Tuesday, November 24, 2009
Monday, November 23, 2009
The Texas Long-Range Plan for Technology: Educator Preparation and Development
The area of Educator Preparation and Development refers to educator's ability to collaborate with other professionals in the development of new learning environments that empower students to think critically to solve real-world problems. This area also refers to educators who actively participate in multiple professional development opportunities that support anytime, anywhere learning. Educators who meet the criteria for Advanced Tech in this area have completed 30 or more hours of technology staff development each year and meet all 5 of the SBEC Technology Applications Standards. They also create new customized learning environments and web based lessons.
Progress in this area can be seen nationally, locally and at the state level. At the campus level my chosen campus rates in the Early and Developing Tech ranges for the last 3 consecutive years of the survey. This means that the educators at the campus in question have participated in staff development on basic technology skills and integrating technology into content areas. Educators at this campus have met 2-3 of the SBEC Technology Applications Standards and participate in up to 18 hours of technology staff development per year. They understand the basics of technology and are able to adapt technology for content area use.
In order to move from Developing Tech to Advanced or Target Tech this campus needs to ensure that there is active involvement in a campus vision for technology growth. Technology needs, as evidenced by the School Improvement Plan, should be addressed with the belief that student achievement can be increased by integrating technology into classroom learning environments. School-wide staff development should focus on the use of technology in the classroom and collaboration with other professionals to develop new learning environments that empower students to work collaboratively to solve real-world problems. Finally in an effort to support anytime, anywhere learning the school should develop strategies to connect all students, educators and parents.
Progress in this area can be seen nationally, locally and at the state level. At the campus level my chosen campus rates in the Early and Developing Tech ranges for the last 3 consecutive years of the survey. This means that the educators at the campus in question have participated in staff development on basic technology skills and integrating technology into content areas. Educators at this campus have met 2-3 of the SBEC Technology Applications Standards and participate in up to 18 hours of technology staff development per year. They understand the basics of technology and are able to adapt technology for content area use.
In order to move from Developing Tech to Advanced or Target Tech this campus needs to ensure that there is active involvement in a campus vision for technology growth. Technology needs, as evidenced by the School Improvement Plan, should be addressed with the belief that student achievement can be increased by integrating technology into classroom learning environments. School-wide staff development should focus on the use of technology in the classroom and collaboration with other professionals to develop new learning environments that empower students to work collaboratively to solve real-world problems. Finally in an effort to support anytime, anywhere learning the school should develop strategies to connect all students, educators and parents.
Thursday, November 19, 2009
The Texas Essential Knowledge and Skills Technology Applications
Children learn the value of technology and how it adds to the quality of our lives. To summarize the Pre-k technology, TEKS students are expected to open and navigate through software programs, use and name simple computer input devices like the mouse and keyboard, operate sound recorders and touch screens, use software to create and express ideas and recognize that information can be gathered by using technology
These Pre-K TEKS lay a foundation for the upper grades in much the same way that all Pre-K TEKS do whether it is math, reading, science or technology. They introduce the student to the subject, they allow the student to become familiar and comfortable with the subject and they engage the students curiosity for learning more about the subject.
From Pre-K on the technology TEKS create a dynamic spiraling curriculum. In grades K-2 students gain basic technology skills and use these skills to make presentations and prepare projects in the foundation curriculum. In grades 3-5 students expand on these basic skills by using proper techniques for keyboarding and acquiring information. They learn to solve problems and communicate effectively through technology. In grade 6-8 the students build on their existing knowledge and become fluent in software applications. Finally in grades 9-12 students have a variety of options open to them based on their prior knowledge which allows for growth and preparation in the technological world.
These Pre-K TEKS lay a foundation for the upper grades in much the same way that all Pre-K TEKS do whether it is math, reading, science or technology. They introduce the student to the subject, they allow the student to become familiar and comfortable with the subject and they engage the students curiosity for learning more about the subject.
From Pre-K on the technology TEKS create a dynamic spiraling curriculum. In grades K-2 students gain basic technology skills and use these skills to make presentations and prepare projects in the foundation curriculum. In grades 3-5 students expand on these basic skills by using proper techniques for keyboarding and acquiring information. They learn to solve problems and communicate effectively through technology. In grade 6-8 the students build on their existing knowledge and become fluent in software applications. Finally in grades 9-12 students have a variety of options open to them based on their prior knowledge which allows for growth and preparation in the technological world.
The Texas Long-Range Plan for Technology
After analyzing the Texas Long-Range Plan for Technology, I am supposed to summarize my findings by answering the question, "How can my new learning assist me as an instructional leader who is guiding technology use and integration at my campus?"
Well let me begin by saying that until this unit of study I was not aware of the existence of such a plan. So much for the trickle down theory of information! I knew that once a year, all Texas teachers had to complete a STaR Chart, but I thought that was just another way to find something else for teachers to do in their excessive free time. I was amazingly impressed with the depth of thought that was put into the Texas Long-Range plan and now that I am aware of its existence I can see the effects of it in the individual classrooms.
Taking the time to carefully read and analyze the plan will prepare me to be an instructional leader who is knowledgeable of the goals of the state in the area of technology and to create a vision for my campus which integrates the use of technology into curriculum and instruction. Students and teachers alike will benefit from this knowledge, and as an instructional leader who realizes the impact of technology on today's learner I will be better prepared to budget and plan for a learning environment in which technology plays a key role.
Well let me begin by saying that until this unit of study I was not aware of the existence of such a plan. So much for the trickle down theory of information! I knew that once a year, all Texas teachers had to complete a STaR Chart, but I thought that was just another way to find something else for teachers to do in their excessive free time. I was amazingly impressed with the depth of thought that was put into the Texas Long-Range plan and now that I am aware of its existence I can see the effects of it in the individual classrooms.
Taking the time to carefully read and analyze the plan will prepare me to be an instructional leader who is knowledgeable of the goals of the state in the area of technology and to create a vision for my campus which integrates the use of technology into curriculum and instruction. Students and teachers alike will benefit from this knowledge, and as an instructional leader who realizes the impact of technology on today's learner I will be better prepared to budget and plan for a learning environment in which technology plays a key role.
Wednesday, November 18, 2009
Technology Assessments
The assignment for this week was to compose a 250-word paper on my my responses and reflections of the two technology assessments in Week 1, including my strengths and weaknesses in educational technology leadership as a principal on my campus. Well, lets start by simply saying, I could easily write the whole 250 words on my weaknesses and skip right past the part about my strengths.
The 3 self-assessments made it clear that if I have even one strength regarding technology, it is my sheer determination to learn. It is also apparent that I have some knowledge of the classroom management and organizational strategies that are needed to manage a technology-supported learning environment, and I do have a clear understanding about the ethics relating to copyright and fair use issue.
Now, onto my weaknesses! The Technology Application Inventory developed by Patsy Lancos drove home the truth that I need to take my technology learning to a higher level. In the Foundations domain I was knowledgeable of less that 50% of the criteria, in Information Acquisition I was knowledgeable in a whopping 60% of the criteria and the Problem Solving and Communications areas I was so weak it is embarrassing.
As a future building administrator these self-assessment are like the proverbial light bulb. If I am going to lead a 21st century learning community, my job starts today. I have no choice but to begin searching out professional development opportunities that will improve my technological literacy.
The State Educational Technology Directors Association Assessment made it clear that not only am I lacking in the area of technology, but that my school is very much in need of a new vision when it comes to using technology to increase learning. Students in my school do not have the opportunity to use computers to create any type of project, or to collaborate with each other, or to even research information. This is the area in which I would most like to see a rapid change. I would like to create a process for sharing best practices with technology so that all teachers can begin to see the ways and means in which to allow technology to support educational improvements in every classroom and for every student.
The 3 self-assessments made it clear that if I have even one strength regarding technology, it is my sheer determination to learn. It is also apparent that I have some knowledge of the classroom management and organizational strategies that are needed to manage a technology-supported learning environment, and I do have a clear understanding about the ethics relating to copyright and fair use issue.
Now, onto my weaknesses! The Technology Application Inventory developed by Patsy Lancos drove home the truth that I need to take my technology learning to a higher level. In the Foundations domain I was knowledgeable of less that 50% of the criteria, in Information Acquisition I was knowledgeable in a whopping 60% of the criteria and the Problem Solving and Communications areas I was so weak it is embarrassing.
As a future building administrator these self-assessment are like the proverbial light bulb. If I am going to lead a 21st century learning community, my job starts today. I have no choice but to begin searching out professional development opportunities that will improve my technological literacy.
The State Educational Technology Directors Association Assessment made it clear that not only am I lacking in the area of technology, but that my school is very much in need of a new vision when it comes to using technology to increase learning. Students in my school do not have the opportunity to use computers to create any type of project, or to collaborate with each other, or to even research information. This is the area in which I would most like to see a rapid change. I would like to create a process for sharing best practices with technology so that all teachers can begin to see the ways and means in which to allow technology to support educational improvements in every classroom and for every student.
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