I feel that successful technology integration is changing schools and education throughout the world. In fact, I think a sea change is happening. Students no longer learn in the same way that their parents and grandparents did. The time when the teacher lectured for hours and directed the learning has come and gone. In this course my goal was to learn ways that, as an administrator, I can encourage and support this change that is coming. Several of the readings and lectures helped me in that regard. I do feel that an administrator has to be an agent of change. Earlier coursework has covered ideas on how to bring successful change to your campus and campus culture. I feel that I am on my way to achieving the goal I set for myself at the beginning of the class. Obviously, this goal is applicable to my current position. I think all educators who want to be relevant in the 21st century have to be ready for change and willing to encourage their faculty and staff to change as well. I did find a few obstacles in reaching my objectives, however. Quite a few of the readings were several years old. Although I always enjoy reading and hearing things from technology gurus such as David Warlick and Will Richardson, I felt that much of the reading was older and maybe not as current as it could be. It is so important to stay current with technology tools, and it is important to stay current with how those tools are used in education as well. Blogs are such a great tool, but so are wikis, google docs, social bookmarking etc. There are an endless number of tools that can help teachers and students in the classroom.
All in all I felt I was successful carrying out the course assignments. I have previously had a blog, so adding another one was not an issue for me. Inserting the slide show on the blog was easy to do and the instructions were well written. I like using the discussion board as a collaboration tool and I think we can learn a great deal from our fellow students. However, given the subject matter, maybe the number of readings or responses could have been limited. The readings were interesting, but occasionally were repetitive. This made responding to previous comments with a new and interesting response somewhat problematic. I did enjoy being able to read comments from teachers in different situations throughout the state, however. It really let me see things from a more global perspective.
I learned that I still need to work on ways to encourage teachers to change and embrace technology. I would like to be more proficient at mentoring my teachers and guiding them to develop lessons that are student learner-centered. I need to support them as they create classroom-management strategies that will address learning experiences for all students. If teachers are able to use technology to engage all learners, better learning experiences and student success will be the result. My attitudes about technology integration are very positive; I just need to find ways to guide reluctant teachers to accept the changes that technology integration can require.
Blogs and blogging can be very important tools for the 21st century learner. Blogs allow you to collaborate and communicate with people across time and space. You no longer have to be in the same room to have a “conversation” about important topics. It is also a great way to publish your reflections. If we write about what we learn, our experiences, and our beliefs, we have to think more deeply about them. This puts the learning in context and context can powerfully impact learning. Blogging is a great tool for teachers. Teachers can use blogs and rss feeds to stay current with educational trends and create a personal learning network. This can help guide them as they continue to be lifelong learners. Blogs can also help students internalize lessons and thoughts as they investigate, learn and reflect. Although blogs are a great tool, some precautions need to be considered. Students need to be taught and reminded about privacy issues. Cyber safety needs to be stressed at all grade levels. We must keep our students safe and remind them of the consequences of sharing too much information on the Internet, both in the short or long term.
Blogging can be a great way for administrators and teachers to communicate with parents and other stakeholders in the school district environment. Blogs can encourage parental involvement. By publishing your thoughts or updating parents on what is going on at your campus, an administrator can keep all interested parties more aware of what is happening at their student’s school. The comment feature allows parents to be able to continue the conversation and add input for the administrator to consider. Administrators can use blogs to connect with parents, community, and students. The district stakeholders can be more a part of the school and district happenings. By using 21st century technology tools and strategies, schools and parents can collaborate to bring innovation to the learning community.
Tuesday, December 15, 2009
Friday, December 11, 2009
Technology Action Plan
EDLD 5352
Needs
AEIS data indicates the need for emphasis on improving math and science curriculum and instruction. Analysis of AEIS data, STaRChart data and lessons/information from the week 3 report will help to target the following technology integration goals.
Goals and Objectives
determined after reviewing campus AEIS data
1. By the end of the 2009-2010 school year the percentage of ‘met standard’ on TAKS will increase in Math for all student groups.
2. By the end of the 2009-2010 school year the percentage of ‘met standard’ on TAKS will increase in Science for all student groups.
Strategies
1. The Texas Essential Knowledge and Skills will be taught as the assessed curriculum in all subject areas.
2. Analyze individual student data and student group data from Spring TAKS 2008. Benchmarks will be scheduled to continually measure program strengths.
3. Develop math curriculum maps based on the district framework for curriculum integration.
4. Provide high quality materials and resources to support the TEKS in each math classroom. Resources will include presentation carts consisting of computer, document camera and interactive whiteboard tablets.
5. Provide high quality materials and resources to support the TEKS in each science classroom. Resources will include lab sets of 10 iTouch devices to use for video delivery and small group collaboration.
6. Conduct comprehensive needs assessment in order to design and implement a successful campus plan.
7. Mathematics curriculum coordinator provides information and conducts subject area specific staff development for teachers to meet district requirements.
8. Science curriculum coordinator provide information and conducts subject area specific staff development for teachers to meet district requirements.
9. Integrate technology applications within the curriculum and require documentation each six weeks.
Resources
Funds: For iTouch labs for 3 Science labs, funds for presentation carts for 6 mathematics teachers. Personnel: Instructional Technology Specialists, Science and Math coordinators
Training
Professional Development
1) Teachers will be trained in use of document camera in the math classroom in order to integrate technology into instruction and curriculum.
2) Teachers will be trained in use of interactive whiteboards in the math classroom to focus on integrating technology into instruction and curriculum. Training will focus on use of tablets in whole and small group instruction.
3) Teachers will be trained in use of iTouch devices for classroom instruction. Teachers will train on how to use and maintain the equipment, upload and sync new applications and integrate into the Science curriculum. Teachers will brainstorm and make decisions on ways to integrate the use of the iTouch into the science curriculum.
4) Teachers will be trained in the use of AEIS-it for benchmarking and monitor student data and will analyze collected data for principal monitoring and assessment.
5) Teachers will evaluate each training activity to gather feedback to guide decisions about improvements for future training.
Assessment
1. Administration will note relevant and competent use of technology through walk-through evaluations, yearly evaluations, and lesson plans.
2. Administration will review StarChart data to track trends in increased teacher technology proficiency.
3. Administration and teachers will review TAKS data to guide decision-making and to monitor increased student performance while moving to the goal of at least 90% of all students in each student group meeting the minimum expectations on the state and federal accountability systems.
Needs
AEIS data indicates the need for emphasis on improving math and science curriculum and instruction. Analysis of AEIS data, STaRChart data and lessons/information from the week 3 report will help to target the following technology integration goals.
Goals and Objectives
determined after reviewing campus AEIS data
1. By the end of the 2009-2010 school year the percentage of ‘met standard’ on TAKS will increase in Math for all student groups.
2. By the end of the 2009-2010 school year the percentage of ‘met standard’ on TAKS will increase in Science for all student groups.
Strategies
1. The Texas Essential Knowledge and Skills will be taught as the assessed curriculum in all subject areas.
2. Analyze individual student data and student group data from Spring TAKS 2008. Benchmarks will be scheduled to continually measure program strengths.
3. Develop math curriculum maps based on the district framework for curriculum integration.
4. Provide high quality materials and resources to support the TEKS in each math classroom. Resources will include presentation carts consisting of computer, document camera and interactive whiteboard tablets.
5. Provide high quality materials and resources to support the TEKS in each science classroom. Resources will include lab sets of 10 iTouch devices to use for video delivery and small group collaboration.
6. Conduct comprehensive needs assessment in order to design and implement a successful campus plan.
7. Mathematics curriculum coordinator provides information and conducts subject area specific staff development for teachers to meet district requirements.
8. Science curriculum coordinator provide information and conducts subject area specific staff development for teachers to meet district requirements.
9. Integrate technology applications within the curriculum and require documentation each six weeks.
Resources
Funds: For iTouch labs for 3 Science labs, funds for presentation carts for 6 mathematics teachers. Personnel: Instructional Technology Specialists, Science and Math coordinators
Training
Professional Development
1) Teachers will be trained in use of document camera in the math classroom in order to integrate technology into instruction and curriculum.
2) Teachers will be trained in use of interactive whiteboards in the math classroom to focus on integrating technology into instruction and curriculum. Training will focus on use of tablets in whole and small group instruction.
3) Teachers will be trained in use of iTouch devices for classroom instruction. Teachers will train on how to use and maintain the equipment, upload and sync new applications and integrate into the Science curriculum. Teachers will brainstorm and make decisions on ways to integrate the use of the iTouch into the science curriculum.
4) Teachers will be trained in the use of AEIS-it for benchmarking and monitor student data and will analyze collected data for principal monitoring and assessment.
5) Teachers will evaluate each training activity to gather feedback to guide decisions about improvements for future training.
Assessment
1. Administration will note relevant and competent use of technology through walk-through evaluations, yearly evaluations, and lesson plans.
2. Administration will review StarChart data to track trends in increased teacher technology proficiency.
3. Administration and teachers will review TAKS data to guide decision-making and to monitor increased student performance while moving to the goal of at least 90% of all students in each student group meeting the minimum expectations on the state and federal accountability systems.
Saturday, November 28, 2009
It’S In The Stars! StaR Chart Data and Goal Setting
This slideshow is an introduction to the Texas StaR Chart and how it can help us set goals for our campus.
It’S In The Stars!
View more presentations from cynthialpetty.
Teaching and Learning
The first area discussed addressed in the StarChart and in the Texas Long Range Plan for Technology, 2006-2020 is Teaching and Learning. This area sets the expectation that teachers will be responsible for the appropriate integration of technology into the curriculum. In order to do this, teachers must have the necessary technology resources, tools, and support. It is important that teachers can consistently and appropriately utilize technology to create a learning environment that will increase student academic achievement, expand technology literacy, and improve instructional accountability. Each local, state, and national education agency must assure that all stakeholders will have access to the necessary technology resources to meet the needs of 21st century learners.
At our school, StarChart data shows that most teachers believe we are holding steady with the objectives for Teaching and Learning. StarChart data helps schools and districts monitor progress toward meeting the goals of the Long Range plan. According to the data, we are at the developing technology stage. This basically means that teachers sometimes use technology lesson plans, are fairly comfortable using technology as a presentation tool, and feel that at least half or our students have mastered the technology TEKS at their grade level. Although this is encouraging, we still have to make continued progress to reach the target tech level. Our district is like most districts in the state; data shows that most districts in the state are at the developing tech area. Nationally, trends show we are moving ahead in the use of educational technology. This is likely due to the requirements and funding resulting from NCLB. State district technology plans must align with the No Child Left Behind expectations and this will guide districts to make progress in technology in the classroom. In order to improve in these areas I would recommend that we increase training opportunities for teachers. I feel that teachers should have time provided to them for training, perhaps during the school day, so that they can be more comfortable with the resources available. If training is only offered before or after school, training can be rushed and teachers will not have time for the hands on training that is so important to technology training. In order to make progress toward our technology targets, teachers must be able to integrate technology into the curriculum and districts must provide the resources necessary to help them accomplish that goal.
At our school, StarChart data shows that most teachers believe we are holding steady with the objectives for Teaching and Learning. StarChart data helps schools and districts monitor progress toward meeting the goals of the Long Range plan. According to the data, we are at the developing technology stage. This basically means that teachers sometimes use technology lesson plans, are fairly comfortable using technology as a presentation tool, and feel that at least half or our students have mastered the technology TEKS at their grade level. Although this is encouraging, we still have to make continued progress to reach the target tech level. Our district is like most districts in the state; data shows that most districts in the state are at the developing tech area. Nationally, trends show we are moving ahead in the use of educational technology. This is likely due to the requirements and funding resulting from NCLB. State district technology plans must align with the No Child Left Behind expectations and this will guide districts to make progress in technology in the classroom. In order to improve in these areas I would recommend that we increase training opportunities for teachers. I feel that teachers should have time provided to them for training, perhaps during the school day, so that they can be more comfortable with the resources available. If training is only offered before or after school, training can be rushed and teachers will not have time for the hands on training that is so important to technology training. In order to make progress toward our technology targets, teachers must be able to integrate technology into the curriculum and districts must provide the resources necessary to help them accomplish that goal.
Saturday, November 21, 2009
Pre-K TEKS
The pre-kindergarten TEKS cover the major areas of technology. They include the expectations that students will begin using hardware and software as a learning tool. Other expectations include that students will begin using proper technology terminology and visual cues to navigate through programs. The pre-kindergarten TEKS lay the foundation for all of the technology TEKS at the higher grades. Students are given the opportunity to become comfortable with both hardware and software. Although little hands have trouble grasping the mouse and using both the right and click button, they do learn that moving the mouse causes a related movement of the cursor on the computer screen. They can learn to open and close programs appropriately using the mouse and keyboard. By learning to navigate fun, graphic, educational software students learn some navigation basics. They soon become adept at moving around the screen, solving problems and making choices. By following visual clues within the software or graphic interface of the operating system, they are able to learn many basic skills.
The Technology Applications TEKS are designed to guide the introduction of technology skills from grade to grade. Skills spiral and scaffold on the skills before allowing for authentic learning experiences. For instance, pre-k students should be able to open and close a program; by the time the student is in grades 6-8 they should also be able to create, modify, print and save. Each successive grade cluster adds to the objectives and skills for the four strands.
The Technology Applications TEKS are designed to guide the introduction of technology skills from grade to grade. Skills spiral and scaffold on the skills before allowing for authentic learning experiences. For instance, pre-k students should be able to open and close a program; by the time the student is in grades 6-8 they should also be able to create, modify, print and save. Each successive grade cluster adds to the objectives and skills for the four strands.
LRPT
The Long-Range Plan for technology can help me guide my campus as an administrator. The plan addresses four categories: Teaching and Learning, Educator Preparation, Administrative and Support Services and Infrastructure for Technology. Each category can help me set goals and objectives at my campus. I can set expectations for my staff and for students regarding technology. Technology staff development can be developed so that content and methodology address relevant goals. The LRPT will also help me set expectations for myself as an instructional leader on my campus. I can use its framework to guide me as I provide leadership in integrating technology into the curriculum and ensure that technology literacy will be a goal for all. The infrastructure information will guide me while working with district personnel so that I can provide the resources necessary to meet the needs of my staff and students. By aligning our campus goals, objectives and strategies with the LRPT, I can make sure my school is technologically on track.
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