Course Reflection

This course has given me an excellent opportunity to gain knowledge in an area that I thought I was more familiar with. I did, however expand my current skills during this class. Before taking this course, I envisioned that it would only highlight some computer programs such as Power Point, Excel, Microsoft Word, and Outlook. The outcome was so much more. I never would have imagined the scope of this course and how in depth it actually went. Since I rarely use Power Point presentations at work, it was highly beneficial to me to be able to create a slide show presentation with our campus data.

Weeks 1 and 2 of the course were extremely vital to me. They laid the foundation of technology as an instructional leader. Those two weeks gave me many opportunities to be creative and insightful. I did a Technology Applications Inventory, which accessed my knowledge and skills in the four Strands: Foundation, Information, Acquisition, Solving problems, and Communications. I also reviewed and summarized the Texas Long Range Plan for Technology, which gave me the chance to explore ideas for my campus as an instructional leader guiding technology implementation. Until this course, I was unfamiliar with the Texas Long Range Plan. Also, after reviewing the Technology Applications TEKS, I was familiarized with what our students should know about technology in different grade levels. I looked at three years of Campus STaR Chart data for my campus. I observed that the trend was virtually consistent in those years. I felt that as an instructional leader, we need to do more staff developments, workshops, or online trainings.

These assessments helped me realize that we are not being provided with enough opportunities to develop our technology skills, or to learn new concepts. I began looking at ways that we could prepare our staff to be 21st Century Teachers to fit our 21st Century Learners. This was confirmed in one of our faculty meetings. Our principal informed us that every room in every school in our district was going to be provided a smart board and speaker systems. However, with all of the technology updates, most teachers that work on our campus will not know how to utilize the new technology. This class has also made me look at cell phone usage in a different perspective. The information in regards to Internet safety and copyrights provided additional information that I thought I was knowledgeable in, but didn’t know how in-depth it really was. This has given me useful information that I am able to pass along to my students and colleagues.

Blogging was something virtually foreign to me. While I have read a blog, I had never created one. The round table discussion provided examples of how an instructional leader might utilize blogging, wikis, and podcast to communicate with faculty, students, parents, and stakeholders. Blogs provide a communication space that teachers can use with students whenever there is a curriculum need to develop writing, share ideas, and reflect on work being undertaken in the classroom. Blogging also serves as a communication tool to connect us to other educators and ideas we may have never found. It helps us do our jobs better and deliver more valuable instruction to our students. Students are more engage in the learning process. The real value of blogs isn’t just in networking with our peers. Teachers, administrators and school board members already collaborate. But the most important benefit of utilizing a blog is being able to communicate and interact with those members of the community who we usually have a tougher time reaching. In our district that would be the parents, voters, and anyone in the community who is concerned about education. Stakeholders may subscribe to an RSS Feed, which is the more common technique. An RSS Feed directs them to a special place where they would be able to view the blog. This alleviates the use of crowded email inboxes. As an instructional leader I want to be visible and open for feedback. I want to also model effective use of technology for my faculty. There would be a limited numbers of difficulties utilizing a blog. I believe some staff would not be receptive to the idea because of fear of change. Also, as everyone is able to participate on a blog, biased and or inaccurate information may occur.

Overall, this course has truly been a learning experience. It was insightful and suggestive of new perspectives. I gained useful knowledge that I can pass along to my current students and colleagues. It has equipped me with the primary foundations of technology, so that I may become a succcessful instructional leader.

Action Plan for Technology Implementation

Action Plan for Technology Implementation
La Porte Independent School District
Regina H. Felder

EDLD 5352

Vision Statement
To participate in the fast changing global economy, La Porte ISD will provide students, educators, and stakeholders’ access to information, which allows for the effective integration of technology into the learning process.



Goals and Objectives


Objective

Strategies
Person Responsible

Evidence
Professional Staff will demonstrate necessary technology skills by mastering the SBEC Technology Applications Standards
· Provide technology staff development to help support technology integration

· Implement and support the School Objects Workshop online staff development

· Utilize the Teacher STaR Charts and technology surveys to determine development needs
Barbara Farmer, Coordinator of Staff Development
Instructional Technology Specialists staff development report





Staff development reports






STaR Chart and survey reports
To help students acquire content relevant to their needs beyond the classroom
· District will provide Internet access to all instructional areas

· District will provide video distance video distance learning at all campuses

· Will proved students with extra-hours access to computer facilities
Mike Mc Phail, Instructional Technology Specialist



Mike Mc Phail, Instructional Technology Specialist





Joanne Kolius, Principal
Campus Surveys






Usage reports








Sign in sheets






Improve and increase technical support
· Implement , update, and revise intranet portal to Special Programs information

· Provide access through I-Nova, to student benchmarks and curriculum for administrators, teachers, students, and parents over the internet

· Implement PEIMS/
· SASixp Training

C.C. Wu, Director of Information Services





C.C. Wu, Director of Information Services; Eddie Hill, Executive Director of Technology










Kim Lyons, PEIMS Specialist


Server logs







Benchmark reports














Training sign in sheets
Integrate Technology Applications TEKS in the core curriculum
· Continue to support the Plato software at the alternative campus as well as the high school for the district to address credit recovery and remediation for students

· Develop and publish technology activities that correlate with curriculum to serve as instructional resources for all teachers

· Create project-based learning activities that integrate the Technology Applications TEKS into the curriculum using a range of instructional strategies


· Plan, select, and implement instruction that allows students to use technology applications in problem-solving and decision-making situations
Joanne Kolius, Principal; Debbie Stewart, Principal; Teachers, Counselors












Mike Mc Phail, Instructional Technology Specialist; Teachers






Mike McPhail, Instructional Technology Specialist; Teachers; Joanne Kolius, Principal









Teachers
Plato lab reports
















Student projects









Student projects














Student projects/works samples
Utilize technology to inform the community
· District will podcast Board meetings and district programs





· Maintain the district/ campus web page with information of interest to parents and students







· District will increase the involvement of community members in technology planning
Eddie Hill, Executive Director of Technology;
C.C. Wu, Director of Information Services





Eddie Hill, Executive Director of Technology; C.C. Wu, Director of Information Services
Mike Mc Phail, Instructional Technology Specialist ;
Joanne Kolius, Principal



Eddie Hill, Executive Director of Technology

Podcast Schedule










Review of the web page













Number of community members attending technology meetings

Will provide infrastructure for technology
· Will develop and implement a plan for reallocation, refresh and or replacement of hardware and software

· Provide network capable workstations for students and educators. Ratio of 1:1 is the goal by 2012




· District provides safe and secure networks through the use of firewalls and virus protection

· Provide all classrooms with whiteboard and projectors

· All teachers are provided with microphone with surround sound capabilities
Eddie Hill, Executive Director of Technology









Finance; Mike Mc Phail, Instructional Technology Specialist


Mike Mc Phail, Instructional Technology Specialist


Eddie Hill, Executive Director of Technology


Eddie Hill, Executive Director of Technology



Set target dates











Set target dates





Network availability,
Software in place




Set target date of completion



Set target date of completion

Determine the effectiveness of the Technology Plan







Present to the Board yearly our state of technology

District will create a comprehensive needs assessment for technology


District will assess the impact of technology on student achievement
Eddie Hill, Executive Director of Technology

Eddie Hill, Executive Director of Technology



Joanne Kolius, Principal; Eddie Hill, Executive Director of Technology; Assistant Principals
Board Meeting presentation


Needs assessment produced




Completed evaluation


Help students to become active learners through the use of appropriate technologies

· The District will standardize and/or provide software aligned to state instructional standards.

· The District will provide students and teachers with appropriate subscription based websites and databases


· The District will ensure that students are observing the district Acceptable Use Policy,
· practicing online safety, and abiding by copyright laws







Jamey Osborne, Director of Instructional Technology







Jamey Osborne, Director of Instructional Technology






Teachers; Joanne Kolius, Principal; Mike Mc Phail, Instructional Technology Specialist

Meeting minutes; Technology Review forms









User logs














Acceptable use forms on campus, User logs



























Professional Development

Professional Development will be offered based on the needs of the district. Information will come from the STaR Charts, Teacher Technology Surveys, the Districts Technology Planning Committee, and feedback from the Instructional Technology Specialist. Technology training will be officered all year long, in person, online, and via video conferencing.
Our goals for Professional Development will focus on the following objectives:
1. Training on how to integrate Technology Application TEKS into the delivery of instruction
2. Development in technology literacy skills for Read/Write web applications (blogs, wikis, podcast)
3. Training on appropriate and safe use of the Internet and copyright laws
4. Develop strategies for using technology to enhance learning for at-risk students


Evaluation

La Porte Independent School District will actively monitor and adjusts technology implementation as a part of our ongoing evaluation plan. The entire Technology Division will meet monthly to discuss progress. The plan will be revisited once a year by the Technology Planning Committee. In addition, the campus technology committee and resource person will provide feedback and suggestions on a regular basis as they implement their campus technology plans. This information will be utilized to examine the school programs to address any needs. We will also implement technology surveys. By using the results of the surveys, the district will be able to identify important technology needs and problems in the implementation of technology.

Regina'sTexas Campus S Ta R Chart Summary

Regina'sTexas Campus S Ta R Chart Summary

View more presentations from LaPorte High School.

Educational Preparation and Development is one of the four areas of the Texas Long Range Plan for Technology, 2006-2020. Today Texas is faced with a sense of urgency to become skilled in technology. Continuous professional learning is key. All educators must exit preparation programs knowing how to use technology. They must also learn how to effectively facilitate and manage the 21st Century learner. In order to do so, professional development must support the move from the traditional schooling to the 21st Century learning. Teachers will need to understand the importance of learning technology.

At the campus that I work at we have slightly progressed in this area. I reviewed our campus STaR chart for three separate school years 2006-07, 2007-08, and 2008-09. In the 2006-07 school year our total was 11 in this area, which says we are in the developing tech. Subsequent years were with totals of 12. These totals were still low for the district. I looked at other schools in our district and found that we as a campus were behind. I would like to do more in depth research on why this is occurring. I believe one of the factors is the campus size.



The developing tech campus is one that teachers use technology to present information to students, to model teacher directed activities, ad to complete administrative functions. Students have regular weekly access to desktop computers, laptops, or handheld devices in the classroom, library, or labs. The teacher has created two or more online lessons that include TEKS aligned content. The teacher on this campus receives professional development on how to integrate technology into the curriculum.


As a whole our district was in line with the states averages in this area. The state has continued in growth each of the years as did our campus. Overall, Texas schools are all developing tech campuses.

Analyzing the Technology Applications Student Standards for EC-12

Pre-Kindergarten guidelines for Technology Applications were made available in late 1999. The prekindergarten student, will expand their ability to acquire information, solve problems, and communicate with others. They will learn the basic functions of the computer and related technologies. They will develop techniques for handling and controlling the input devices. The Prekindergarten student will utilize a variety of input devices such as the keyboard, mouse, voice/sound recorder, or touchscreen. They will also begin using technical terminology. They will learn how to start, use, and exit programs. Students will listen and interact with storybooks and in electronic forms with a variety of software packages with audio, video, and graphics to enhance learning experiences.

The guidelines for Pre-K are the basics that the student must know before beginning to use technology. It literally sets the foundation for technology use. Following Pre-K, the grades K-2 build on the knowledge and skills. They continue to gain basic skills such as inputting information, beginning touch keyboarding, ad becoming more familiar with the computer. Grades 3-5 will continue building on the skills acquired in the previous grade levels. In grades 6-8, students will continue to build on the skills that were acquired in the previous grades. They become fluent in using multiple software applications and applying them across the curriculum. Mostly everything that a student will learn about the computer will be learned in these grade levels. In grades 9-12, student will have the opportunity to select from a variety of courses to obtain specialization in. The courses will allow for growth.

The TEKS for Technology Applications allow for growth in each grade level. Each time, the student builds on prior skills and knowledge. Pre-K is the most important because it teaches the student the basics that they will utilize throughout.

Analyzing the Long Range Plan for Technology 2006-2020

The Long Range Plan for Technology 2006-2020 is a comprehensive strategic plan divided into four domains. The vision 2020 is possible with the collaboration of school, home and the community. All professional educators must master the SBEC standards. In doing so, educators must have opportunities for professional Development 24/7 through a variety of delivery methods. Budgeting and funding must be provided at a level that will ensure the effectiveness of the plan. The vision will require an industry-standard infrastructure system supporting all students, educators, and education leaders by enabling high quality access to learning, communications, and management systems at all times.

There is a sense of urgency for Texas students to be empowered to live and learn continuously. As a result of our life expectancy increasing since 1900, there will be a change in the availability of jobs. Technology has transformed daily life. Building of new homes, telephones, banking, shopping, paying bills, and traveling are all examples of how we are affected by technology daily.
The students today are very technology-savvy. The 21st Century learner expects content to be relevant and presented in a way that applies to their needs. Students expect these skills and new subject matter to be taught with engaging digital skills. Today’s students are unaware of a world without television, video games, cell phones, or Internet.

More than 5,000 Texas teachers participated in NetDay Speak Up 2005. The majority were classroom teachers followed by special education teachers, instructional aides, administrators, library-media specialist, and curriculum and technology coordinators. It was believed that veteran teachers were resistant to technology, but more than 35% of participants were teachers with 16 or more years teaching and in multiple subject areas. Teachers indicated that the primary affect of technology on their students was engagement (57%), followed by student achievement (46%), or collaboration and teamwork (35%). Only 12% indicated they did not see an impact. Teachers also stated that they utilized email 99% of the time, specific websites (82%), search engines (82%), and news websites (36%) weekly for work. Teachers indicated that they use email as their primary tool to communicate to other teachers, parents, and administrators. Of the teachers surveyed 55% rated their technology skills as average, 35% were advanced, and 12% considered themselves as beginners. Lack of time was the primary obstacle faced by most teachers when using technology in the classroom. Most teachers indicated their pre-service preparation or school-provided professional development aided in their use of technology and it also made their jobs much easier.

Texas faces a huge challenge in meeting the needs of its growing diverse student population. Since students come from a variety of backgrounds, learning also has to be diversified. Being able to access online education is vital in a student’s success. Distance education has enabled students to participate in advanced placement, dual-credit, and credit recovery.

After reviewing the Long Range Plan for Technology 2006-2020, I put myself in the instructional leadership position. As a leader, I would continuously be a model for my staff by utilizing technology in staff meetings, evaluations, and other areas. Allocating sufficient time for professional development would be my focus. I would recommend online professional development because it can aid in balancing time and priorities.

Reflections of Assessments

In week 1 of Instructional Leadership: The Technology Link we were required to take 2 assessments evaluating and assessing our current knowledge and skills in technology. The assessments were highly beneficial to me. I learned of my strengths and weaknesses in the area. The first assessment was the Technology Applications Inventory, which assessed my knowledge and skills of the four stands Foundations, Information Acquisition, Solving Problems, and Communication. These are all found in the Technology Applications TEKS.

In the Foundations domain I found that I was very knowledgeable. The Foundations domain consist of basic skills such as the ability to create and save files that can be used cross platform, understanding the difference between operating systems, understanding between primary memory and secondary storage. I found that I was not as familiar with the knowing the difference between analog and digital technology and how to interface the two appropriately. In the domain of Information Acquisition, I found that I was also proficient overall. However, in the domain Solving Problems with Technology Tools, I was not as proficient. I lacked in knowing how to create linear and non-linear multimedia projects, utilizing virtual environments, appropriate to level, such as virtual reality or simulations. In the Communications domain, I was split in the knowledge of the skills.

The second assessment taken was the State Educational Technology Directors Association (SETDA) Teacher Survey, This survey was about the technology use and availability at our school. After reviewing this assessment I found that my school is gradually moving towards the technology needs 21st Century learner. We are currently putting whiteboards in every classroom. Hopefully data will be taken after the placement to see how it affects student performance. I found that because of the position I am currently in, I rarely use various means of technology. This assessment gave me a means of knowing the areas that I am not utilizing and lacking knowledge in.

I agree with both assessments. They bring to light the areas that need to be worked on by both myself and the district as a whole. As a leader, I would allow more time for staff development in technology for the entire district instead of a few.