Friday, November 27, 2009
Monday, November 23, 2009
STaR Chart Chatter
After analyzing my campus data for the last three years, I recognized a trend that could possibly be a concern in the area of Educator Preparation and Development. Because of the campus decline in the key area total, I thought it would be beneficial to take a closer look at this area and begin dialogue on its description, trends, progress, and recommendations.
Description
In order to effectively integrate technology in our schools, teachers and administrators must be well prepared for this important challenge. Teachers must effectively facilitate 21st century learning in technology with 21st century learners. This could very well be the catalyst that moves us from traditional schools to education in a global economy.
Trends
In 2007-2008 state educators were primarily in the Developing Tech (74.2%) classification and close to 20% in the Advanced Tech. Developing Tech is characterized as using technology for administrative tasks and classroom management. There is use of online resources with 40% of educators meeting SBEC standards. The technology budget allocates 6-24% for professional development.
Progress
Progress appears to be moving forward, at least from personal experience. I started at my campus 17 years ago when we were using floppy disks and MacIntosh computers. Today, there are 4 desktops per classroom, two computer labs, and even a small studio for televising morning announcements over closed circuit TVs. A classroom set of laptops is also available for checkout. Professional development is available and sometimes required for many new technologies, however, there is lack of time to practice and internalize new learning. Also, preparation for state mandated testing remains a barrier to exploring new instructional methodologies that could enhance student learning.
Recommendations
Distrcts will need to work with campuses to creatively find time to allow for teacher professional development and practice as innovations emerge. Teacher preparation programs must prepare teachers for developing students with 21st century technology skills. Technology administrators must seek to improve professional development models that will make optimum use of the time allocated. Dialogue among administrative teams could begin to brainstorm solutions to the technological barriers. Finally, all educators need to become more actively involved in the political process, in order to focus all stakeholders on a common goal of improved educator preparation.
Description
In order to effectively integrate technology in our schools, teachers and administrators must be well prepared for this important challenge. Teachers must effectively facilitate 21st century learning in technology with 21st century learners. This could very well be the catalyst that moves us from traditional schools to education in a global economy.
Trends
In 2007-2008 state educators were primarily in the Developing Tech (74.2%) classification and close to 20% in the Advanced Tech. Developing Tech is characterized as using technology for administrative tasks and classroom management. There is use of online resources with 40% of educators meeting SBEC standards. The technology budget allocates 6-24% for professional development.
Progress
Progress appears to be moving forward, at least from personal experience. I started at my campus 17 years ago when we were using floppy disks and MacIntosh computers. Today, there are 4 desktops per classroom, two computer labs, and even a small studio for televising morning announcements over closed circuit TVs. A classroom set of laptops is also available for checkout. Professional development is available and sometimes required for many new technologies, however, there is lack of time to practice and internalize new learning. Also, preparation for state mandated testing remains a barrier to exploring new instructional methodologies that could enhance student learning.
Recommendations
Distrcts will need to work with campuses to creatively find time to allow for teacher professional development and practice as innovations emerge. Teacher preparation programs must prepare teachers for developing students with 21st century technology skills. Technology administrators must seek to improve professional development models that will make optimum use of the time allocated. Dialogue among administrative teams could begin to brainstorm solutions to the technological barriers. Finally, all educators need to become more actively involved in the political process, in order to focus all stakeholders on a common goal of improved educator preparation.
Friday, November 20, 2009
Pre-K Technology Applications TEKS
Summary of the Pre-K TEKS
Prekindergarten guidelines for Technology Applications were made available to schools in 1999. They articulate what three- and four- year olds should know and be able to do using technology. TEA developed a web-based interactive professional development tool to introduce educators to the guidelines, along with instructional strategies to support students.
This domain provides for student immersion into a wide range of technology (i.e., computers, voice/sound recorders, digital cameras) that will prepare them for the development of 21st century skills. The instructional strategies include integration with the content areas, modeling, instruction time, guided practice, and time to interact with different programs.
A Foundation for Performance in Future Grades
Prekindergarten students are able to learn how technology can enhance their learning and their lives. Through the immersion process, students become confident and independent users of age-appropriate technologies. Their confidence will allow them to learn, grow, and become risk-takers as they move through the curriculum in upper grades with new technologies and innovations.
A Spiraling Curriculum
The Technology Applications TEKS are designed as a dynamic, spiraling curriculum--not a static or linear framework. Since the TEKS occur in domains of skills, students can move dynamically from one domain to another to accomplish objectives. If the evaluation in one domain is unsatisfactory, the student can revisit the skills to learn or relearn in another domain. The framework flows in a circular manner, inward to outward, or vice-versa. Students have multiple opportunities to master the objectives.
Prekindergarten guidelines for Technology Applications were made available to schools in 1999. They articulate what three- and four- year olds should know and be able to do using technology. TEA developed a web-based interactive professional development tool to introduce educators to the guidelines, along with instructional strategies to support students.
This domain provides for student immersion into a wide range of technology (i.e., computers, voice/sound recorders, digital cameras) that will prepare them for the development of 21st century skills. The instructional strategies include integration with the content areas, modeling, instruction time, guided practice, and time to interact with different programs.
A Foundation for Performance in Future Grades
Prekindergarten students are able to learn how technology can enhance their learning and their lives. Through the immersion process, students become confident and independent users of age-appropriate technologies. Their confidence will allow them to learn, grow, and become risk-takers as they move through the curriculum in upper grades with new technologies and innovations.
A Spiraling Curriculum
The Technology Applications TEKS are designed as a dynamic, spiraling curriculum--not a static or linear framework. Since the TEKS occur in domains of skills, students can move dynamically from one domain to another to accomplish objectives. If the evaluation in one domain is unsatisfactory, the student can revisit the skills to learn or relearn in another domain. The framework flows in a circular manner, inward to outward, or vice-versa. Students have multiple opportunities to master the objectives.
Wednesday, November 18, 2009
Texas Long-Range Plan for Technology, 2006-2020
Introduction
The current long-range plan had its beginnings in 1988 as a mandate in the Texas Education Code. Due to changes in legislation and in technology, it has been updated in 1996, 2002, and finally in 2006 after a two-year work-study. In order to benefit from federally funded technology programs, the goals and objectives had to be aligned with the federal plan. This comprehensive plan is all new learning for me.
New Learning
The ambitious vision addresses all stakeholders and provides for 24/7 access to technologies that foster higher performance and deeper engagement in academic and real world endeavors. It addresses the TEKS, high stakes testing, professional development, and planning and resources while ensuring an appropriate infrastructure system. It should result in all learners well-prepared for 21st century skills in a life of global citizenship. Supporting data makes the case for the vision, along with an introduction to the 21st century learner. Without a doubt, these learners require a significant paradigm shift in teaching methodology.
Teachers were surveyed on their views of technology at school and at home. They acknowledged barriers to the use of technology were lack of time, lack of enough computers, and home access for students. The plan reminds us of the value for teaching and learning, such as equalizing the learning environment and distance learning. The challenges for implementation are numerous, starting with a change to the traditional model of schooling.
The plan also reviewed educator preparation and development, leadership and instructional support, infrastructure for technology and a study of needs. As a student studying leadership, it is overwhelming to think of the huge paradigm shift and change that will need to occur.
Application
This new learning can assist me as an instructional leader that will guide technology use and integration at a campus by creating awareness of its very existence. Instructional leaders do not manage-they foster a shared vision in their organization while empowering teachers and staff. A challenge will be to create a campus culture that is open and conducive to change, along with allocating resources to support the change. Innovations in technology are a regular occurrence, and campus leaders must remain flexible while continuing to seek new learning and ideas that will empower their organization and foster student success.
The current long-range plan had its beginnings in 1988 as a mandate in the Texas Education Code. Due to changes in legislation and in technology, it has been updated in 1996, 2002, and finally in 2006 after a two-year work-study. In order to benefit from federally funded technology programs, the goals and objectives had to be aligned with the federal plan. This comprehensive plan is all new learning for me.
New Learning
The ambitious vision addresses all stakeholders and provides for 24/7 access to technologies that foster higher performance and deeper engagement in academic and real world endeavors. It addresses the TEKS, high stakes testing, professional development, and planning and resources while ensuring an appropriate infrastructure system. It should result in all learners well-prepared for 21st century skills in a life of global citizenship. Supporting data makes the case for the vision, along with an introduction to the 21st century learner. Without a doubt, these learners require a significant paradigm shift in teaching methodology.
Teachers were surveyed on their views of technology at school and at home. They acknowledged barriers to the use of technology were lack of time, lack of enough computers, and home access for students. The plan reminds us of the value for teaching and learning, such as equalizing the learning environment and distance learning. The challenges for implementation are numerous, starting with a change to the traditional model of schooling.
The plan also reviewed educator preparation and development, leadership and instructional support, infrastructure for technology and a study of needs. As a student studying leadership, it is overwhelming to think of the huge paradigm shift and change that will need to occur.
Application
This new learning can assist me as an instructional leader that will guide technology use and integration at a campus by creating awareness of its very existence. Instructional leaders do not manage-they foster a shared vision in their organization while empowering teachers and staff. A challenge will be to create a campus culture that is open and conducive to change, along with allocating resources to support the change. Innovations in technology are a regular occurrence, and campus leaders must remain flexible while continuing to seek new learning and ideas that will empower their organization and foster student success.
Tuesday, November 17, 2009
Welcome to the Scholarly Scoop
This is a year of many firsts for me. This blog probably ranks as the biggest surprise! It all began with a decision to get my masters in educational administration, preparing for and taking the GRE, navigating distance learning, and finally here reflecting on my new learning in a blog. In the midst of all this hoopla, I managed a trip to Macedonia to visit my oldest son serving in the Peace Corps while my youngest son is about to complete graduate school. This is all occurring simultaneously as my friends are retiring from education. Let the journey begin. . .
Reflection On Technology Assessments
The first technology skills assessment comes from the Texas Education Agency (TEA) as a resource for educators to create self-awareness of present levels of technology knowledge and skills. The Technology Applications Inventory assesses the following four strands.
I am strongest in the Foundations domain (83% mastery) which includes basic information technology skills. I have mastered 50% of the Information Acquisition domain with weaknesses in working with images, audio, and video files; Boolean strategies; and evaluating information for relevancy and validity. My weakest areas were Solving Problems (44%) and Communication (42%).
The SEDTA Teacher Survey is about my personal technology use and about my school's technology use. Even though the teacher survey was the most appropriate, I am in a unique position as an instructional support teacher. I co-teach in two elementary math classes, but the rest of my day is working with small groups of at-risk students and serving as an ard manager to support the school psychologist. Since I do not have a classroom of students, I have less technology in my room as compared to regular education teachers. After consulting with our school's technology teacher, I learned that data is not being collected at the campus level in regards to the impact of technology on students and their computer literacy skills. This survey fostered a realization that I have many areas to develop in order to lead an organization in the 21st century. Our staff has access to new technology and innovations, however, finding the time to master the skills for implementation is a challenge. I see that as one of the greatest challenges facing school leaders. I have witnessed our school grow dramatically in the last 17 years in the technology arena, however, continuous growth must occur at a stepped up pace to reach new levels of competencies.
I am strongest in the Foundations domain (83% mastery) which includes basic information technology skills. I have mastered 50% of the Information Acquisition domain with weaknesses in working with images, audio, and video files; Boolean strategies; and evaluating information for relevancy and validity. My weakest areas were Solving Problems (44%) and Communication (42%).
The SEDTA Teacher Survey is about my personal technology use and about my school's technology use. Even though the teacher survey was the most appropriate, I am in a unique position as an instructional support teacher. I co-teach in two elementary math classes, but the rest of my day is working with small groups of at-risk students and serving as an ard manager to support the school psychologist. Since I do not have a classroom of students, I have less technology in my room as compared to regular education teachers. After consulting with our school's technology teacher, I learned that data is not being collected at the campus level in regards to the impact of technology on students and their computer literacy skills. This survey fostered a realization that I have many areas to develop in order to lead an organization in the 21st century. Our staff has access to new technology and innovations, however, finding the time to master the skills for implementation is a challenge. I see that as one of the greatest challenges facing school leaders. I have witnessed our school grow dramatically in the last 17 years in the technology arena, however, continuous growth must occur at a stepped up pace to reach new levels of competencies.
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