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Sunday, November 29, 2009
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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