Course Reflections – Technology, Week 5

1. What outcomes had you envisioned for this course?

Reading through the Course Content Outline, I was eager to learn more about current technology and how to incorporate the technology into the classroom. I am able to use all kinds of computer programs, and create presentations, but I recognize that I am lacking in current technology such as: using laptops, blogging, RSS, podcasting, Wikis, etc. My daughter told me the other day she is going to teach me to text because it is so much easier than calling, but I have resisted her efforts to learn. I am eager to learn how to increase technology in the classroom, but hesitant to try things for myself. As a principal or educational leader, I must continue pushing myself to learn about technology as it relates to my students and their education in the 21st Century.

2. To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

I was exposed to many new technologies through this course. There were some things I had never heard of such as the Texas Long-Range Plan for Technology. I was unsure what the STaR Chart was used for, since results have never been reported back to the campus. I have even been a participant in our Technology Committee, but did not truly understand what other teachers were requesting. I am even more amazed that teachers do not use the technology that’s currently available – email is a stretch for some! I constantly push myself to do better and be better – learning about new technology will help me meet that objective. As our world changes, schools must keep pace with what’s happening. We should be on the cutting-edge, not trailing behind.


3. What outcomes did you achieve? What prevented you from achieving them?

It was interesting to me to take the self-assessment tools. I think a very wise person once said, “the more I know, the more I know how much I don’t know.” That is true when it comes to keeping up with technology. I am definitely not the kind of person to run and buy the latest gadget. My cell phones are over 2 years old, and I just recently bought a DVD player! Through this course, though, I was able to start blogging. I am still not very comfortable using this, but I have been exposed to its potential. I can see how it will be beneficial for a project I’m currently working on to increase parent/ community involvement.



4. Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

I was successful in carrying the numerous course assignments. However, this was a challenging course in many ways:
• During the first week, the explanations of expectations changed many times
• There were MANY readings, and many discussions to answer
• The timing of a course this extensive could not have been worse. November and December is an extremely busy time for teachers – since grades are due, more students are attending tutoring, etc. There are also the many family obligations that happen during this time frame.
• There were changes each week for the groups we were assigned – one week we were in small groups, the next week we weren’t. It was anyone’s guess what would happen.

Expectations should be very clear from the beginning of the course and not have to be reworked each day. The other expectation that we check our Lamar emails DAILY is not reasonable. I plan ahead and want to get assignments done early – this was impossible given the course set up. I liked the Web Conferences, but why wasn’t this part of the expectation and mentioned prior to the course? Again, it is not reasonable to add an expectation like this at the last minute. I would prefer to actually focus on the content of the course and not have to worry about the structure of each week.

5. What did you learn from this course...about yourself, your technology and leadership skills, and your attitudes?

I did learn about some new technology and used tools that I was previously unaware of. This will help me to understand what other teachers and students are discussing, and help me feel more comfortable recommending these tools to others in the Department, and the school. I at least have a working knowledge of these so I can build on my skills. This will be useful when I help other teachers and set expectations for their learning. My attitude is that I will persevere and get the job done. I do not quit and will do whatever it takes to achieve my goals (as cliché as that sounds!).

6. What is the educational value of blogs and blogging to the 21st century learner?

Given my very limited experience with blogging, I am still trying to wrap my head around how beneficial blogging can be to the learning experience. I do see value in students creating work and having others see that work. Of course, there must be guidance and someone reading the works prior to publishing. The learners who need this technology the most are our at-risk, and the kids who do not have internet available at home. The schools can help in eliminating the “digital divide” for students who do not have access. I think it is worth trying, and observing other schools and how they use the technology. Much can be learned by studying the information that’s out there!



7. What are the concerns of blogs and blogging in education?

The concern of blogging in education is the concern that we all have regarding minor children and having them be so transparent to the world. It is important for schools to teach students how to eliminate potential risks, and use the tools responsibly for themselves, their fellow students and families. The technology departments must help teachers become comfortable using the technology and then teaching it to students. As the articles mentioned, society is not moving backward – it is going forward, with or without the schools. One article mentioned that teachers must feel comfortable with NOT knowing. Our students can take leadership roles in the use of innovative technological advances that our teachers are not familiar with.


8. How can you use blogging to communicate with school stakeholders?

Again, I am trying to fully understand how Blogging can be used to in my everyday life, in instructional methods, and in communicating with school stakeholders. After experiencing Blogging, I am now re-thinking ways to incorporate this into a grant that was written from the Dept of Defense. One component is to increase parent/ community involvement. My challenge to myself is to find a way to actually use blogging in this project. There are others more talented than myself, and I will search them out, ask questions, and through their help and collaboration, arrive at a solution that we can try. If it doesn’t work, we’ll just try something else!

Brenda Lohse, EDLD 5332 Instructional Leadership Course
Week 4 – Technology Action Plan
Goal: Ensure that students and staff pursue mastery of clearly-defined technology skills for use in foundations, information acquisition, problem-solving and communication.
Objective: All staff will meet the requirements for technology proficiency.
Strategy Status Timeline Person(s) Responsible Evidence/ Evaluation
Create professional development training based on job function and responsibilities. On-going 2010-2013 Instructional Technology Staff
Professional Development Specialists
Campus Leadership Team / Principals Training created and implemented
Communication to all stakeholders
Require all teaching staff to attain required proficiencies each year In progress
On-going 2010-2013 Instructional Technology Staff
Office of Professional Development
Curriculum Department Chairs
Campus Leadership Team/ Principals Proficiency tracking spreadsheet
CPE hours as documented in Workshop
STaR Chart Results
Progress report to Department Chairs
Provide performance-based training sessions based on the required standards for each campus. In Progress 2010-2013 Instructional Technology Staff
Office of Professional Development
Curriculum Department Chairs
Campus Leadership Team/ Principals Sign-in sheets
Evaluation Analysis
Staff development tracking spreadsheet
Workshop records
Provide multiple methods for delivery of technology instruction such as online course, independent study and electronic networking. Planning phase 2010-2013 Instructional Technology Staff Publish on JISD website
Advertise to all stake-holders
Work collaboratively with campus leaders
Assess and monitor teacher use and student attainment of the Technology Application TEKS In Progress
On-going 2010-2013 Instructional Technology Staff
Computer Literacy Teachers, Teachers
Lab Managers Curriculum progress reports
Online assessment reports
Brenda Lohse, EDLD 5332 Instructional Leadership Course
Week 4 – Technology Action Plan

Goal: Incorporate technology into teaching and learning in all curriculum areas to enable students to effectively build content knowledge.
Objective: Prepare and support teachers to have students effectively build content knowledge through technology.
Strategy Status Timeline Person(s) Responsible Evidence/ Evaluation
Increase technology access and use by creating additional integration labs and/or mobile labs based on a student enrollment formula. In progress 2010-2013 Instructional Technology Staff
Facilities & Planning
Campus Administration Labs installed and functioning
Campus lab schedules posted on website
Lab usage logs
Ensure that teachers provide opportunity for students to generate integration projects that build content knowledge. In progress 2010-2013 Instructional Technology Staff
Campus Department Chairs, Teachers
Principals Student projects completed
Project rubrics
Offer technology integration enrichment camps for students. Planned 2010-2013 Instructional Technology Staff Camp Schedule posted
Student products
Lesson plans
Schedule annual district and campus technology showcases that highlight student integration projects. Planned 2010-2013 Instructional Technology Staff
Campus Technology Committees, Teachers
Campus Leadership Teams/ Principals Student products and artifacts from annual Technology Showcases
Provide campus-wide, research based professional development opportunities focused on producing technology integrated projects for students. In Progress 2010-2013 Instructional Technology Staff
Campus Leadership Teams/ Principals Registration
Attendance Sheets
Share Sessions
Course Evaluation Forms

Star Chart Presentation

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Star Chart Presentation

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One area of the TX Long Range Plan for Tech: Educator Preparation & Development

The area of the Texas Long Range Plan for Technology that needs additional improvment is that of Educator Preparation and Development. The Target Tech goal in this area includes all teachers being provided 30+ hours each year of technology professional development; teaching content areas using technology; teachers demonstrating all of the SBEC Technology Applications Standards; and most teachers at the campus creating new learning environments empowering students to think critically to solve real-world problems. As the STaR Chart Instructional Materials indicates, "professional development carries the urgent charge of supporting - indeed of catalyzing-the move from traditional schooling to 21st Century education." This is no easy task.

The trend at my high school reflected an increase, and then a dramatic drop in the 08-09 school year. The trend across the state also reflects a need for improvement in this area. Seventy-four percent of schools are still at the "Developing Tech" Level of Progress. Only .6% have achieved the "Target Tech" level. This is terrible! If the state is truly committed to seeing schools meet the "Target Tech" Level, then resources: time, money, and effective models for the professional development; must be dedicated to this goal. It is truly an uphill climb if "radical re-tooling of the existing professional core of the education system" is to occur. It is a worthwhile goal to achieve, but the schools can not do this alone. Many teachers and districts are barely hanging on at this time. It is unreasonable to expect school districts to completely change their way of "doing business" without the support of the state and nation. Educating tomorrow's leaders must be a priority and not just a promise.

Pre-K Tech Applications TEKS

The Pre-K Technology Applications TEKS addressed technology needs for students ages 4-5. These TEKS emphasize the importance of using technology in areas that students are addressing: communication through text and written word. Students are taught to interact with the technology: open and navigate through software; use and name input devices such as keyboard, mouse, CD rom, etc; and use software applications to create and express their ideas.

The Pre-K TEKS lays the foundation for student performance in future grades by exposing students to the use of technology in their everyday school life. They use technology to LEARN, not just to play. As the TEKS indicate, they become "increasingly confident and independent users of age-appropriate technologies."

Through a scaffolding curriculum, the foundation is presented each year, and then linked with new and more complete information. Scaffolding helps deepen understanding of all students. Spiraling is similar to the scaffolding concept, in that the idea is presented again and again. The Technology TEKS is an example of a scaffolding/ spiraling curriculum.

Long Range Plan Analysis

The Texas Long-Range Plan for Technology has a vision for the future of technology in Texas' schools. Vision 2020 reinforces the fact that planning must be systematic and requires aligning standards and providing equitable access to teachers and students. The plan reviews the need for changing. Basically, the world is changing whether we change or not. The question is - do we want to stay in touch with what is already happening or do we want to drag behind?

The 21st Century Learner is already using technology outside the school door. How do we use the skills that students already have and create a technology-rich environment for them inside the school? We must provide equity to all students; this can be achieved through technology and distance learning.

As an instructional leader guiding technology use and integration at my campus, I will encourage teachers to talk to their students to determine what exactly they would like to see in their classrooms. What would get them excited about that particular subject? Go to the source to see what they would like their classroom to be!

Technology Assessments/ Brenda LohseEDLD 5352

The "Technology Applications Inventory" was interesting to take; it is rather difficult to assess my abilities when it comes to technology. I would like to THINK that I have a strong background and foundation in computers, but the facts do not bear this out. I answered only 55% of the Foundations questions as yes. I am much better with the Communications domain and answered yes to 100% of those questions. Solving Problems was slightly lower with 94%, Information Acquisition was 80%. I feel comfortable using computers and computer software, but do lack some of the basic Foundations of computers, so this assesment seems to be accurate. I need more training in basic computer functioning to feel proficient in this area.

I answered the teacher questions of the SETDA Teacher Survey. This survey included questions regarding technology use at my school, and the availability of technology. It is interesting to consider my use and the use of students at my school. I feel that I can get on the internet at any time, but students probably are not able to access technology at the same level. I also feel very strongly about data and using data to make decisions, but the school and district is not taking data in this area. It would be very beneficial to see if the data reflects a positive impact on student performance.

Technology is not being utilized as much as it could be. One of the questions was "what role does technolgoy play in building skills in writing, math, and science?" My answer was - "a small part." Teachers just do not use the technology that is available to them, yet complain that more is not availabel. How do we get teachers to understand the connection between these two items? I am on the Technology Committee at my school and am constrantly frustrated by the lack of interest that teachers have in understanding what is available, or in partcipating in the committee to provide more opportunities.

My weakness in educational technology leadership in my department is basically that I have trouble understanding the lack of interest from others in their own department, or in their school. I am self-motivated to want to understand everything I can about learning and the learning process, educating students, and increasing performance. My strength is that I am determined and I will find a way to achieve results. Sometimes it is hard to see what we need to work on in ourselves, but once we do, we can build on that knowledge. I will use this information to help others in my department, and then help others in my school as an administrator.