Blogging can be used to comunicate with school stakeholders for a variety of reasons. There aawas a very good example given in the assigned reading regarding the dvelopment of a new school dress code. A blog could be established for the purpose of giving he community stakeholders information about propsed changes to the dress code. Stakeholder could post heir comments and suggestions for changes to the dress code. Other stakeholders could read the posted commenst and agrree diasagrre or modifya nd improve on the suggestions. This would be an effective way to gain public input, be it form students, parenst, teachers or at large community members.
The development of the campus plan is another example of how a principal could use a blog to seek input from all stakeholders and not just a committe of represenative teachers. Such a Campus Improvement Plan blog could be an evolving document that would eventually end up representing the true and realistic goals of the campus. Were all teachers to provide input, it would be the best example of site based decision making.
Blogs can alos be use dto simpkly inporm he public on the ongoing events at the school and allow the publish to post questions or comments. In this case it turns into a living newspaper.
I believe that blogs will come into more frequent use and will help change the face of education.
Friday, December 18, 2009
While blogging has many educational benefits, one of the main concerns to educators is the ability of students to make or recieve contact from persons who would seek to exploit or influence them in unsavory ways. Blogging allows for predators to make contact with students through the posting of comments and the seeking of personal information.
Other issues of concern are the ability to view and post pornographic material on blogs. While schools have firewalls that can prevent students from accessing inappropriate web sites, these same filters may not always prevent students from accessing inappropriate blogs. Students are very resourceful and are finding ways to get around firewalls. The same filters that are protecting students from reaching inappropriate blogs are also preventing them from reaching and interacting with blogs that have educational benefits. Also, once students are taught the benefits of blogs and begin to use and access appropriate blogs at school, there is nothing to prevent them from accessing inappropriate blogs while they are at home. This means parents must also be educated about blogs and the danger they can pose to their children.
Other issues of concern are the ability to view and post pornographic material on blogs. While schools have firewalls that can prevent students from accessing inappropriate web sites, these same filters may not always prevent students from accessing inappropriate blogs. Students are very resourceful and are finding ways to get around firewalls. The same filters that are protecting students from reaching inappropriate blogs are also preventing them from reaching and interacting with blogs that have educational benefits. Also, once students are taught the benefits of blogs and begin to use and access appropriate blogs at school, there is nothing to prevent them from accessing inappropriate blogs while they are at home. This means parents must also be educated about blogs and the danger they can pose to their children.
Reflection Essay # 6
The benefits of blogging are endless to 21th century learners. Blogs allow learning to extend beyond the classroom. This is extremley important since the internet has made the world very small. Blogging allows for contibutions from readers and fellow students from around the world.
It enhances the concept of a global community and teaches students the direct benefits of collaboration. Blogging teaches skills that students will need to be successfull in today's global economy. Blogging can be used to provide collaborative learning between students and classes in the same school, between students and classes in different schools and states, and between students and classes at schools in different countries.
Blogging is a direct benefit to the social studies education of students. It allows students to instantly find out what is happening in other countries. It allows students to learn about the culture and values of students in other countries or other parts of our own country. But most, importantly, blogging allows for the exchange of information and ideas and thus the evolving of collaborative works and our global society.
It enhances the concept of a global community and teaches students the direct benefits of collaboration. Blogging teaches skills that students will need to be successfull in today's global economy. Blogging can be used to provide collaborative learning between students and classes in the same school, between students and classes in different schools and states, and between students and classes at schools in different countries.
Blogging is a direct benefit to the social studies education of students. It allows students to instantly find out what is happening in other countries. It allows students to learn about the culture and values of students in other countries or other parts of our own country. But most, importantly, blogging allows for the exchange of information and ideas and thus the evolving of collaborative works and our global society.
Rfelection Essay # 5
I think that the most interesting thing I learned in this course is the concept of digital immigrants vs. digital natives. Recognizing that I am a digital immigrant has motivated me to
assimilate into the word of the digital natives if I am to continue as an educator. I recognized that my technology skills were rather low and that I was making excuses for not increasing my skills.
Learning about the Texas Long Range Technology plan was eye opening. It made me realize that technology has to be incorporated into the ways students are learning, not simply to meet the goals of the plan, but because students have changed and are living in a world where the skills and situations required to exist in the plan are necessary to prepare today's students to be successful in today and tomorrow's world.
So, my overall attitude about technology has changed and I believe that as a future administrator, I will have the opportunity to help influence as well as model to other educators about the importance of using technology to enhance student learning. I believe my leadership skills are evolving and that the knowledge I am gaining about technology in education is an important component of those skills.
assimilate into the word of the digital natives if I am to continue as an educator. I recognized that my technology skills were rather low and that I was making excuses for not increasing my skills.
Learning about the Texas Long Range Technology plan was eye opening. It made me realize that technology has to be incorporated into the ways students are learning, not simply to meet the goals of the plan, but because students have changed and are living in a world where the skills and situations required to exist in the plan are necessary to prepare today's students to be successful in today and tomorrow's world.
So, my overall attitude about technology has changed and I believe that as a future administrator, I will have the opportunity to help influence as well as model to other educators about the importance of using technology to enhance student learning. I believe my leadership skills are evolving and that the knowledge I am gaining about technology in education is an important component of those skills.
Reflection Essay # 4
I do believe I was successful in carrying out the course assignments. What prevented me and discouraged me much of the time was the confusing directions and lack of examples on what was being asked for by the course professors. I spent quite a bit of time each week trying to figure out what the directions meant. The wording was not clear and required reading and re-reading the directions and loooking over the weekly overviews ass well as exchanging e-mails with fellow students.
I would have liked to have had more time to gather a complete assessment on technology use at my campus because I feel that the STaR Chart data on my campus is misleading and paints a rosier picture than what is reflected in reality.
The amount of reading was tedious in the sense that there were so many article that we had to post comments on and in some cases the articles did not sem academic in nature but more commercial. It also seemed that I was one of the few students who was going back and posting a last byte comment after other students had responded to my comments.
I think this course has great potential to excite and enlighten future administrators, but as it is currently structured, all in all, it is not a pleasant five weeks.
I would have liked to have had more time to gather a complete assessment on technology use at my campus because I feel that the STaR Chart data on my campus is misleading and paints a rosier picture than what is reflected in reality.
The amount of reading was tedious in the sense that there were so many article that we had to post comments on and in some cases the articles did not sem academic in nature but more commercial. It also seemed that I was one of the few students who was going back and posting a last byte comment after other students had responded to my comments.
I think this course has great potential to excite and enlighten future administrators, but as it is currently structured, all in all, it is not a pleasant five weeks.
Reflection Essay # 3
While I believe I was successful in completing the majority of the course learning outcomes, I do not think I was completely successful on outcomes # 7, #8, and #9. The reason for this being that the learning outcomes were too broad and there was not sufficient time in a five week course to determine the extent to which success was achieved. The outcomes or objectives are noble in their intent and looking at my submitted assignment, one could determine that I had achieved some level of mastery on each objective at least on the level of a learning assignment. Effctive practice, however, is another story. My strategic plans would have to be implemented in the actual school setting to determine how effective they are and as a result whether or not I was succesfull in their design and implementation.
Given that I am teaching a full load of classes and that I am a sub-administrator in the role of small learning community coordinator, I felt that course load was a bit demanding with not enough time to conduct more effective interviews. I could have spent a week simply gathering data on the use of technology on my campus and comparing that information to the campus plan.
The third week of he course, my I school administered the benchmark TAKS exams under true testing conditions. As a result, I had no conference time for fours days and had to squeeze in interview where I could. Given that I also teach an after school theatre production class, I found it rather stressfull and difficult to complete the assignment that week. This was reflected in my grade of 95 instead of 100 that I received in the previous two weeks.
While I found the course very useful and interesting I do think it need some revison in regards to the timeline for completion of the assignments and the number of readings and responses required to other student's postings.
Given that I am teaching a full load of classes and that I am a sub-administrator in the role of small learning community coordinator, I felt that course load was a bit demanding with not enough time to conduct more effective interviews. I could have spent a week simply gathering data on the use of technology on my campus and comparing that information to the campus plan.
The third week of he course, my I school administered the benchmark TAKS exams under true testing conditions. As a result, I had no conference time for fours days and had to squeeze in interview where I could. Given that I also teach an after school theatre production class, I found it rather stressfull and difficult to complete the assignment that week. This was reflected in my grade of 95 instead of 100 that I received in the previous two weeks.
While I found the course very useful and interesting I do think it need some revison in regards to the timeline for completion of the assignments and the number of readings and responses required to other student's postings.
Reflection Essy # 2
Although I am a digital immigrant, I believe that the knowledge and skills I was able to master in this course are very relevant to the work I do, as a small learning community coordinator and as a teacher.
As a teacher, I have already begun to use those skills in the classroom. I have begun to use ditigal technology in my theatre course through the use of flip cameras and computer editing. I am preparing to establish a blog that will center on research and commentary on a play I will be directing in the spring.
As a small learning community coordinator, I have introduced the topic of technology use for student learning in my weekly meetings with teachers and will place an item on each week's agenda, where teachers will share with the group ways they have incorporate technology into student learning.
I know I still have much to learn and I am committed to take free technology courses my district offers in the summer so I can continue to evolve into a twenty-first century educator, whether in the role of teacher or administrator.
As a teacher, I have already begun to use those skills in the classroom. I have begun to use ditigal technology in my theatre course through the use of flip cameras and computer editing. I am preparing to establish a blog that will center on research and commentary on a play I will be directing in the spring.
As a small learning community coordinator, I have introduced the topic of technology use for student learning in my weekly meetings with teachers and will place an item on each week's agenda, where teachers will share with the group ways they have incorporate technology into student learning.
I know I still have much to learn and I am committed to take free technology courses my district offers in the summer so I can continue to evolve into a twenty-first century educator, whether in the role of teacher or administrator.
Reflection Essay 1
I was not sure what to expect from this course. Once I read the syllabus, I was a little worried because as I came to later realize, I am a digital immmigrant and my use of technology to enhance learning in the classroom is far from what it should be. Prior to starting the course, I had no idea what the Texas Long Rangle Plan for Technology was or what it encompassed. I did recognize that my technology skills were at the beginning stage and while I use e-mail for communication, I wasn't sure what bogs were or how they were used or what wikkis were for that matter. While I have completed the STaR chart for years, I had no idead what this really was and why it was I had to complete this chart every year. The course is named "Instructional Leadership and I figured out from the syllabus that technology was a main foucs of the course, but I wasn't sure at the beginning how the one rulted from the other.
After completeing the course, I belieive that I now understand the purpose of the couse in the preparation of future administrators. Technology is central to the learning style of twenty-first century students. As a future administrator, I must understand that technology and the ways it can be used to enhance student learning. I must demonstrate leadership by not only modeling the use of technology, but also by teaching the ways technology can be used to teachers who may be digital immigrants like myself or to digital natives who may simply not be as aware of how to use the skills they possess to enhance studnet learning.
I believe that I effectively achieved the outcomes intended by the course professors. I learned about and can explain the purpose and content of the Texas Long Range Plan for Technology. I learned to use digital tools such as blogs and wikis and finally forced myself to prepare a power point presentation. But more importantly I came to recognize that technology must be integrated into the ways students learn to access, analyze, and interprete information and present it to others.
As far as the course outcomes aligning with what I envisioned, I would have to say, yes, at least to the extent I envisoned it. As stated earlier, I was not completely aware of what this course entailed and even after reading the syllabus, I was not completely sure. It wasn't until I completed each assignment week by week that I came to understand what the purpose of the course was and how valuebale technology can be to today's learner.
After completeing the course, I belieive that I now understand the purpose of the couse in the preparation of future administrators. Technology is central to the learning style of twenty-first century students. As a future administrator, I must understand that technology and the ways it can be used to enhance student learning. I must demonstrate leadership by not only modeling the use of technology, but also by teaching the ways technology can be used to teachers who may be digital immigrants like myself or to digital natives who may simply not be as aware of how to use the skills they possess to enhance studnet learning.
I believe that I effectively achieved the outcomes intended by the course professors. I learned about and can explain the purpose and content of the Texas Long Range Plan for Technology. I learned to use digital tools such as blogs and wikis and finally forced myself to prepare a power point presentation. But more importantly I came to recognize that technology must be integrated into the ways students learn to access, analyze, and interprete information and present it to others.
As far as the course outcomes aligning with what I envisioned, I would have to say, yes, at least to the extent I envisoned it. As stated earlier, I was not completely aware of what this course entailed and even after reading the syllabus, I was not completely sure. It wasn't until I completed each assignment week by week that I came to understand what the purpose of the course was and how valuebale technology can be to today's learner.
Sunday, December 13, 2009
My Technology Action Plan
Technology Action Plan
Developed by Roberto Gomez, Jr.
For PSJA Memorial High School
PSJA ISD
Key Personnel Position Role and Responsibilities
Daniel King District Superintendent Operational and instructional leader leader of the district.
Lydia Saavedra District Vertical Team 3 Instructional leader of the K-12 Administrator Vertical Team that includes my high school.
Daniel Saenz Technology Director Responsible for all aspects of infrastructure and instructional technology .
Ramon Resendez Coordinator for Responsible for the proper Instructional implantation of technology and Technology technology resources
Principal SBDM Team Responsible for integrating Department Heads instructional technology into Teachers the campus plan.
Judith Solis Principal Responsible for implementation of the campus plan and all aspects of instruction and school operations.
Karl Pankratz Campus Instructional Responsible for the integration of Technologist technology into instruction.
Steve Trevino Technology Technician Technology Repair and Instruction
The Role of the Principal: The principal is responsible for making sure that the SBDM Team includes technology integration into the campus plan. Through reports from the department heads, the assistant principals, the CIT and her own walk through visits, the principal also insures that technology is being integrated into instruction by the teachers and the school is progressing toward meeting the goals of the Texas Long Range Technology Plan.
Comprehensive Professional Development Plan
Based on the findings of the interviews I conducted in Week 3, there is a need to move teachers to integrate technology into instruction beyond the use of power point presentations. In order to achieve this overarching goal, the following technology goals are established with corresponding professional development strategies intended to meet those goals:
Goal # 1: Each classroom will establish a blog or classroom webpage.
Action Plan: 1. The SBDM Team will write the goal into the next campus plan.
2. The campus principal will schedule training on blog creation and use, either during professional development days or during Small Learning Community Common Planning Time.
3. Ramon Resendez, Coordinator for Technology Instruction, will assign instructional technology specialist to conduct the Blog training.
Goal # 2: Each student classroom will be equipped with enough computers to establish a ratio of 1 computer for every 3 students.
Action Plan: 1. Karl Pankratz will conduct a classroom by classroom walk through to determine how many computers are available in each classroom for instruction.
2. All available campus computers outside the technology labs will be redistributed evenly to all campus classrooms. The number of computers needed to meet the 3 to 1 ration will be determined and presented to the campus principal.
3. Judith Solis, the campus principal working with the CIT and the bookkeeper will determine the cost of purchasing the needed computers to establish the 3 to 1 ratio.
4. The purchase of the computers will either be made will available budget funds or a request will be made to the district chief financial officer for additional funds.
Goal # 3: Students will use the classroom computers for research, word processing, blogging, and collaborative projects.
Action Plan: 1. Teachers will document in their lesson plans evidence that the computers are being used for blog postings related to research and projects, classroom projects including student created power point presentations and word processing.
2. In accordance with the district technology plan, each teacher will compete nine hours of technology training.
3. The campus principal will ensure that technology training is on the establishment of classroom web pages, blog pages, flip camera, with refresher training available on word processing, power point, and photo shop graphics.
4. the campus principal will work with Ramon Resendez, the district coordinator for technology instruction to schedule all necessary professional development training.
Goal # 4: Each classroom will be assigned enough flip cameras to establish a ratio of 1 camera for every 3 students. The cameras are to be used by students in student produced projects.
Action Plan: 1. Judith Solis, the campus principal working with the CIT and the bookkeeper will determine the cost of purchasing enough flip camera to establish the 3 to 1 ratio.
2. The purchase of the camera will either be made will available budget funds or a request will be made to the district chief financial officer for additional funds.
3. The SBDM Team will write the goal into the next campus plan.
4. The campus principal will schedule training on flip camera use, either during professional development days or during Small Learning Community Common Planning Time.
5. Ramon Resendez, Coordinator for Technology Instruction, will assign instructional technology specialist to conduct the camera training.
Goal # 5: The inactive Campus Technology Team will be activated and will include 1 assistant principal, the CIT and teacher representatives from each of the four core areas as well as from the electives course , athletics and Career and technology courses.
Action Plan: 1. The technology team will be responsible for receiving requests by teachers for technology purchases.
2. The technology plan will analyze STaR Chart data for future recommendations on instructional technology implantation via the campus plan.
3. The Technology committee will conduct bi annual surveys on the use of technology in classroom instruction and will use the data gathered for future recommendations on instructional technology implementation via the campus plan.
Evaluation Plan
The Technology Committee will have the responsibility of determining whether or not the action plan I have proposed is working to effectively move our campus toward the target goals of the Texas Long Range Technology Plan and thus increase the use of technology in student learning. The Technology Committee will do this by:
1. Comparing STaR Chart data between pre-implementation and post implementation of the plan.
2. Analyzing the data from the bi-annual survey created by the Technology Committee to determine equipment needs including the required 3 to 1 ratio on computers and flip camera and frequency of use of technology in instruction delivery and student learning.
3. Analyzing data from the department heads on the frequency of technology use as documented in the teacher’s lesson plans.
4. Analyze the district training records to determine if teachers are meeting the training hours required by the District Technology Plan.
5. Gathering the website addresses and blog address of each teacher to determine whether or not the teachers are implementing this aspect of the CIP.
Analyzing the data gathered by the principal and the assistant principals through the Measuring What Matters instrument to determine the frequency of technology use in the classroom by students in their learning and by teachers in instruction delivery
Developed by Roberto Gomez, Jr.
For PSJA Memorial High School
PSJA ISD
Key Personnel Position Role and Responsibilities
Daniel King District Superintendent Operational and instructional leader leader of the district.
Lydia Saavedra District Vertical Team 3 Instructional leader of the K-12 Administrator Vertical Team that includes my high school.
Daniel Saenz Technology Director Responsible for all aspects of infrastructure and instructional technology .
Ramon Resendez Coordinator for Responsible for the proper Instructional implantation of technology and Technology technology resources
Principal SBDM Team Responsible for integrating Department Heads instructional technology into Teachers the campus plan.
Judith Solis Principal Responsible for implementation of the campus plan and all aspects of instruction and school operations.
Karl Pankratz Campus Instructional Responsible for the integration of Technologist technology into instruction.
Steve Trevino Technology Technician Technology Repair and Instruction
The Role of the Principal: The principal is responsible for making sure that the SBDM Team includes technology integration into the campus plan. Through reports from the department heads, the assistant principals, the CIT and her own walk through visits, the principal also insures that technology is being integrated into instruction by the teachers and the school is progressing toward meeting the goals of the Texas Long Range Technology Plan.
Comprehensive Professional Development Plan
Based on the findings of the interviews I conducted in Week 3, there is a need to move teachers to integrate technology into instruction beyond the use of power point presentations. In order to achieve this overarching goal, the following technology goals are established with corresponding professional development strategies intended to meet those goals:
Goal # 1: Each classroom will establish a blog or classroom webpage.
Action Plan: 1. The SBDM Team will write the goal into the next campus plan.
2. The campus principal will schedule training on blog creation and use, either during professional development days or during Small Learning Community Common Planning Time.
3. Ramon Resendez, Coordinator for Technology Instruction, will assign instructional technology specialist to conduct the Blog training.
Goal # 2: Each student classroom will be equipped with enough computers to establish a ratio of 1 computer for every 3 students.
Action Plan: 1. Karl Pankratz will conduct a classroom by classroom walk through to determine how many computers are available in each classroom for instruction.
2. All available campus computers outside the technology labs will be redistributed evenly to all campus classrooms. The number of computers needed to meet the 3 to 1 ration will be determined and presented to the campus principal.
3. Judith Solis, the campus principal working with the CIT and the bookkeeper will determine the cost of purchasing the needed computers to establish the 3 to 1 ratio.
4. The purchase of the computers will either be made will available budget funds or a request will be made to the district chief financial officer for additional funds.
Goal # 3: Students will use the classroom computers for research, word processing, blogging, and collaborative projects.
Action Plan: 1. Teachers will document in their lesson plans evidence that the computers are being used for blog postings related to research and projects, classroom projects including student created power point presentations and word processing.
2. In accordance with the district technology plan, each teacher will compete nine hours of technology training.
3. The campus principal will ensure that technology training is on the establishment of classroom web pages, blog pages, flip camera, with refresher training available on word processing, power point, and photo shop graphics.
4. the campus principal will work with Ramon Resendez, the district coordinator for technology instruction to schedule all necessary professional development training.
Goal # 4: Each classroom will be assigned enough flip cameras to establish a ratio of 1 camera for every 3 students. The cameras are to be used by students in student produced projects.
Action Plan: 1. Judith Solis, the campus principal working with the CIT and the bookkeeper will determine the cost of purchasing enough flip camera to establish the 3 to 1 ratio.
2. The purchase of the camera will either be made will available budget funds or a request will be made to the district chief financial officer for additional funds.
3. The SBDM Team will write the goal into the next campus plan.
4. The campus principal will schedule training on flip camera use, either during professional development days or during Small Learning Community Common Planning Time.
5. Ramon Resendez, Coordinator for Technology Instruction, will assign instructional technology specialist to conduct the camera training.
Goal # 5: The inactive Campus Technology Team will be activated and will include 1 assistant principal, the CIT and teacher representatives from each of the four core areas as well as from the electives course , athletics and Career and technology courses.
Action Plan: 1. The technology team will be responsible for receiving requests by teachers for technology purchases.
2. The technology plan will analyze STaR Chart data for future recommendations on instructional technology implantation via the campus plan.
3. The Technology committee will conduct bi annual surveys on the use of technology in classroom instruction and will use the data gathered for future recommendations on instructional technology implementation via the campus plan.
Evaluation Plan
The Technology Committee will have the responsibility of determining whether or not the action plan I have proposed is working to effectively move our campus toward the target goals of the Texas Long Range Technology Plan and thus increase the use of technology in student learning. The Technology Committee will do this by:
1. Comparing STaR Chart data between pre-implementation and post implementation of the plan.
2. Analyzing the data from the bi-annual survey created by the Technology Committee to determine equipment needs including the required 3 to 1 ratio on computers and flip camera and frequency of use of technology in instruction delivery and student learning.
3. Analyzing data from the department heads on the frequency of technology use as documented in the teacher’s lesson plans.
4. Analyze the district training records to determine if teachers are meeting the training hours required by the District Technology Plan.
5. Gathering the website addresses and blog address of each teacher to determine whether or not the teachers are implementing this aspect of the CIP.
Analyzing the data gathered by the principal and the assistant principals through the Measuring What Matters instrument to determine the frequency of technology use in the classroom by students in their learning and by teachers in instruction delivery
Sunday, November 29, 2009
Gomez Slide Show
Check out this SlideShare Presentation:
Gomez Slide Show
View more presentations from robseducationslides.
Friday, November 27, 2009
Educator Preparation and Development
Of the four areas of the Texas long Range Plan for Technology the one area that I believe needs to be seriously and urgently addressed is Educator Preparation and Development.
As the population of the state and the country to continue to grow rapidly and the baby boom generation of teachers begin to retire, schools are already seeing a shortage of qualified teachers. The teacher workforce that is recruited and employed to fill this shortage will need to have the skills of a 21th century educator. Those skills will include the ability to use the communications technology of the 21th century along with the educator skills needed to teach students how to use the technology to access and process the information that now lays at their fingertips. While this is occurring, the baby boom generation of teachers that is still in the education workforce will need to be educated to the new technolgy and ways to use it to enhance student learning.
The university programs that are training and certifying teachers are currently responsible for the task that I have outlined above, but the school districts across the state and country are responsible for the continuous and on going training of the teacher workforce if they want to see improvement in the learning of students. Veteran teachers are too valuable to lose and too dangerous to remain in the classroom without the technological skills necessary to reach today's students. School districts must provide the training or the incentives for teachers to get the training themselves in the summertime.
My campus is beginning to loose its vetran teachers. There are only about 20 classroom teachers out of 150 with more than 5 years experience. Being one of these teachers, I can attest to the fact that we veteran teachers lack the technology skills need to meet the requirments of the Long Range Technology Plan. Yet, we have huge amounts of knowledge and valuable experience that should not be wasted. We simply need the technology skills training to help put us in tune with our students. And by training, I don't mean a day of in-service at the start of each semester. I would recommend that the school district pay for any teacher, veteran or novice to take computer literacy classes at the local university or provide classes that last more than two weeks. Our district does offer summer techology classes but they are condensed and do not offer the wide range of supervised practice that is necessary for retention.
Today's students cannot wait for tomorrow's teachers to be trained. The Educator Preparation and Development component of Star Chart is showing us that there is advancement taking place. We are improving and moving towards meeting the requirments of the Long Range Plan for Technology, but we cannot fail to meet the needs of the students of 2010 simply because we feel we will meet our target for the students of 2020.
As the population of the state and the country to continue to grow rapidly and the baby boom generation of teachers begin to retire, schools are already seeing a shortage of qualified teachers. The teacher workforce that is recruited and employed to fill this shortage will need to have the skills of a 21th century educator. Those skills will include the ability to use the communications technology of the 21th century along with the educator skills needed to teach students how to use the technology to access and process the information that now lays at their fingertips. While this is occurring, the baby boom generation of teachers that is still in the education workforce will need to be educated to the new technolgy and ways to use it to enhance student learning.
The university programs that are training and certifying teachers are currently responsible for the task that I have outlined above, but the school districts across the state and country are responsible for the continuous and on going training of the teacher workforce if they want to see improvement in the learning of students. Veteran teachers are too valuable to lose and too dangerous to remain in the classroom without the technological skills necessary to reach today's students. School districts must provide the training or the incentives for teachers to get the training themselves in the summertime.
My campus is beginning to loose its vetran teachers. There are only about 20 classroom teachers out of 150 with more than 5 years experience. Being one of these teachers, I can attest to the fact that we veteran teachers lack the technology skills need to meet the requirments of the Long Range Technology Plan. Yet, we have huge amounts of knowledge and valuable experience that should not be wasted. We simply need the technology skills training to help put us in tune with our students. And by training, I don't mean a day of in-service at the start of each semester. I would recommend that the school district pay for any teacher, veteran or novice to take computer literacy classes at the local university or provide classes that last more than two weeks. Our district does offer summer techology classes but they are condensed and do not offer the wide range of supervised practice that is necessary for retention.
Today's students cannot wait for tomorrow's teachers to be trained. The Educator Preparation and Development component of Star Chart is showing us that there is advancement taking place. We are improving and moving towards meeting the requirments of the Long Range Plan for Technology, but we cannot fail to meet the needs of the students of 2010 simply because we feel we will meet our target for the students of 2020.
Wednesday, November 25, 2009
Pre-K Technology Applications TEKS
The are four end of year outcomes that are expected of Pre-K students in the Technology Applications Domain. These include: X.A.1. Child opens and navigates through software programs designed to enhance develpoment of appropriate concepts. X.A.2. Child uses and names a variety of computer input devices such as mouse, keyboard, voice/sound recorder, touch screen and CD-ROm. X.A.3. Child operates voice/sound recorders and touch screens. X.A.4. Child uses softeware applications to create and express own ideas. X.A.5. Child recognizes that information is accessible through the use of technology. Instructional strategies involves a lot of teacher modeling and the child is supposed to demonstrate the outcomes through hands on practice.
The Pre-K TEKS lays the foundation for student performance in future grades by introducing the students to equipment and baisc concepts such as software and programs that they will use continually as they progess through the K-12 Techology Applications TEKS.
The Pre-K TEKS lays the foundation for student performance in future grades by introducing the students to equipment and baisc concepts such as software and programs that they will use continually as they progess through the K-12 Techology Applications TEKS.
Tuesday, November 24, 2009
Analysis of Long Range Plan
The main thing I learned from my anaylsis of the Texas Long-Range Plan for Technology is that there is a plan. I had never heard of this plan prior to beginning this weeks assignment. I learnned that this plan is divided into four domains which include: Teaching and Learning; Educator Preparation and Development; leadership, Administraion, and Instructional Support; and Infrastructure for Technology. This plan is scheduled to be fully implemented by 2020 and it is being put in place in three phases. We are currently in phase 1 and the strategies for phase 2 and 3 will be developed as soon as it is determined what progress is being made in phase 1.
The key element in the plan is instrastructure because without the workstations and online abilities, networking, distance learning and collaborative learning cannot take place. Information retrieval, which is essential in today's gobal information based economy will also not be possible.
Infrastructure needs to be expanded and sustained by qualified indivduals.
Funding models must also be created which allows for the four domains of the Long Range Plan to be implemented.
Teacher preparation programs must prepare new teachers with the opportunity to learn and model teaching strategies that allow for the integration of technology and the content areas. Ongoing professional development for veteran teachers is also essential.
As on instructional leader, I must model the use of technology in the classroom and through my leadership duties. I can make teachers aware that the the state requires that all teachers master the Technology Applications Standards. I can assisst in the ongoing professional development of all teachers that will allow us to tecah students to develop the technical skills that they will need to compete in this rapidly changing information based global economy.
The key element in the plan is instrastructure because without the workstations and online abilities, networking, distance learning and collaborative learning cannot take place. Information retrieval, which is essential in today's gobal information based economy will also not be possible.
Infrastructure needs to be expanded and sustained by qualified indivduals.
Funding models must also be created which allows for the four domains of the Long Range Plan to be implemented.
Teacher preparation programs must prepare new teachers with the opportunity to learn and model teaching strategies that allow for the integration of technology and the content areas. Ongoing professional development for veteran teachers is also essential.
As on instructional leader, I must model the use of technology in the classroom and through my leadership duties. I can make teachers aware that the the state requires that all teachers master the Technology Applications Standards. I can assisst in the ongoing professional development of all teachers that will allow us to tecah students to develop the technical skills that they will need to compete in this rapidly changing information based global economy.
Monday, November 23, 2009
Further Reflections
After some thought, I have come to the conclusion that the assessments were correct in determine my skill level when it comes to computer literacy and my knowledge of technology use in the school setting. My low level skills would obviously hurt me as an instructional leader on campus. I have observed my current principal come on board this year and make immediate use of technology in terms of e-mail communications and phone text messaging. So, I know it is essential in leading a campus. Principals and assistants are frequently called upon to show instructional leadership through the use of presenatations. If I am to succeed, I must become more literate and learn to use audio, video and graphics in presentations, and this includes the use of power point. I must learn to use network communications and become better at the use of microssoft word processing and continue to improve upon my use of e-mail communications.
I have the desire to learn more about computer technology, I simply have to find the time in which to do so.
I have the desire to learn more about computer technology, I simply have to find the time in which to do so.
Reflection on Technology Assessment
I would be lying if I said that the technology assessments I took as part of this assignment were eye opening. They were not. They told me exactly what I already knew. When it comes to technology use, I rank at the bottom of the class. The low number of "yes" responses to the Technology Applications Inventory, including a "0" on communication confirms that technology use is my biggest weakness as an educator.
It may be that I'm not giving myself enough credit, but in the Foundations domain, three of my "yes" responses had to do with file creation, punctuation and use of the key board. The only reason I know the Ram installed in my computer is because I was forced to figure out if it was large enough for me to download the Brighten program .
Under Information Aquisition, I was able to check off 3 "yes" responses because I know enough to use search engines to get information, but I know little about video and audio files or how to validate information found on the web, other than cross checking with different sources.
Under the Solving Probelms with Technology domaim, I was able to check yes to creating and editing documents and the use of fonts. I was able to check yes to electronic communities and collaboration because of the disscussion boards used in this class. Other than that, I am not really familiar with how to use audio, video, graphics, spreadsheets, and I have little to no experience incorporating core subject materials into my technology products.
All my communication responses were "no's." I have no expereience with using technology to create presentations, and I have never created a power point presentation. As far as communicating information to others, my abilities lie in creating documents and sending e-mails.
I have no expereience working with networks.
The SETDA Teacher survey basically reflected the same level of knowledge as the Technology Survey. I really do not know much about how technology is used on my campus. I know that it is used. We offer a full range of computer classes to our students, and I have seen teachers use poower point presentations and smart boards. But beyond that, my knowledge is minimal.
My inabilities to use computer technology may seem shocking, but given that I am 48 years old and personal computers were not available when I was in college, much less high school, it becomes apparent that I belong to a generation that would be computer illiterate. How then could I have taught 26 years in the public schools and have such little technical skills? The answer lies in the subject matter I teach.
I am a theatre arts teacher and a play director. I have spent over 30 years directing and in some cases performing in plays. There have been times when I have had to integrate video technology and even computer use via power point slides into my productions, but in those rare cases, I simply sought out the experise of my fellow teachers or students.
Given all that I have said, I do, however, know how to learn. The mere fact that I am able to write this reflection and post it on my own blog means that there is hope! I am beginning to use flip cameras in class and I am learning as I go. It is my hope to find the time during summer break to actually take a computer class at my local community college. Surely, it offers computer literacy for dummies. So, perhaps the technology assessments will be the catalyst I need to begin my journey.
It may be that I'm not giving myself enough credit, but in the Foundations domain, three of my "yes" responses had to do with file creation, punctuation and use of the key board. The only reason I know the Ram installed in my computer is because I was forced to figure out if it was large enough for me to download the Brighten program .
Under Information Aquisition, I was able to check off 3 "yes" responses because I know enough to use search engines to get information, but I know little about video and audio files or how to validate information found on the web, other than cross checking with different sources.
Under the Solving Probelms with Technology domaim, I was able to check yes to creating and editing documents and the use of fonts. I was able to check yes to electronic communities and collaboration because of the disscussion boards used in this class. Other than that, I am not really familiar with how to use audio, video, graphics, spreadsheets, and I have little to no experience incorporating core subject materials into my technology products.
All my communication responses were "no's." I have no expereience with using technology to create presentations, and I have never created a power point presentation. As far as communicating information to others, my abilities lie in creating documents and sending e-mails.
I have no expereience working with networks.
The SETDA Teacher survey basically reflected the same level of knowledge as the Technology Survey. I really do not know much about how technology is used on my campus. I know that it is used. We offer a full range of computer classes to our students, and I have seen teachers use poower point presentations and smart boards. But beyond that, my knowledge is minimal.
My inabilities to use computer technology may seem shocking, but given that I am 48 years old and personal computers were not available when I was in college, much less high school, it becomes apparent that I belong to a generation that would be computer illiterate. How then could I have taught 26 years in the public schools and have such little technical skills? The answer lies in the subject matter I teach.
I am a theatre arts teacher and a play director. I have spent over 30 years directing and in some cases performing in plays. There have been times when I have had to integrate video technology and even computer use via power point slides into my productions, but in those rare cases, I simply sought out the experise of my fellow teachers or students.
Given all that I have said, I do, however, know how to learn. The mere fact that I am able to write this reflection and post it on my own blog means that there is hope! I am beginning to use flip cameras in class and I am learning as I go. It is my hope to find the time during summer break to actually take a computer class at my local community college. Surely, it offers computer literacy for dummies. So, perhaps the technology assessments will be the catalyst I need to begin my journey.
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