Star Chart Presentation
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Sunday, November 29, 2009
Friday, November 27, 2009
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.
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.
Tuesday, November 24, 2009
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.
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.
Monday, November 23, 2009
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!
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.
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.
Saturday, November 14, 2009
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