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.

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.

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.

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.

Technology Knowledge Assessments

The two assessments were very interesting and for the most part I agreed with their results. The first assessment was very familiar to me and points out several of my technology strengths. I did not have any “no” responses. The assessement is based on the SBEC standards as well as the Technology TEKS for 8th grade. These standards are the basis for the Texas Teacher Technology Competencies Certification, a statewide certification that provides an avenue for teachers to document their technology knowledge and skills. I was in the pilot group for ESC Region XI when the certification was first available in 2002. Since then I completed the requirements one more time when the certification plan was updated in 2007. I have supported many teachers as they have completed their own portfolio. Although many of the questions seem somewhat outdated, that is because it has been a few years since the Technology TEKS have been updated. Luckily, the process has begun to write new technology TEKS. The new TEKS will provide a better guide for students and teachers as they set goals for technology use and integration.

The second assessment emphasized the importance of collecting data to guide decision-making and goal setting. I noticed some of my weaknesses and this will guide my plans for technology professional development. By collecting and analyzing data on student achievement and student engagement we can more closely identify ways to tailor instruction to the needs of the students. The survey also asked about grade level and skill level expectations for technologies. Aligning skills with appropriate grade levels is a worthy goal and will be a goal for me as an administrator. I agree with the results of the survey and I am glad that it pointed out some areas where I can focus. By using this survey as a tool, I can better provide my staff with timely and relevant information.