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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.

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.

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.

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.