The course title was misleading and made me think that the course was about instruction of curriculum in a school setting. On the homepage it only stated “Instructional Leadership”, yet when copying the assignment pages those stated “Instructional Leadership: The Technology Link.” I was pleasantly surprised to find that it encompassed information and communication systems on a campus level. I feel the course covered the full spectrum of technology issues that are arising into today’s classrooms. After realizing what the course covered I now feel that I am more up to date with what is expected for technology and its growth on today’s campuses.
As a Principal, I have learned about gathering data such as, the AEIS report, for analyzing student progress as it pertains to their academic achievement. I have also found how to use the data from the STaR Chart summary to identify both strengths and weaknesses in teacher proficiency with technology tools. The STaR Chart summary also shows me where professional development adjustments need to be made for my campus. This information is then catalogued into the following year’s Campus Improvement Plan for future needs adjustments, as well; it shows me what professional development areas and courses I should be scheduling for our school needs.
On the Long Range Plan for Technology 2006-2020, I still feel a little less confident in my interpretation of the many areas that will have to be met in my leadership role. The overwhelming amount of information to be digested in The Plan is a factor in my feelings of apprehension. There are numerous stakeholders involved in The Plan that I am not completely familiar with. There are many persons dependent on the accurate and efficient interpretation by me of The Plan and the recommendations I would make along with the actions that will be required of me as an educational leader.
My abilities of adjusting to the technology requirements of this online course were successful and I feel more confident and proficient in using software programs such as Power Point Presentation, Excel Spreadsheets and Word Processing. And, to top it off, as a “digital immigrant,” I created my own blog with information and data, and I inserted my Power Point Presentation with the help of a Web Sharing Site. This is a technology tool I had never even heard of let along use it. I was amazed at what can be accomplished with these astonishing Web based sites if you know what you are looking for.
I feel I have broadened my knowledge base in the area of technology, yet I know I have a long way to go. With the continual and rapid growth in information and communications technologies, staying abreast with this growth will always be a priority in my professional career. I know to be an effective educational leader I will have to model proficiency in technology. My expectations will be high for my faculty and staff in the area of implementing the Technology TEKS. It will be crucial to demonstrate a positive attitude toward the use of technology at school for both teachers and students to succeed in the 21st century.
Blogs in the 21st Century classroom will be a voluble tool to use when teachers and students become more in tune with their use. Blogs make it easy to get valuable information from expert in a certain academic area. For instance, in “Blogging RSS” a Language Arts teacher decided to use a Weblog to carry on a conversation about a book outside of the class between students and the book’s author. This is an exciting sounding tool to get students interested in reading literature. In “Blog Revolution” it states that students and teachers can create and publish content online without knowing technical formatting language required to build a web page. These all seem to be revolutionary trends in 21st Century learning.
There are numerous valid concerns when it comes to blogging in a school environment. Social networking sites pose hazards to students because of naivety of adolescents when it comes to trust and honesty of those they are giving information to. All persons online are not always what they pretend to be. There are numerous stories about online predators that prey on the innocent. Our jobs as educators and parents are to monitor student use of blogs and make them aware of the dangers on the Web that lay in wait. Using the Web as a learning tool is a priority in today’s students’ academic life, and we as educators must model ethical use for the learners to get the educational value that blogs provide.
Blogs provide excellent interactive opportunities among school stakeholders on issues involving the district, campus, or community. An example of the blogs importance would be getting stakeholders input on a bond proposal for a district’s upgrading of its’ facilities. The district could post a proposal of needs, and request timely feedback from the community about its’ thoughts and concerns on the matter of the bond proposal. A Principal could have an idea for improving campus culture and would post a blog on the school campus web page and survey the faculty and staff for their impressions on the subject. Blogs can be an excellent reflection tool on a variety of issues and subjects.
Thursday, December 17, 2009
Saturday, December 12, 2009
Week 4 Part 3
Evaluation Planning for Action Plan
With the data retrieval and analysis tools at our disposal from the state and district sources, we have the tools to identify our students learning needs. These data can be obtained from AEIS, STaR reports, District and Campus Improvement Plans, and TAKS scores. This data identifies students’ weaknesses and where additional instruction is needed for improvement. The monitoring of programs to benefit at risk students should be ongoing and frequent to ensure students’ needs are being met.
The Principal will organize professional development sessions for teachers to help analyze the state and district reports and other data. The purpose of these P. D. sessions is to focus our attention on the weak areas of the curriculum including technology applications. The Principal will monitor the decisions based on the data analysis in monthly faculty meetings with the purpose of identifying the students’ academic progress. For example the Principal, in consultation with teachers will monitor tutoring logs to verify that students are attending tutorials and making progress in their areas of instructional need. The data can also identify students who are in need of extra instructional support through small group pull out programs in addition to tutorials. As well, data can be used to monitor technology infrastructure and its usage on campus. The Principal can use his or her Technology Plan to visually inspect the campus to ensure there is adequate equipment and that is being used by teachers and students.
The monitoring and evaluation of technology learned at professional development sessions can be performed in a number of ways. For instance, walk –throughs, viewing lesson plans, Formal Evaluations, and conversations with staff are excellent ways of staying abreast of teachers’ integration of technology tools into their daily lessons. All campuses have and will use Technology Integration Faculty (TIF) to assist with technology integration and evaluate our progress in this area.
With the fast and ever-changing face of technology as it pertains to the classroom we will have to continue to grow as it does in order to prepare our students for a global world.
Evaluation Planning for Action Plan
With the data retrieval and analysis tools at our disposal from the state and district sources, we have the tools to identify our students learning needs. These data can be obtained from AEIS, STaR reports, District and Campus Improvement Plans, and TAKS scores. This data identifies students’ weaknesses and where additional instruction is needed for improvement. The monitoring of programs to benefit at risk students should be ongoing and frequent to ensure students’ needs are being met.
The Principal will organize professional development sessions for teachers to help analyze the state and district reports and other data. The purpose of these P. D. sessions is to focus our attention on the weak areas of the curriculum including technology applications. The Principal will monitor the decisions based on the data analysis in monthly faculty meetings with the purpose of identifying the students’ academic progress. For example the Principal, in consultation with teachers will monitor tutoring logs to verify that students are attending tutorials and making progress in their areas of instructional need. The data can also identify students who are in need of extra instructional support through small group pull out programs in addition to tutorials. As well, data can be used to monitor technology infrastructure and its usage on campus. The Principal can use his or her Technology Plan to visually inspect the campus to ensure there is adequate equipment and that is being used by teachers and students.
The monitoring and evaluation of technology learned at professional development sessions can be performed in a number of ways. For instance, walk –throughs, viewing lesson plans, Formal Evaluations, and conversations with staff are excellent ways of staying abreast of teachers’ integration of technology tools into their daily lessons. All campuses have and will use Technology Integration Faculty (TIF) to assist with technology integration and evaluate our progress in this area.
With the fast and ever-changing face of technology as it pertains to the classroom we will have to continue to grow as it does in order to prepare our students for a global world.
Week 4 Part 2
Professional Development Planning
My district is extremely conscious of the ongoing need for development of students’ and teachers’ mastery of technology in a global world. The district understands teachers need for continuous professional development in order to stay current in the classroom with the growing number of technologies and their applications. The district and campus leaders must use professional development to be able to access and use data to improve student learning. I have selected two professional development sessions to target student needs in the classroom.
Professional Development 1:
Building Teachers’ Technology Integration Skills
(This will be a yearly analysis)
The campus STaR chart summary is distributed on an annual basis and will be analyzed by the Principal, then the information will be delivered to the faculty for a discussion of areas of strengths and weaknesses. After analysis of the chart a determination is made that shows our campus weakness is Key Area 1- Teaching and Learning.
Teachers will break into small groups with a Mentor teacher for the purpose of helping teachers integrate the Technology TEKS for a student-centered learning environment.
Teachers will be assigned to rooms with their Mentor teachers that have adequate computer access for the facilitation of activities to integrate curriculum into daily learning experiences that use technology.
This professional development activity will be ongoing and follow up will be on a monthly basis for the purpose of building a greater comfort level in the daily use of technology in the classroom as well as building a solid knowledge base as it pertains to technology integration in a student-centered learning environment.
Professional Development 2
Empowering Teachers with Power Point Presentations
Focus of this Professional Development is to help teachers to feel more at ease with the use of Power Point for integration and teaching to students in their daily work.
The P.D. session will begin with a review of the Technology TEKS as it pertains to each grade level. Through this review activity the teachers will become aware of how a Power Point presentation project can cover many of the Technology TEKS.
During the P.D. session a Power Point presentation will be shown to show the teachers the many applications that can be incorporated within a Power Point. Some of these applications are, word processing, spreadsheets, graphs, audio, and video.
Grade levels will break into groups at work stations where each teacher will be guided to prepare a Power Point Presentation based on their grade level TEKS requirements. Grade levels will select a finished product to share at the end of the P.D. session.
Each teacher will select a Power Point presentation from a student to place on the District server for sharing with District stakeholders to ensure this technology is being implemented into the curriculum.
Professional Development Planning
My district is extremely conscious of the ongoing need for development of students’ and teachers’ mastery of technology in a global world. The district understands teachers need for continuous professional development in order to stay current in the classroom with the growing number of technologies and their applications. The district and campus leaders must use professional development to be able to access and use data to improve student learning. I have selected two professional development sessions to target student needs in the classroom.
Professional Development 1:
Building Teachers’ Technology Integration Skills
(This will be a yearly analysis)
The campus STaR chart summary is distributed on an annual basis and will be analyzed by the Principal, then the information will be delivered to the faculty for a discussion of areas of strengths and weaknesses. After analysis of the chart a determination is made that shows our campus weakness is Key Area 1- Teaching and Learning.
Teachers will break into small groups with a Mentor teacher for the purpose of helping teachers integrate the Technology TEKS for a student-centered learning environment.
Teachers will be assigned to rooms with their Mentor teachers that have adequate computer access for the facilitation of activities to integrate curriculum into daily learning experiences that use technology.
This professional development activity will be ongoing and follow up will be on a monthly basis for the purpose of building a greater comfort level in the daily use of technology in the classroom as well as building a solid knowledge base as it pertains to technology integration in a student-centered learning environment.
Professional Development 2
Empowering Teachers with Power Point Presentations
Focus of this Professional Development is to help teachers to feel more at ease with the use of Power Point for integration and teaching to students in their daily work.
The P.D. session will begin with a review of the Technology TEKS as it pertains to each grade level. Through this review activity the teachers will become aware of how a Power Point presentation project can cover many of the Technology TEKS.
During the P.D. session a Power Point presentation will be shown to show the teachers the many applications that can be incorporated within a Power Point. Some of these applications are, word processing, spreadsheets, graphs, audio, and video.
Grade levels will break into groups at work stations where each teacher will be guided to prepare a Power Point Presentation based on their grade level TEKS requirements. Grade levels will select a finished product to share at the end of the P.D. session.
Each teacher will select a Power Point presentation from a student to place on the District server for sharing with District stakeholders to ensure this technology is being implemented into the curriculum.
Week 4 Part 1
Organizational Chart for Integration of Technology
Stakeholder
Role / Responsibilities
Superintendent
The Superintendent will use all means available to provide a technology rich environment aligned with state standards to empower students for a global and digital world of information.
Assistant Superintendent for Curriculum
The Assistant Superintendent for Curriculum has the responsibility of aligning campus and district’s written curriculum with the Texas Long Range Plan for Technology and the Technology Applications TEKS.
District Technology Coordinator
The District Technology Coordinator’s focus is to provide technology resources that promote integration of appropriate technologies, and then assist teachers in this integration and prepare students for the future. This person also oversees technology budget management and maintenance of equipment.
Assistant Technology Coordinator
The Assistant Technology Coordinator facilitates training for teachers and staff on the effective use of technology tools. These tools include computers, hardware, and software for an educational environment. This person helps coordinate the acquisition of funds for our technology programs.
Principal
The Principal’s responsibilities for technogy integration on campus include, bugetting of funds for acquisition of technology tools, developing both short and long range plans for technology integration with the CPOC committee, and evaluating teachers’ use and integration of technology tools within the classroom.
Teacher
The Teachers’ responsibility is to effectively use and integrate the Technology TEKS into daily lessons. The teacher must engage students in a wide array of multimedia tools. Teachers must actively pursue professional development training to stay current with information technologies.
Technology Aide
The technology aide’s responsibilities include maintaining the computer labs for both skills and internet access. The technology Aide provides technical support to teachers and helps introduce and train teachers on new software programs. This person helps in the selection of software programs.
Organizational Chart for Integration of Technology
Stakeholder
Role / Responsibilities
Superintendent
The Superintendent will use all means available to provide a technology rich environment aligned with state standards to empower students for a global and digital world of information.
Assistant Superintendent for Curriculum
The Assistant Superintendent for Curriculum has the responsibility of aligning campus and district’s written curriculum with the Texas Long Range Plan for Technology and the Technology Applications TEKS.
District Technology Coordinator
The District Technology Coordinator’s focus is to provide technology resources that promote integration of appropriate technologies, and then assist teachers in this integration and prepare students for the future. This person also oversees technology budget management and maintenance of equipment.
Assistant Technology Coordinator
The Assistant Technology Coordinator facilitates training for teachers and staff on the effective use of technology tools. These tools include computers, hardware, and software for an educational environment. This person helps coordinate the acquisition of funds for our technology programs.
Principal
The Principal’s responsibilities for technogy integration on campus include, bugetting of funds for acquisition of technology tools, developing both short and long range plans for technology integration with the CPOC committee, and evaluating teachers’ use and integration of technology tools within the classroom.
Teacher
The Teachers’ responsibility is to effectively use and integrate the Technology TEKS into daily lessons. The teacher must engage students in a wide array of multimedia tools. Teachers must actively pursue professional development training to stay current with information technologies.
Technology Aide
The technology aide’s responsibilities include maintaining the computer labs for both skills and internet access. The technology Aide provides technical support to teachers and helps introduce and train teachers on new software programs. This person helps in the selection of software programs.
Saturday, November 28, 2009
Thursday, November 26, 2009
Week 2 Opinion Piece
I believe there are a number of factors influencing the direction that schools are taking in the post-industrial world. I live and work as an elementary teacher in Nederland, TX. Nederland is a community of about 20,000 in the Southeast corner of the state. By far, the dominant industry in our region is the oil and gas sector. The majority of these jobs are of the low-skill and high-wage variety held by men, such as welding and pipe-fitting. In the future, old forms of energy, like oil and gas, will give way to the technological advancements of newer, cleaner forms of energy that demand greater technological expertise. Locally, all our students will need the technological training to do these jobs. The Texas STaR Chart can be an innovative way to transform our economy into the clean energy sector of our post-industrial world.
I recommend that the local school district leaders, with the help of state leaders, develop a long range plan for technology that clearly assesses the skills needed for the clean energy transformation of our society. At this time, the Campus STaR Chart data shows that no progress has been made in 3 years toward helping students use technology tools. As well, statewide data illustrates that around 70% of campuses are in the Developing stage. My campus is among the majority in this area. Our state really needs to make a concerted effort to get teachers and students technologically savvy.
As one who works in the trenches of our elementary schools, I see an over-emphasis on the teacher-led model of instruction. The trend towards standardized testing has created a curriculum model where teachers spend too much time teaching to the test and where technology use is restricted to the computer lab where kids answer math and reading questions on a computer screen. Moreover, students are given mountains of worksheets in the classroom in which teachers give lessons on how to solve the test questions that will appear on the TAKS. Any long range plan for technology must state the need for technology rich student-centered models of instruction and assessment. We need to abolish the standardized testing approach towards a more technology integrated and learner centered model of curriculum.
I believe that a rigorous implementation of the Teaching and Learning area Texas STaR Chart will better prepare our students to be information and technology literate individuals who are able to think critically about complex issues, analyze and adapt to new situations, solve problems of various kinds, and communicate their thinking effectively.
I recommend that the local school district leaders, with the help of state leaders, develop a long range plan for technology that clearly assesses the skills needed for the clean energy transformation of our society. At this time, the Campus STaR Chart data shows that no progress has been made in 3 years toward helping students use technology tools. As well, statewide data illustrates that around 70% of campuses are in the Developing stage. My campus is among the majority in this area. Our state really needs to make a concerted effort to get teachers and students technologically savvy.
As one who works in the trenches of our elementary schools, I see an over-emphasis on the teacher-led model of instruction. The trend towards standardized testing has created a curriculum model where teachers spend too much time teaching to the test and where technology use is restricted to the computer lab where kids answer math and reading questions on a computer screen. Moreover, students are given mountains of worksheets in the classroom in which teachers give lessons on how to solve the test questions that will appear on the TAKS. Any long range plan for technology must state the need for technology rich student-centered models of instruction and assessment. We need to abolish the standardized testing approach towards a more technology integrated and learner centered model of curriculum.
I believe that a rigorous implementation of the Teaching and Learning area Texas STaR Chart will better prepare our students to be information and technology literate individuals who are able to think critically about complex issues, analyze and adapt to new situations, solve problems of various kinds, and communicate their thinking effectively.
Tuesday, November 24, 2009
Texas Pre-K Guidelines and Technology Applications; Scaffolding Curriculum
The Revised Pre-K Guidelines are organized into 10 Domains. These domains are: Social and Emotional Development, Language and Communication, Emergent Literacy Reading, Emergent Literacy Writing, Math, Science, Social Studies, Fine Arts, P.E., and Technology.
Each domain contains skill areas. The domain skill areas include the following columns: By around 48 months of age, End of Pre-K outcomes, Examples of child behaviors, and Examples of instructional strategies.
The Pre-K Technology Applications Domain is organized into 5 Pre-K outcomes for the child. These outcomes are: opening and navigating through software programs, using and naming computer input devices, operating voice/sound recorders and touch screens, using software to create and express ideas, and recognizing that information is accessible through technology tools.
All the Pre-K TEKS are important, but at this young stage of development research is showing that the Social and Emotional Development Domain is absolutely critical for children to acquire. An article the September 25, 2009 issue of The New York Times Magazine by Paul Tough put it this way, "The ability of young children to control their emotional and cognitive impulses, it turns out, is a remarkably strong indicator of both short-term and long-term success, academic and otherwise. In some studies, self-regulation skills have been shown to predict academic achievement more reliably than I.Q. tests."
I'm pleased to see that Texas educators acknowledge that Social and Emotional Development is the top priority for teachers, students, and parents in this age group. However, I believe it is imperative that ALL Texas children be enrolled in a Pre-K program. The funding must be directed in this area so that all children are better prepared for future grades.
Learning about Technology Tools results in more than a mastery of basic skills. The Technology Applications TEKS is a spiralling curriculum that equips students with a concise and powerful means of communication.
For instance, in the area of Information Acquisition, K-2 students begin to apply keyboard searches for information. In grades 3-5, students demonstrate they can apply appropriate strategies in the acquisition of information including keyboard and Boolean searches. Next, in grades 6-8, students use strategies to locate and acquire information on LANs and WANs. Last, in high school, students are expected to use Lans and WANs in research and resource sharing.
Each domain contains skill areas. The domain skill areas include the following columns: By around 48 months of age, End of Pre-K outcomes, Examples of child behaviors, and Examples of instructional strategies.
The Pre-K Technology Applications Domain is organized into 5 Pre-K outcomes for the child. These outcomes are: opening and navigating through software programs, using and naming computer input devices, operating voice/sound recorders and touch screens, using software to create and express ideas, and recognizing that information is accessible through technology tools.
All the Pre-K TEKS are important, but at this young stage of development research is showing that the Social and Emotional Development Domain is absolutely critical for children to acquire. An article the September 25, 2009 issue of The New York Times Magazine by Paul Tough put it this way, "The ability of young children to control their emotional and cognitive impulses, it turns out, is a remarkably strong indicator of both short-term and long-term success, academic and otherwise. In some studies, self-regulation skills have been shown to predict academic achievement more reliably than I.Q. tests."
I'm pleased to see that Texas educators acknowledge that Social and Emotional Development is the top priority for teachers, students, and parents in this age group. However, I believe it is imperative that ALL Texas children be enrolled in a Pre-K program. The funding must be directed in this area so that all children are better prepared for future grades.
Learning about Technology Tools results in more than a mastery of basic skills. The Technology Applications TEKS is a spiralling curriculum that equips students with a concise and powerful means of communication.
For instance, in the area of Information Acquisition, K-2 students begin to apply keyboard searches for information. In grades 3-5, students demonstrate they can apply appropriate strategies in the acquisition of information including keyboard and Boolean searches. Next, in grades 6-8, students use strategies to locate and acquire information on LANs and WANs. Last, in high school, students are expected to use Lans and WANs in research and resource sharing.
Sunday, November 22, 2009
Analysis of Texas' Long Range Plan for Technology
This plan was developed to keep pace with the with ever expanding technology tools in our society. This document is also important because it provides a road map for future technology implementations. In addition, the purpose of the plan is to enunciate a vision for the use of technology to help facilitate student academic achievement with rigorous curriculum standards.
The plan asserts that the teacher is the most important factor for students having success with technology in the classroom. The plan makes clear that teaching staff must be adequately trained through effective professional development if the new technologies are to used in the curriculum.
As an instructional leader, the Long Range Plan for Technology gives many recommendations in guiding technology use on campus. Leaders in education should incorporate ongoing technology planning by conducting a comprehensive needs assessment to analyze the current status of technology on campus to determine future needs. The Principal's technology plans should state that the district's written curriculum must include the integration of technology. Technology plans must provide more professional development for teachers. And, a Principal's guiding vision must be that instruction develop students' higher order thinking skills through the use of technology tools.
The plan asserts that the teacher is the most important factor for students having success with technology in the classroom. The plan makes clear that teaching staff must be adequately trained through effective professional development if the new technologies are to used in the curriculum.
As an instructional leader, the Long Range Plan for Technology gives many recommendations in guiding technology use on campus. Leaders in education should incorporate ongoing technology planning by conducting a comprehensive needs assessment to analyze the current status of technology on campus to determine future needs. The Principal's technology plans should state that the district's written curriculum must include the integration of technology. Technology plans must provide more professional development for teachers. And, a Principal's guiding vision must be that instruction develop students' higher order thinking skills through the use of technology tools.
Thursday, November 19, 2009
A Work in Progress- Technology Applications Inventory
Taking the Technology Applications Inventory was a valuable exercise. This assessment tool shows I have an average ability in the foundations of technology. I have an adequate understanding of the various operating systems. I've worked in a networked community for many years. I'm familiar with the various secondary storage devices, and I can perform basic software applications. I'm proficient in the use of Internet terminology, and I can capture digital files. Also, I am familiar with productivity tools.
I am very good at locating information on the Internet. I can identify, use, and create text files, images, audio, and video on the Web. I'm adept at validating information, and I'm able to identify the relevancy, and content veracity of available information. however, I've never heard of Boolean search strategies, and I'm looking forward to investigating it.
I do have some problem solving skills. I'm able to create effective documents with a word processor. As well, I can participate and collaborate adequately with electronic communities. But, in the area solving problems with technology tools, I do have some lack some expertise. I have limited experience with spreadsheets, interactive virtual communities, and desktop publishing techniques. But, Iam willing to learn.
I have limited proficiency in my ability to communicate information using new technologies. I have never created document files for defined audiences such as slide shows, posters, and brochures. However, I am successfully using telecommunication tools for my distance education work.
In response to the SETDA Teacher Survey, I must say that I use few technology tools day to day during my instruction. At present, I teach groups of children in the area of 3rd Grade Reading and Math. I do have an overhead projector and a sophisticated document camera. This technology captures very good images of the worksheets and reading materials that I use with the students. The one computer I do have in my class is set up to work with my overhead projector, so I am able to supplement my instruction with images and videos from the Net.
At this time. I've got more than enough curriculum materials to share with my kids, so I seldom use materials from the Net. plus, I never know if the materials off the Internet are aligned with the TEKS, so i hesitate to use them.
In the near future, I've been told that a Smart Board will be installed in my classroom. I'm certainly looking forward to this technology tool and I'm sure my students will be engaged during the lessons that the Smart Board is in use. Also, I'm looking forward to being trained to use this new device.
Overall, I'd say I have much to learn in the area of technology in the classroom.
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