Saturday, November 28, 2009
Wednesday, November 25, 2009
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.
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.
Tuesday, November 24, 2009
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.
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.
Monday, November 23, 2009
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.
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.
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.
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