Texas STaR Chart
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Sunday, November 29, 2009
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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