S Ta R Chart
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Friday, November 27, 2009
Tuesday, November 24, 2009
Teaching and Learning
The vision for Teaching and Learning from the Long-Range Plan for Technology is that all students have access to learning with technology in schools, libraries, homes, and their community. Through the use of technology, students should be engaged in their own learning process. Students will have equitable access to communication with peers around the globe, collaboration opportunities, and online or distance learning. Students at all levels of learning will be able to benefit from the learning with technology. Lessons can easily be differentiated. Teachers must work to connect the learning to students’ lives, as well as connect the technology to the curriculum and instruction.
At the local level, we are in the Advanced category in Teaching and Learning, with an area total of 15. Last year, we had a total of 14 and were in the Developing category. The year prior we had an area total of 15. The areas that we are lowest in are: Technology Applications TEKS Implementation, Student Mastery of Technology Applications, and Online Learning. We have had an average of 2 in these areas for the last three years.
At the state level, most teachers fall under the Developing category with 69.7%. 25.5% of teachers in the state of Texas are in the Advanced category. The advanced tech is described as, “Instruction is teacher-facilitated and students work with peers and experts to evaluate information, analyze data and content in order to problem solve. Technology is integrated into foundation area TEKS, and activities are separated by subject and grade. All Technology Applications TEKS are met K-8…,” (TEA, 2008). In 2005-2006, Texas had 26.7% of teachers in the Advanced category. In 2006-2007, it dropped to 20.1%. The state trend and my campus trend were similar in that they both dropped in 2006-2007.
According to the National Education Technology Plan 2004, the largest group of new users to the Internet from 2000 – 2002 were 2 – 5 year olds (Education, 2004). 49% of students say they may be interested in getting a job in technology after graduation. Students as young as grade 3 are asking to have one computer per student to use at school.
In order to engage students at school through the use of technology, teachers need to receive more staff development and training on how to properly implement technology that aligns with curriculum and instruction. Until teachers become comfortable using technology and letting students use the technology, today’s classrooms will not evolve and students’ progress will continue to be stagnant.
Works Cited
Education, U. D. (2004). Toward a New Golden Age in American Education: How the Internet, the Law, and Today's Students Are Revolutionizing Technology. Retrieved November 24, 2009, from Office of Educational Technology: http://www.ed.gov/about/offices/list/os/technology/plan/2004/plan.pdf
TEA. (2008). Campus Statewide Summary by Key Area. Retrieved November 24, 2009, from STaR Chart: http://starchart.esc12.net/statistics.html
At the local level, we are in the Advanced category in Teaching and Learning, with an area total of 15. Last year, we had a total of 14 and were in the Developing category. The year prior we had an area total of 15. The areas that we are lowest in are: Technology Applications TEKS Implementation, Student Mastery of Technology Applications, and Online Learning. We have had an average of 2 in these areas for the last three years.
At the state level, most teachers fall under the Developing category with 69.7%. 25.5% of teachers in the state of Texas are in the Advanced category. The advanced tech is described as, “Instruction is teacher-facilitated and students work with peers and experts to evaluate information, analyze data and content in order to problem solve. Technology is integrated into foundation area TEKS, and activities are separated by subject and grade. All Technology Applications TEKS are met K-8…,” (TEA, 2008). In 2005-2006, Texas had 26.7% of teachers in the Advanced category. In 2006-2007, it dropped to 20.1%. The state trend and my campus trend were similar in that they both dropped in 2006-2007.
According to the National Education Technology Plan 2004, the largest group of new users to the Internet from 2000 – 2002 were 2 – 5 year olds (Education, 2004). 49% of students say they may be interested in getting a job in technology after graduation. Students as young as grade 3 are asking to have one computer per student to use at school.
In order to engage students at school through the use of technology, teachers need to receive more staff development and training on how to properly implement technology that aligns with curriculum and instruction. Until teachers become comfortable using technology and letting students use the technology, today’s classrooms will not evolve and students’ progress will continue to be stagnant.
Works Cited
Education, U. D. (2004). Toward a New Golden Age in American Education: How the Internet, the Law, and Today's Students Are Revolutionizing Technology. Retrieved November 24, 2009, from Office of Educational Technology: http://www.ed.gov/about/offices/list/os/technology/plan/2004/plan.pdf
TEA. (2008). Campus Statewide Summary by Key Area. Retrieved November 24, 2009, from STaR Chart: http://starchart.esc12.net/statistics.html
Sunday, November 22, 2009
Technology Application TEKS
The guidelines outlined for Pre-K lay the foundation for the higher grades by giving students the basic knowledge needed to build upon. While the Pre-K technology TEKS are not divided into domains, they do have guidelines that must be followed. Pre-K students are expected to learn the basics of technology, including how to double-click a mouse, use computer vocabulary, and interact with story books. Pre-K students are also expected to be able to insert and listen to a CD, and to create writings and drawings with computer software.
Technology applications are spiraled to ensure students have the opportunity to gain understanding over several years. Each year, the scaffolding of the TEKS builds onto the skills from the previous years. Beginning in kindergarten, technology application TEK 4(A) states that students are expected to acquire information by applying keyword searches. By the third grade, the TEK states that students are to apply appropriate search strategies in acquiring information including keyword and Boolean searches. In grade six, students are expected to use strategies to locate desired information from LANs, WANs, Internet, Intranet, and collaborative software. In high school, students are to use the acquired information in resource sharing and research. By high school, students should have mastered the skills needed to acquire information to produce high-quality, grade-level appropriate research and written products.
Without a strong foundation students may not develop the skills necessary to compete and learn in the technology rich 21st century. It is our job as teachers to ensure that students do acquire the necessary skills to become successful leaders in the 21st century.
Technology applications are spiraled to ensure students have the opportunity to gain understanding over several years. Each year, the scaffolding of the TEKS builds onto the skills from the previous years. Beginning in kindergarten, technology application TEK 4(A) states that students are expected to acquire information by applying keyword searches. By the third grade, the TEK states that students are to apply appropriate search strategies in acquiring information including keyword and Boolean searches. In grade six, students are expected to use strategies to locate desired information from LANs, WANs, Internet, Intranet, and collaborative software. In high school, students are to use the acquired information in resource sharing and research. By high school, students should have mastered the skills needed to acquire information to produce high-quality, grade-level appropriate research and written products.
Without a strong foundation students may not develop the skills necessary to compete and learn in the technology rich 21st century. It is our job as teachers to ensure that students do acquire the necessary skills to become successful leaders in the 21st century.
Response to Question
How can your new learning assist you as an instructional leader who is guiding technology use and integration at a campus?
As an instructional leader who is guiding technology use and integration at my campus, I can use the vision from the Long-Range Plan for Technology and integrate into our campus vision. I will model the use of technology in the classroom and request staff development in the integration of technology with our curriculum and instruction. I will work closely with our technology liaison on providing assistance to other teachers. As a campus, we need to research the best software and other resources to use for our students. We need to look closely at our technology budget to see if we have the resources to meet the goals of the Long-Range Plan.
As an instructional leader who is guiding technology use and integration at my campus, I can use the vision from the Long-Range Plan for Technology and integrate into our campus vision. I will model the use of technology in the classroom and request staff development in the integration of technology with our curriculum and instruction. I will work closely with our technology liaison on providing assistance to other teachers. As a campus, we need to research the best software and other resources to use for our students. We need to look closely at our technology budget to see if we have the resources to meet the goals of the Long-Range Plan.
Long-Range Plan for Technology
After reading the Long-Range Plan for Technology, 2006 - 2020, I'm overwhelmed. I love the idea of classrooms being technology rich by the year 2020, but I do not believe it will become a reality. We're in an economy where districts are making budget cuts and losing staff. Where is the money for all of the technology going to come from? We don't have it.
I was impressed with the vision of the Long-Range plan. I do feel that students can be technology literate by the eighth grade. Students of all ages are very adept at using the new technologies that are constantly being introduced to consumers.
I also like the strong push to provide ongoing staff development and training for teachers. Teachers will feel more secure on implementing technology to correlate with curriculum and instruction if they have been properly trained to do so.
Each step of the Long-Range Plan for Technology includes recommendations for TEA on how to best implement the plan. I’m curious to see how much TEA does provide for districts and local agencies toward developing technology rich schools.
According to the plan, technology will make education equitable for all students at all levels of learning. I can see computers being a wonderful tool for teachers to use if there are enough computers to make learning equitable. At my campus, we have one student computer per classroom, which is not enough to provide all of the needed resources to differentiate for students. We also have a computer lab available, but with a rotating schedule, classes only get access to the lab every two weeks. We have two portable laptop labs, but the lap tops are already “old,” and many of them no longer work. So, while the idea of having technology available to all students is wonderful, the reality does not quite match the vision.
I was impressed with the vision of the Long-Range plan. I do feel that students can be technology literate by the eighth grade. Students of all ages are very adept at using the new technologies that are constantly being introduced to consumers.
I also like the strong push to provide ongoing staff development and training for teachers. Teachers will feel more secure on implementing technology to correlate with curriculum and instruction if they have been properly trained to do so.
Each step of the Long-Range Plan for Technology includes recommendations for TEA on how to best implement the plan. I’m curious to see how much TEA does provide for districts and local agencies toward developing technology rich schools.
According to the plan, technology will make education equitable for all students at all levels of learning. I can see computers being a wonderful tool for teachers to use if there are enough computers to make learning equitable. At my campus, we have one student computer per classroom, which is not enough to provide all of the needed resources to differentiate for students. We also have a computer lab available, but with a rotating schedule, classes only get access to the lab every two weeks. We have two portable laptop labs, but the lap tops are already “old,” and many of them no longer work. So, while the idea of having technology available to all students is wonderful, the reality does not quite match the vision.
Tuesday, November 17, 2009
Technology Assessments
As a technology leader, I am strong in foundations, information acquisition, and solving problems. I am weaker in using technology for communication. According to the Technology Applications Inventory, I need more training in using video, audio, and other multimedia applications. I have never participated in video conferencing. Before taking Lamar’s online courses, I never kept an electronic portfolio.
My strengths include using word processors, spreadsheets, and presentation software. I can successfully integrate these applications into my teaching, can teach students to use these applications, and to use search engines with Boolean search strategies. Students and staff are expected to use technology daily. Not all of our students own a computer at home, so time is provided here at school to use technology.
After completing the SETDA Teacher Survey, I found that my campus is one of few to have so much technology available to staff and students. Students are more actively engaged when using technology which has a positive effect on their learning. Lessons are designed to include technology. Every classroom now has a Promethean board and document cameras.
The Rubric for Administrative Technology Use was the most difficult survey to fill out since I am not yet an administrator. I do know that our district is networked and teachers, parents, and students may access the district website and its resources from home.
For the most part, I agree with the technology assessments. I know my strengths and weaknesses and where I need additional staff development. Our district and campus are leaders when it comes to technology.
My strengths include using word processors, spreadsheets, and presentation software. I can successfully integrate these applications into my teaching, can teach students to use these applications, and to use search engines with Boolean search strategies. Students and staff are expected to use technology daily. Not all of our students own a computer at home, so time is provided here at school to use technology.
After completing the SETDA Teacher Survey, I found that my campus is one of few to have so much technology available to staff and students. Students are more actively engaged when using technology which has a positive effect on their learning. Lessons are designed to include technology. Every classroom now has a Promethean board and document cameras.
The Rubric for Administrative Technology Use was the most difficult survey to fill out since I am not yet an administrator. I do know that our district is networked and teachers, parents, and students may access the district website and its resources from home.
For the most part, I agree with the technology assessments. I know my strengths and weaknesses and where I need additional staff development. Our district and campus are leaders when it comes to technology.
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