable with its use in the classroom. This will happen through adequate professional development. Also, time to collaborate with peers that are already using technology in the classroom is a key to helping teachers implement technology. To watch another teacher use technology in the classroom is an inspiration and should not be overlooked as a tool to improve the area. Another key to improving this area is to allocate a larger budget to the purchase and implementation of technology in the classroom. This should be done at the state, district and campus levels. The more money that is available for training and purchase, the more likely technology will be used in the classroom.
Sunday, November 22, 2009
Pre-K Technology TEKS
The Pre-K technology TEKS are designed to help a child learn the basic functions of the computer and other basic technologies. First, a pre-k student should know how to start, use and exit software programs. Second, the student should be able to utilize a variety of input devices. This includes a keyboard, mouse and/or touch screen. Third, the student should begin to use technical terminology. Fourth, the student should be able to follow oral or pictorial ques to help operate a program successfully. Fifth, enjoy listening and interacting with storybooks and information texts. Sixth, student should be able to use a variety of software packages with audio, video and graphics.
The Pre-K TEKS lay the foundation for success in future grades by addressing ways to guide a child academically, socially, and emotionally. Having positive pre-school experiences can prepare a child to be successful in the future. Providing language and text rich environments provides a student with a good basis for communication. The Pre-K environment can expand vocabulary, teach team work and cooperation, and help them participate in a community. All skills that are essential to success.
TEKS are designed to be spiraling (or scaffolded) so that students start out at a basic skill and spiral up to more difficult tasks. The Technology TEKS are designed the same way. For example, a Pre-K Technology TEK for Foundations is that the student starts, uses and exits software programs. In K-2, this student will be expected to start and exit programs as well as create, name and save files. In 3-5th grade, this same student is expected to still complete the afore mentioned tasks, as well as save, delete files, use menu options and commands, and work with more than one software application. As this student progresses to 6-8th grade they will have increasingly difficult tasks. They will be expected to perform basic software applications, in addition to printing, scanning, and saving documents. In 9-12th grade this student will be able to take classes in the area of Computer Science I, II, Desk Top Publishing, Digital Graphics, Multimedia, Video Technology, and Web Mastering. From Pre-K on up the TEKS prepare a student to be able to have the foundational knowledge needed to take the high-level courses that are available at the high-school level.
The Pre-K TEKS lay the foundation for success in future grades by addressing ways to guide a child academically, socially, and emotionally. Having positive pre-school experiences can prepare a child to be successful in the future. Providing language and text rich environments provides a student with a good basis for communication. The Pre-K environment can expand vocabulary, teach team work and cooperation, and help them participate in a community. All skills that are essential to success.
TEKS are designed to be spiraling (or scaffolded) so that students start out at a basic skill and spiral up to more difficult tasks. The Technology TEKS are designed the same way. For example, a Pre-K Technology TEK for Foundations is that the student starts, uses and exits software programs. In K-2, this student will be expected to start and exit programs as well as create, name and save files. In 3-5th grade, this same student is expected to still complete the afore mentioned tasks, as well as save, delete files, use menu options and commands, and work with more than one software application. As this student progresses to 6-8th grade they will have increasingly difficult tasks. They will be expected to perform basic software applications, in addition to printing, scanning, and saving documents. In 9-12th grade this student will be able to take classes in the area of Computer Science I, II, Desk Top Publishing, Digital Graphics, Multimedia, Video Technology, and Web Mastering. From Pre-K on up the TEKS prepare a student to be able to have the foundational knowledge needed to take the high-level courses that are available at the high-school level.
Long Range Plan
Reaching the goals set forth by the Long Range Plan for Technology is a large undertaking that must be taken seriously by the TEA, SBEC, local service centers, districts, administrators, educators, parents and students. It will take every single aforementioned entity to reach the goals set forth in the plan by 2020. The existence of the Long Range Plan was new information to me. It was eye-opening to see all the recommendations, suggestions, and facts set forth by the plan. Understanding the importance of the integration of technology into the TEKS and seeing the many facets of what it will take is a bit overwhelming. However, when it is broken down in to sections and recommendations for individuals, committees, service centers, etc. it makes it seem more attainable. As an educator and a future administrator, reading the plan has given me an understanding of what my role is in the process. By integrating the technology that is available to me into my lessons and my classroom on a daily basis, I will be participating in the achievement of the Long Range Plan. As I become an administrator, it will be my responsibility to align my campus budget, insure and provide professional development to my staff, and encourage technology use on my campus. I will also need to participate in regular assessments of my campus and the technology that is used therein.
Technology Assessments Reflection
The technology applications inventory provided on the TEA website was very eye opening. It exposed some weaknesses in the area of technology that I had not thought of, up to this point. I consider myself to be technologically adequate. I use technology regularly in my classroom and integrate technology into my lesson plans. Other teachers often contact me for assistance with file sharing, e-mails, and presentations. After taking the inventory I realized there is a lot more to learn in order to help keep myself and my students above the learning curve. I know a little about different file types, but not the long list that this inventory included. I also have an opportunity to learn more about using different types of software and products. As strenths, I am able to use wordprocessing, spreadsheets, and many types of programs (email, internet, etc) to enhance communication, as well as in lesson planning and implementing. I am also able to create print materials, teach others, and utilize peripheral equipment.
The SEDTA teacher survey outcome was not a surprise to me, but did help identify some areas for potential learning. The district I currently work in is technologically advanced compared to many surrounding districts. We regularly use computers, Internet, pod casts, email, MP3 players, and digital cameras to enhance learning. My classroom currently has 3 desktop computers, 4 laptops, and 2 mini laptops to help enhance student learning. I also have 8 ipods with a docking station to download audio books, pod casts, etc to help students utilize technology in learning. Because of the emphasis my district places on technology in the classroom we have a written policy regarding technology in the classroom that each teacher must adhere to in the classroom. The one area that this survey pinpointed for personal learning is to utilize research in technology when planning my lessons. I honestly have not looked at research in regards to what kind of technology is research based in regards to subject matter and student demographics.
In reflection, as a teacher in our technologically based society I have a responsibility to myself, my students, and my district to make sure I am receiving professional development in the area of technology. Also, that I am taking the time to integrate what I learn in the professional development in my lesson plans. Furthermore, I should take this learning to my team and encourage them to utilize the equipment that our district is able to provide in a manner that is financially and academically responsible. Areas for personal growth are to learn more software programs, more about file types and conversion, and more about technology in the classroom from a research standpoint.
The SEDTA teacher survey outcome was not a surprise to me, but did help identify some areas for potential learning. The district I currently work in is technologically advanced compared to many surrounding districts. We regularly use computers, Internet, pod casts, email, MP3 players, and digital cameras to enhance learning. My classroom currently has 3 desktop computers, 4 laptops, and 2 mini laptops to help enhance student learning. I also have 8 ipods with a docking station to download audio books, pod casts, etc to help students utilize technology in learning. Because of the emphasis my district places on technology in the classroom we have a written policy regarding technology in the classroom that each teacher must adhere to in the classroom. The one area that this survey pinpointed for personal learning is to utilize research in technology when planning my lessons. I honestly have not looked at research in regards to what kind of technology is research based in regards to subject matter and student demographics.
In reflection, as a teacher in our technologically based society I have a responsibility to myself, my students, and my district to make sure I am receiving professional development in the area of technology. Also, that I am taking the time to integrate what I learn in the professional development in my lesson plans. Furthermore, I should take this learning to my team and encourage them to utilize the equipment that our district is able to provide in a manner that is financially and academically responsible. Areas for personal growth are to learn more software programs, more about file types and conversion, and more about technology in the classroom from a research standpoint.
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