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
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