Teresa Cooley
EDLD 5352 Section 1138
December 16, 2009
Instructional Leadership has been one of the most informative classes I have taken at Lamar. When beginning the class, I wanted to learn what an administrators responsibility involved when it came to technology, and how to turn the educators on a campus into a world of technology. It entailed a considerable amount of work, but the amount I learned far exceeded my expectations. When I began the course, I felt that I was already fairly knowledgeable on technology. This course proved me wrong! It opened up a whole new world of technology that will help me to become a better educator. After taking the course, I feel as though I can share a wide span of technology information to guide the staff from being digital immigrants to becoming digital natives.
My campus is currently working on a plan that would change the leadership and curriculum to more integration of technology. Before the course, I wasn't familiar with the Technology Applications TEK strands or the Texas Long-Range Plan. Now, I understand what the requirements from each campus are, and I can locate helpful resources, and use them in a correct and ethical manner. I have learned about valuable tools such as blogs, Wikis, RSS feeds, and Podcasts. On my campus, I feel that blogging and RSS feeds will be the most beneficial at this time; however, I have gained enough knowledge about the other tools that when the time is right, I will be able to guide the staff through the learning process. Instructional Leadership has provided me the guidance that I needed to make my teaching style change and help others to change to prepare ALL students for the 21st century.
Working through the course of Instructional Leadership has been very informative, shocking, tiresome, and stressful at times. The information I have learned has already started benefiting my students and myself. It has shown me what my responsibilities are required by the state with the Texas Long-Range Technology Plan. I had never thought of technology being a vital part of a student's future, so with knowing this, I have rewritten lesson plans to make certain that technology is being used each day. I was totally shocked to find out what some of the laws were regarding technology usage. It seems as though, informing the staff of these laws is critical in keeping a district and individual campus safe and law-abiding. To me, the most shocking law was regarding Disney movies. This appealed to me because it applies to the grade level that I teach. I had no idea that we were required to pay Disney $25.00 every time that we showed one of their movies. It is critical that as an administrator, that I teach the entire staff the laws of technology. Rather than overwhelming the staff, with all of the laws involving technology, I will gradually integrate them at the different technology faculty meetings that I hold. This would allow staff members to learn the laws and discuss any issues or concerns that they may have. One of the most valuable aspects of the course was the discussion board. It made clear to me other views, and it was beneficial as they commented on our chosen quotes. This type of collaboration was effective as we worked through this course, and I hope to use technology for collaboration amongst my grade level teachers. Even though this course has exceeded my expectations, it was hard work and time consuming. Trying to teach school and do the coursework effectively was stressful, and at times I questioned myself whether I was crazy for going back to school. The time it required each week discouraged me, but as I continued and learned more and more each week, I knew that it was all worth it. It is imperative that teachers are provided with enough professional development that they will feel comfortable integrating technology into their classrooms.
As an educator, I have always used some form of technology in my classroom. After reading the assigned readings, viewing the videos, and table interviews, I came to the realization that my students are not meeting expectations stated by the District Improvement Plan, the Campus Improvement plan, and the Texas Long-Range Plan, and because of my lack of knowledge, I have hindered my students from learning and being successful. I am now integrating technology more, and I have seen the change in my students. There is more collaboration, enthusiasm, and active learning going on. This encourages me to integrate more and more technology as I continue with my curriculum. As an administrator, I know that it is going to be up to me to motivate my staff and provide them with the needed resources in order that the entire campus is aboard on the path of technology.
I had always heard the word "blog", but I had no idea what it was nor did I think that I would ever create one. On my campus, there isn't anyone that has created a blog, and as an administrator, I hope to introduce the teachers to the benefits of a blog. With my elementary students, I plan to use their journal writing as a blog. This would be an opportunity for students to share their opinions and feelings, and parents would be able to see their work if it was posted to a blog. Blogs are updated regularly and provide a sharing of knowledge that we wouldn't have experienced without the use of blogs. We must continue remembering that if we expect students to be successful in the 21st century, we have to teach them the way they learn, and it is through the use of technology. Even though blogs are a valuable tool, there can be some dangers. We have to be careful what we post on our blog. Reviewing the technology laws before posting a blog would keep one ethical safe and secure. Copyright laws are a big concern with posted blogs. If we are going to use someone else's work, whether it be quotes or media, we must make sure and get permission before posting it. A concern for students with blogs is the fear of cyber stalkers or predators, the posting of inappropriate content, intellectual property issues, and inappropriate sharing. Educators must train their students how to stay safe when using technology.
Blogs can be a very effective communication tool with school stakeholders. They can be used to voice and respond concerns, update school news, and facilitate community building. It is difficult to always find a scheduled time to meet and plan with your co-workers. Blogging could be the answer to more collaboration, not just within a school district, but worldwide. It is a communication tool that provides feedback to anyone interested in the world of education, and with all of us working together as a team, we can prepare our students to become successful in the 21st century.
Thursday, December 17, 2009
Sunday, December 13, 2009
Shoot for the Stars With Technology
Schools are major stakeholders in making the internet a valuable learning tool for students in the 21st century. An action plan identifies the key stakeholders and personnel's responsibilities for achieving the desired goals. The action plan, created for my campus professional development, focuses on the desired goal of the integration of technology, and is aligned with the strategies incorporated in the district and campus improvement plan.
Key Personnel/Stakeholders Responsibilities
For technology to be integrated into a school system, it takes all personnel and stakeholders collaboratively working together to achieve this goal. The personnel and stakeholders involved at the district level include: the superintendent, the instructional coordinator/assistant superintendent, the director of instructional technology, and the district improvement committee. At the campus level, the campus administrator, the professional classroom teachers, the special program teachers, the campus technology director, and the campus improvement committee help to make technology a vital part of the school district. Figure 1 shows the organizational chart for the personnel and stakeholders responsible for integrating technology in the district.
The superintendent will assist the instructional coordinator/assistant superintendent and the district improvement committee to review the STaR Chart, and develop a plan so all personnel can reach the desired technology goals. The district improvement committee along with the superintendent and the instructional coordinator develops, reviews, and revises the district plan objectives and strategies for technology usage. The instructional coordinator/assistant supervisor and director of instructional technology will work together to get computers and other technology into the needed classrooms. They provide training for teachers, and teach the entire staff how to effectively use technology. Also, they will provide resources for teachers, programs for students to use, and help develop curriculum with integrated technology.
The campus level administrators work closely with the instructional coordinator and the director of instructional technology identifying the needs of the staff members and providing the needed resources to ensure that all teachers are working toward the goals listed in the Texas Long-Range Technology Plan. They will develop ongoing and sustained professional development programs for all educators-teachers, administrators, and special program teachers. The campus administrator will identify and promote curricula that integrate technology effectively into their instruction, based on a review of relevant research and leading to improvement in student academic achievement. The campus administrator will be actively engaged in the different classrooms monitoring the entire staff to ensure that technology is being integrated. The professional classroom teachers collaborate with the director of instructional technology and the campus administrator to develop and revise curricula that will promote technology into the classroom. The professional classroom teachers will integrate technology into curricula and teaching, and also explore ways to promote teaching methods that are based on scientific research. Special program teachers provide technology opportunities with instructional strategies based on the individual needs of gifted and talented students, at risk students, ESL students, ELL students, and special education students. The campus
technology director provides technical assistance for teachers and students, shares ideas for integrating technology into the curriculum, and provide technological resources for teachers. The campus improvement committee will examine the district goals and the needs assessment to develop objectives that will address technology deficiencies. All involved personnel and stakeholders are collaboratively working together to achieve the goals of the district. They want to integrate technology that will provide an environment for individual growth and development of the whole child and to prepare the students to make a positive influence in the dynamic changing world of the future.
Figure 1: Organizational chart identifying personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom.
Professional Development Plan
A thriving learning community focuses on improving learning for all of its youth and adult members. In order for staff members to create powerful learning experiences for children, they themselves need to be engaged in powerful learning experiences. The professional development plan's goals is to improve learning and teaching with technology integration. The professional development goals will increase the educators technology ability, increase the teacher's use of technology that enhances instruction, and increase the student's technology skills to enhance their learning process. (1) Teachers will use AYP, AEIS, SCE Criteria, and TAKS benchmarks to develop instruction and curriculum, (2) teachers will integrate technology into their daily instruction, and (3) campus will improve STaR Chart ratings to the advanced level of technology by December 2015. The detailed plan in which the campus will achieve these goals is illustrated in Figure 2.
Action Plan Goal/Objectives:
1. To increase the educators technology ability, increase the teacher's use of technology that enhances instruction, and increase the student's technology skills to enhance their learning process.
a. Teachers will integrate technology into their daily instruction and curriculum
b. Teachers will use AYP, AEIS, SCE Criteria, and TAKS benchmarks to develop instruction and curriculum.
c. Campus will increase STaR chart ratings to the advanced level of technology by December 2015.
Objective #1: Teachers will integrate technology into their daily instruction and curriculum.
Each teacher will demonstrate proficient use of productivity tools and design students centered activities using websites, web searches and WebQuests. They will be able to share lesson plans and practices with other teachers.
Classroom teachers and Special program teachers will be the persons responsible for implementation.
The timeline scheduled is each day of the week beginning Jan. 5, 2010 - December 18, 2010. Computer labs, approved websites, educational software, TEKS, Technology Applications, and other classroom resources provided by the classroom teacher will be available resources. Classroom observations, computer lab observations, teacher and student interviews, weekly lesson plans,products created by students,and the scope and sequence will be the assessments.
Objective #2:
Teachers will use AYP, AEIS, SCE Criteria, and TAKS benchmarks to develop instruction and curriculum. Dissagregated data will be taken from AYP, AEIS, SCE Criteria, and TAKS benchmarks to develop instruction and curricula.
Campus administrator, Instructional coordinator/assistant superintendent, and Classroom teachers will be the persons responsible for implementation of the technology.
The timeline will be January 5, 2010 -August 18, 2010 (Begin with 2009 data and end with comparison of 2010 data to 2009 data)for implementation. Benchmarks, AEIS, AYP, and SCE reports,AEIS IT data source; SCE criteria; conferences amongst grade-level teachers, campus administrator, and instructional coordinator will be used for assessments and evaluations. AEIS, SCE, AYP reports are available at the beginning of each school year. TAKS benchmarks are given three times a year. The AEIS IT software program can provide information to teachers so that they can plan lessons and accelerate the needs for specific students.
Objective #3: Campus will increase STaR chart ratings to the advanced level of technology by December 2015.
The strategies are to review individual results of the STaR Chart and begin developing a plan to address the development deficiencies.
Director of Instructional Technology, Campus Administrator, Professional classroom teachers, and Special Program teachers will be the persons responsible for professional development.
The timeline set is January 5, 2010 -September 5, 2010, and the resources to be used are STaR Charts, Campus Improvement and District Improvement Plans, ISTE, NETS, AYB, SBEC Technology Applications,and Texas Long-Range Technology Plan. The Campus STaR Chart will determine what areas show growth. Campus administrators, director of instructional technology, instructional coordinator, and individual classroom teachers will compare each participants STaR chart from the previous year to the current year. Changes will be made based on the findings.
Figure 2: Action Plan for integrating technology with instructional and organizational leadership.
Lessons Learned
On my campus, we are in dire need of additional knowledge on how to apply the resources through the application of technology. My campus administrator stressed to me during her interview that our society is a robust digital culture, and our campus is currently behind that culture. There are many means of technology available on our campus, but the teachers are not utilizing what is available. With allotted funding, the district has provided abundant amount of technology sources that can be utilized, so technology integration does not have to be a continually costly process.
The teachers need to engage students in their instruction and allow, them to be decision makers in the process of learning. As we educators stick our heads up and get the lay of the 21st century land, we would be wise to remember this: If we don't stop and listen to the kids we serve, value their opinions, and make major changes on the basis of the valid suggestions they offer, we will be left in the 21st century with school buildings to administer—but with students who are physically or mentally somewhere else (Prensky, 2005/2006). Interviews with two different grade level students revealed the fact that their technology usage has been limited to science class. The students go to computer lab for 30 minutes every other week. According to the established standards, this is not enough allotted time to create technology proficiency in students. The interviews have confirmed what I have suspected about technology on my campus, and it demonstrates a need for a technology action plan to be implemented.
Data Analysis
The Academic Excellence Indicator System (AEIS) is used to look at the educational performance of the district, the individual campuses, and compares these scores with other schools in Texas. The AYP is compared yearly with the previous years results to determine any areas that need improvement. With these results, the instructional coordinator and director of instructional technology can work with the different campus administrators and employees to find the needed resources, and can provide strategies to achieve the desired student success. The SCE criteria provides special program teachers with strategies to enhance learning for a diverse community of learners. The campus improvement committee and the district improvement committee analyze results from the TAKS scores, the AEIS, and the STaR Chart to make recommendations for improvements throughout the district. The members of the campus and district improvement committees, the instructional coordinator, the director of instructional technology, and the superintendent are continually developing, reviewing, and revising the district plan objectives, strategies/activities, funding sources, and timelines to meet and exceed state expectations.
Decision Making
Collaboration amongst the director of instructional technology, the campus administrator, and the classroom teachers share the responsibility for making decisions based on technology integration; however, the final decision is up to the campus administrator. To reach campus decisions, the personnel will analyze and evaluate all data sources. From the data sources, decisions can be made that will help all students meet or exceed state standards and will replace any shortcomings in the current structure and replace them with strategies and models that work.
Evaluation Plan
The STaR chart is used to help set the vision for my campus. We will continually evaluate/assess technology advancement, as set forth by our goals, and we will
identify the areas where progress is being made, as well as, areas where more training is needed. The campus administrator will use walk-through data to analyze the progress of technology integration. The campus will look at the goals and objectives stated in the action plan and align the strategies and activities with that of the campus improvement plan. Analysis of the implementation procedures will be revised/modified as a result of the continuous evaluation. Unfortunately, many educators associate evaluation with its summative purposes only. Important information that could help guide planning, development, and implementation is often neglected, even though such information can be key in determining a program or activity's overall success. Summative evaluation, although necessary, often comes too late to be much help (Guskey, 1998). The greatest evaluation need is measuring technology success, and the Texas Long-Range Technology Plan provides recommendations to help our campus reach the desired success.
Assessing and monitoring professional development
Professional development is an ongoing process that enhances professional growth. Teachers are required to submit a Professional Development Plan at the beginning of each year. They are required to attend a minimum of two technology
courses offered by the district each summer. Teachers will be awarded two comp days for attending the courses in the summer. On each lesson plan, technology sources and strategies will be listed by each teacher. The campus administrator will review the lesson plans for technology integration, and monitor the classrooms to ensure that each teacher is involving the use of technology for curriculum enhancement.. Each teacher will keep a portfolio of each student's finished product rubric, so they measure the progress being made toward the specified objective. Copies of the rubrics will be sent home for parents to view the progress of their child's technology usage. The assessment is an on-going, measurable process that continually monitors the effectiveness of the strategies and activities toward the achievement of the objectives.
Conclusion
The action plan for my campus professional development program contains a goal to increase the educators technology ability, increase the teacher's use of technology that enhances instruction, and to increase the student's technology skills to enhance their learning process. It will be a gradual and on-going process, and the campus has set December 2015 as the date when the entire district will have every teacher's instruction and curricula being integrated with technology. With each stakeholder and personnel collaborating together, the district will achieve the desired outcome.
Key Personnel/Stakeholders Responsibilities
For technology to be integrated into a school system, it takes all personnel and stakeholders collaboratively working together to achieve this goal. The personnel and stakeholders involved at the district level include: the superintendent, the instructional coordinator/assistant superintendent, the director of instructional technology, and the district improvement committee. At the campus level, the campus administrator, the professional classroom teachers, the special program teachers, the campus technology director, and the campus improvement committee help to make technology a vital part of the school district. Figure 1 shows the organizational chart for the personnel and stakeholders responsible for integrating technology in the district.
The superintendent will assist the instructional coordinator/assistant superintendent and the district improvement committee to review the STaR Chart, and develop a plan so all personnel can reach the desired technology goals. The district improvement committee along with the superintendent and the instructional coordinator develops, reviews, and revises the district plan objectives and strategies for technology usage. The instructional coordinator/assistant supervisor and director of instructional technology will work together to get computers and other technology into the needed classrooms. They provide training for teachers, and teach the entire staff how to effectively use technology. Also, they will provide resources for teachers, programs for students to use, and help develop curriculum with integrated technology.
The campus level administrators work closely with the instructional coordinator and the director of instructional technology identifying the needs of the staff members and providing the needed resources to ensure that all teachers are working toward the goals listed in the Texas Long-Range Technology Plan. They will develop ongoing and sustained professional development programs for all educators-teachers, administrators, and special program teachers. The campus administrator will identify and promote curricula that integrate technology effectively into their instruction, based on a review of relevant research and leading to improvement in student academic achievement. The campus administrator will be actively engaged in the different classrooms monitoring the entire staff to ensure that technology is being integrated. The professional classroom teachers collaborate with the director of instructional technology and the campus administrator to develop and revise curricula that will promote technology into the classroom. The professional classroom teachers will integrate technology into curricula and teaching, and also explore ways to promote teaching methods that are based on scientific research. Special program teachers provide technology opportunities with instructional strategies based on the individual needs of gifted and talented students, at risk students, ESL students, ELL students, and special education students. The campus
technology director provides technical assistance for teachers and students, shares ideas for integrating technology into the curriculum, and provide technological resources for teachers. The campus improvement committee will examine the district goals and the needs assessment to develop objectives that will address technology deficiencies. All involved personnel and stakeholders are collaboratively working together to achieve the goals of the district. They want to integrate technology that will provide an environment for individual growth and development of the whole child and to prepare the students to make a positive influence in the dynamic changing world of the future.
Figure 1: Organizational chart identifying personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom.
Professional Development Plan
A thriving learning community focuses on improving learning for all of its youth and adult members. In order for staff members to create powerful learning experiences for children, they themselves need to be engaged in powerful learning experiences. The professional development plan's goals is to improve learning and teaching with technology integration. The professional development goals will increase the educators technology ability, increase the teacher's use of technology that enhances instruction, and increase the student's technology skills to enhance their learning process. (1) Teachers will use AYP, AEIS, SCE Criteria, and TAKS benchmarks to develop instruction and curriculum, (2) teachers will integrate technology into their daily instruction, and (3) campus will improve STaR Chart ratings to the advanced level of technology by December 2015. The detailed plan in which the campus will achieve these goals is illustrated in Figure 2.
Action Plan Goal/Objectives:
1. To increase the educators technology ability, increase the teacher's use of technology that enhances instruction, and increase the student's technology skills to enhance their learning process.
a. Teachers will integrate technology into their daily instruction and curriculum
b. Teachers will use AYP, AEIS, SCE Criteria, and TAKS benchmarks to develop instruction and curriculum.
c. Campus will increase STaR chart ratings to the advanced level of technology by December 2015.
Objective #1: Teachers will integrate technology into their daily instruction and curriculum.
Each teacher will demonstrate proficient use of productivity tools and design students centered activities using websites, web searches and WebQuests. They will be able to share lesson plans and practices with other teachers.
Classroom teachers and Special program teachers will be the persons responsible for implementation.
The timeline scheduled is each day of the week beginning Jan. 5, 2010 - December 18, 2010. Computer labs, approved websites, educational software, TEKS, Technology Applications, and other classroom resources provided by the classroom teacher will be available resources. Classroom observations, computer lab observations, teacher and student interviews, weekly lesson plans,products created by students,and the scope and sequence will be the assessments.
Objective #2:
Teachers will use AYP, AEIS, SCE Criteria, and TAKS benchmarks to develop instruction and curriculum. Dissagregated data will be taken from AYP, AEIS, SCE Criteria, and TAKS benchmarks to develop instruction and curricula.
Campus administrator, Instructional coordinator/assistant superintendent, and Classroom teachers will be the persons responsible for implementation of the technology.
The timeline will be January 5, 2010 -August 18, 2010 (Begin with 2009 data and end with comparison of 2010 data to 2009 data)for implementation. Benchmarks, AEIS, AYP, and SCE reports,AEIS IT data source; SCE criteria; conferences amongst grade-level teachers, campus administrator, and instructional coordinator will be used for assessments and evaluations. AEIS, SCE, AYP reports are available at the beginning of each school year. TAKS benchmarks are given three times a year. The AEIS IT software program can provide information to teachers so that they can plan lessons and accelerate the needs for specific students.
Objective #3: Campus will increase STaR chart ratings to the advanced level of technology by December 2015.
The strategies are to review individual results of the STaR Chart and begin developing a plan to address the development deficiencies.
Director of Instructional Technology, Campus Administrator, Professional classroom teachers, and Special Program teachers will be the persons responsible for professional development.
The timeline set is January 5, 2010 -September 5, 2010, and the resources to be used are STaR Charts, Campus Improvement and District Improvement Plans, ISTE, NETS, AYB, SBEC Technology Applications,and Texas Long-Range Technology Plan. The Campus STaR Chart will determine what areas show growth. Campus administrators, director of instructional technology, instructional coordinator, and individual classroom teachers will compare each participants STaR chart from the previous year to the current year. Changes will be made based on the findings.
Figure 2: Action Plan for integrating technology with instructional and organizational leadership.
Lessons Learned
On my campus, we are in dire need of additional knowledge on how to apply the resources through the application of technology. My campus administrator stressed to me during her interview that our society is a robust digital culture, and our campus is currently behind that culture. There are many means of technology available on our campus, but the teachers are not utilizing what is available. With allotted funding, the district has provided abundant amount of technology sources that can be utilized, so technology integration does not have to be a continually costly process.
The teachers need to engage students in their instruction and allow, them to be decision makers in the process of learning. As we educators stick our heads up and get the lay of the 21st century land, we would be wise to remember this: If we don't stop and listen to the kids we serve, value their opinions, and make major changes on the basis of the valid suggestions they offer, we will be left in the 21st century with school buildings to administer—but with students who are physically or mentally somewhere else (Prensky, 2005/2006). Interviews with two different grade level students revealed the fact that their technology usage has been limited to science class. The students go to computer lab for 30 minutes every other week. According to the established standards, this is not enough allotted time to create technology proficiency in students. The interviews have confirmed what I have suspected about technology on my campus, and it demonstrates a need for a technology action plan to be implemented.
Data Analysis
The Academic Excellence Indicator System (AEIS) is used to look at the educational performance of the district, the individual campuses, and compares these scores with other schools in Texas. The AYP is compared yearly with the previous years results to determine any areas that need improvement. With these results, the instructional coordinator and director of instructional technology can work with the different campus administrators and employees to find the needed resources, and can provide strategies to achieve the desired student success. The SCE criteria provides special program teachers with strategies to enhance learning for a diverse community of learners. The campus improvement committee and the district improvement committee analyze results from the TAKS scores, the AEIS, and the STaR Chart to make recommendations for improvements throughout the district. The members of the campus and district improvement committees, the instructional coordinator, the director of instructional technology, and the superintendent are continually developing, reviewing, and revising the district plan objectives, strategies/activities, funding sources, and timelines to meet and exceed state expectations.
Decision Making
Collaboration amongst the director of instructional technology, the campus administrator, and the classroom teachers share the responsibility for making decisions based on technology integration; however, the final decision is up to the campus administrator. To reach campus decisions, the personnel will analyze and evaluate all data sources. From the data sources, decisions can be made that will help all students meet or exceed state standards and will replace any shortcomings in the current structure and replace them with strategies and models that work.
Evaluation Plan
The STaR chart is used to help set the vision for my campus. We will continually evaluate/assess technology advancement, as set forth by our goals, and we will
identify the areas where progress is being made, as well as, areas where more training is needed. The campus administrator will use walk-through data to analyze the progress of technology integration. The campus will look at the goals and objectives stated in the action plan and align the strategies and activities with that of the campus improvement plan. Analysis of the implementation procedures will be revised/modified as a result of the continuous evaluation. Unfortunately, many educators associate evaluation with its summative purposes only. Important information that could help guide planning, development, and implementation is often neglected, even though such information can be key in determining a program or activity's overall success. Summative evaluation, although necessary, often comes too late to be much help (Guskey, 1998). The greatest evaluation need is measuring technology success, and the Texas Long-Range Technology Plan provides recommendations to help our campus reach the desired success.
Assessing and monitoring professional development
Professional development is an ongoing process that enhances professional growth. Teachers are required to submit a Professional Development Plan at the beginning of each year. They are required to attend a minimum of two technology
courses offered by the district each summer. Teachers will be awarded two comp days for attending the courses in the summer. On each lesson plan, technology sources and strategies will be listed by each teacher. The campus administrator will review the lesson plans for technology integration, and monitor the classrooms to ensure that each teacher is involving the use of technology for curriculum enhancement.. Each teacher will keep a portfolio of each student's finished product rubric, so they measure the progress being made toward the specified objective. Copies of the rubrics will be sent home for parents to view the progress of their child's technology usage. The assessment is an on-going, measurable process that continually monitors the effectiveness of the strategies and activities toward the achievement of the objectives.
Conclusion
The action plan for my campus professional development program contains a goal to increase the educators technology ability, increase the teacher's use of technology that enhances instruction, and to increase the student's technology skills to enhance their learning process. It will be a gradual and on-going process, and the campus has set December 2015 as the date when the entire district will have every teacher's instruction and curricula being integrated with technology. With each stakeholder and personnel collaborating together, the district will achieve the desired outcome.
Saturday, November 28, 2009
Our Eyes are on Technology
Check out this SlideShare Presentation: What is a STaR Chart, and see results of Early Elem;
Texas S Ta R Chart
View more presentations from Teresa Cooley.
Friday, November 27, 2009
Texas Long Range Plan for Technology: Leadership, Administration & Instructional Support
After reviewing the four areas on the Texas Long Range Plan for Technology, and reviewing my campus' STaR Chart, I chose the area of Leadership, Administration, and Instructional Support to discuss. This area refers to leaders implementing and improving technology innovations, technical support, budget and funding, and staffing. From a personal perspective, I would have predicted this area as being the weakest area on my campus, but surprisingly, it was close to being the strongest area.
Locally, the teachers in the district rated leadership as still being at the developing level, and this has not changed for the past three years. State results showed the Leadership area to be the strongest area and classified as borderline being advanced. The statewide trend indicates the results to be developing, and increasing, but not drastic enough yet to be labeled as Advanced Tech. Locally, the results highly indicate that the district's leadership level is still at Developing Tech, and has been constant over the past three years.
My recommendation would be for the administrators and leaders to start taking a more active approach in helping to integrate technology into the classrooms. I would suggest that the administration integrate more professional development on ways to integrate technology. Our campus needs to create a technology committee that would find ways to improve our technology program. Instead of a technology technician, our district needs a technology leader that helps locate and create activities that will be easy but effective for teachers to integrate into their curriculum.
Locally, the teachers in the district rated leadership as still being at the developing level, and this has not changed for the past three years. State results showed the Leadership area to be the strongest area and classified as borderline being advanced. The statewide trend indicates the results to be developing, and increasing, but not drastic enough yet to be labeled as Advanced Tech. Locally, the results highly indicate that the district's leadership level is still at Developing Tech, and has been constant over the past three years.
My recommendation would be for the administrators and leaders to start taking a more active approach in helping to integrate technology into the classrooms. I would suggest that the administration integrate more professional development on ways to integrate technology. Our campus needs to create a technology committee that would find ways to improve our technology program. Instead of a technology technician, our district needs a technology leader that helps locate and create activities that will be easy but effective for teachers to integrate into their curriculum.
Tuesday, November 24, 2009
Pre-K Technology Applications TEKS Summary
Grades 3-5
Through the knowledge of technology foundations,technology terminology, and data input strategies, students will learn to make decisions about technology and their applications. Students will learn search strategies, and the use of technology to access, analyze and evaluate information. By using technology, students will be able to choose the appropriate decisions for individual and group problem solving. They will be able to create a solution to technology problems and evaluate the results. Students will be able to electronically communicate through a wide variety of media in different formats and diverse audiences.
The TEKS provide a direction for schools to follow as they prepare their students to be life-long learners. Every year, each grade level adds to the technology foundation and continues being a stepping stone for the next years growth. Grades 3-5 components add to the prior basic knowledge. At this grade they are becoming familiar with the different features and commands, and are able to create simple presentations with the different media. If each cluster of grades meet their TEK requirements, they will be well on their way to a productive life in the 21st century.
Scaffolding Curriculum
Scaffolding sets up the thinking level and the standards that a teacher wants from students. This sets the concept up on how it will be used in the future. A scaffolding curriculum is a curriculum where support is given to a child in order that the child can reach a level of understanding of the concept, and once that concept is understood, the support is no longer needed. When the students can identify the concept, they are ready to start implementing this knowledge. Scaffolding curriculum is now left behind and a spiraling curriculum is used.
Series of TEKS
As I looked over the TEKS from grades K-12, I decided to choose the Technology Application of Problem Solving to show the multiple opportunities students will have to master the knowledge and skills.
(7)Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems and is expected to:
Grades K-2
(A) use software programs with audio, video, and graphics to enhance learning experiences;
(B) use appropriate software, including the use of word processing and multimedia, to express
ideas and solve problems.
Grades 3-5
(B) use appropriate software to express ideas and solve problems including the use of word
processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
Grades 6-8
(A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings;
(B) create and edit spreadsheet documents using all data types, formulas and functions, and chart information;
(C) plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting;
(D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
(E) create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats;
(F) differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications;
(G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge;
(J) use foundation and enrichment curricula in the creation of products.
Grades 9-12
(A) apply problem-solving strategies such as design specifications, modular top-down design,step-wise refinement, or algorithm development;
(B) use visual organizers to design solutions such as flowcharts or schematic drawings;
(C) develop sequential and iterative algorithms and codes programs in prevailing computer languages to solve practical problems modeled from school and community;
(D) code using various data types;
(E) demonstrate effective use of predefined input and output procedures for lists of computer instructions including procedures to protect from invalid input;
(F) develop coding with correct and efficient use of expressions and assignment statements including the use of standard/user-defined functions, data structures, operators/proper operator precedence, and sequential/conditional/repetitive control structures;
(H) identify actual and formal parameters and use value and reference parameters;
(I) use control structures such as conditional statements and iterated, pretest, and posttest loops;
(K) identify and use structured data types of one-dimensional arrays, records, and text files.
Through the knowledge of technology foundations,technology terminology, and data input strategies, students will learn to make decisions about technology and their applications. Students will learn search strategies, and the use of technology to access, analyze and evaluate information. By using technology, students will be able to choose the appropriate decisions for individual and group problem solving. They will be able to create a solution to technology problems and evaluate the results. Students will be able to electronically communicate through a wide variety of media in different formats and diverse audiences.
The TEKS provide a direction for schools to follow as they prepare their students to be life-long learners. Every year, each grade level adds to the technology foundation and continues being a stepping stone for the next years growth. Grades 3-5 components add to the prior basic knowledge. At this grade they are becoming familiar with the different features and commands, and are able to create simple presentations with the different media. If each cluster of grades meet their TEK requirements, they will be well on their way to a productive life in the 21st century.
Scaffolding Curriculum
Scaffolding sets up the thinking level and the standards that a teacher wants from students. This sets the concept up on how it will be used in the future. A scaffolding curriculum is a curriculum where support is given to a child in order that the child can reach a level of understanding of the concept, and once that concept is understood, the support is no longer needed. When the students can identify the concept, they are ready to start implementing this knowledge. Scaffolding curriculum is now left behind and a spiraling curriculum is used.
Series of TEKS
As I looked over the TEKS from grades K-12, I decided to choose the Technology Application of Problem Solving to show the multiple opportunities students will have to master the knowledge and skills.
(7)Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems and is expected to:
Grades K-2
(A) use software programs with audio, video, and graphics to enhance learning experiences;
(B) use appropriate software, including the use of word processing and multimedia, to express
ideas and solve problems.
Grades 3-5
(B) use appropriate software to express ideas and solve problems including the use of word
processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
Grades 6-8
(A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings;
(B) create and edit spreadsheet documents using all data types, formulas and functions, and chart information;
(C) plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting;
(D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
(E) create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats;
(F) differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications;
(G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge;
(J) use foundation and enrichment curricula in the creation of products.
Grades 9-12
(A) apply problem-solving strategies such as design specifications, modular top-down design,step-wise refinement, or algorithm development;
(B) use visual organizers to design solutions such as flowcharts or schematic drawings;
(C) develop sequential and iterative algorithms and codes programs in prevailing computer languages to solve practical problems modeled from school and community;
(D) code using various data types;
(E) demonstrate effective use of predefined input and output procedures for lists of computer instructions including procedures to protect from invalid input;
(F) develop coding with correct and efficient use of expressions and assignment statements including the use of standard/user-defined functions, data structures, operators/proper operator precedence, and sequential/conditional/repetitive control structures;
(H) identify actual and formal parameters and use value and reference parameters;
(I) use control structures such as conditional statements and iterated, pretest, and posttest loops;
(K) identify and use structured data types of one-dimensional arrays, records, and text files.
Long-Range Plan for Technology
The vision for all Texas schools is that all Technology Application Standards be implemented into the classrooms. If all educators receive enough professional development and support from the local and state agencies, they will be able to implement the standards effectively, and all students can become successful problem solvers and life long learners. It is an ongoing process, but it is crucial for all students to be productive in the 21st century.
Students in today's society are so knowledgeable with technology because it consumes so much of their life. If we are going to produce successful students, then we are going to have to teach the way children learn best, and that is with technology. Since technology is an important part of students' lives, they need to be able to know that the information they are acquiring is valid and accurate. Distant Learning and on-line courses are becoming a part of students' education. This type of teaching can reach all diverse learners throughout Texas.
The process of integrating technology has to be totally supported from the leadership in the school district. Leaders set the tone on how teachers respond to technology usage. Collaboration between the leaders and teachers is ongoing planning and should always align with the Long Range Plan for technology. A school district has to provide high speed connections and provide an individual with training to ensure technology's reliability and availability for students to receive a quality education.
Reviewing the Long-Range Plan for Technology has given me some information on ways I can guide technology use and integrate it at my campus when I become an instructional leader. First, the vision has to be shared with everyone on the campus. If all staff members don't share the vision, then implementation will not be done in a successful manner. Before I ask the staff to implement any new strategy, I will make certain that they are trained efficiently with it. I will monitor data to determine if the resources and strategies are proving to be effective as I make technology decisions.
Students in today's society are so knowledgeable with technology because it consumes so much of their life. If we are going to produce successful students, then we are going to have to teach the way children learn best, and that is with technology. Since technology is an important part of students' lives, they need to be able to know that the information they are acquiring is valid and accurate. Distant Learning and on-line courses are becoming a part of students' education. This type of teaching can reach all diverse learners throughout Texas.
The process of integrating technology has to be totally supported from the leadership in the school district. Leaders set the tone on how teachers respond to technology usage. Collaboration between the leaders and teachers is ongoing planning and should always align with the Long Range Plan for technology. A school district has to provide high speed connections and provide an individual with training to ensure technology's reliability and availability for students to receive a quality education.
Reviewing the Long-Range Plan for Technology has given me some information on ways I can guide technology use and integrate it at my campus when I become an instructional leader. First, the vision has to be shared with everyone on the campus. If all staff members don't share the vision, then implementation will not be done in a successful manner. Before I ask the staff to implement any new strategy, I will make certain that they are trained efficiently with it. I will monitor data to determine if the resources and strategies are proving to be effective as I make technology decisions.
Sunday, November 22, 2009
Responses and Reflections on Technology Assessments
After reviewing the Technology Applications Inventory and the SETDA Inventory, I feel fairly competent in the basic foundation of technology. I do many of these objectives through my Lamar courses, and I have done many of these concepts with my students. I can create and save text files, access and use online help, create Power Points, and can create various types of documents. I still need more guidance using audio and video files, and evaluating information for accuracy and validity. Through Lamar, I have been introduced to the Boolean search strategy, so now I am experimenting with it. Portfolios are not used on my campus, nor have I had any training with them. I need more knowledge and skills on integrating portfolios, spreadsheets, and integrating technology into the different subjects that I teach.It was interesting to see how accurate the technology assessments were. The assessments showed that my campus and I were aware of the importance of technology, but we still need more professional development to get us where we need to be.
My strength in educational technology leadership as a principal is that I am strong in the basic usage of technology. I can create newsletters that will be emailed and mailed to the parents. I will be able to help the staff with implementation of technology, because I will make technology a priority, and I will always be looking for resources and strategies for them to implement in their classrooms. My weakness in educational technology as a principal will be working with spreadsheets. I know that I will have to have more training, so that I can work with data and compare data within my campus. As a principal, I will have to make technology a priority on my campus.
My strength in educational technology leadership as a principal is that I am strong in the basic usage of technology. I can create newsletters that will be emailed and mailed to the parents. I will be able to help the staff with implementation of technology, because I will make technology a priority, and I will always be looking for resources and strategies for them to implement in their classrooms. My weakness in educational technology as a principal will be working with spreadsheets. I know that I will have to have more training, so that I can work with data and compare data within my campus. As a principal, I will have to make technology a priority on my campus.
Subscribe to:
Posts (Atom)