Week 5 Reflections EDLD 5352

My goal for this course was to learn how to utilize technology in the classroom. I wanted ideas of ways to make it easier for teachers on my campus to integrate digital tools into daily lessons. When I began this course, I didn’t know a Wiki from a Blog. I had no idea that we would be asked to create a blog and use it as an educational tool. I really thought the program might be about reports, spreadsheets, and other business type tasks. I was surprised at how easily you can use technology through the use of blogs, wikis, and Podcasts. I can see how important that could be in getting students involved and participating. After creating my own blog, I understand how simple it is to do. This course has opened a doorway for me, and I am glad it was not about spreadsheets and office management skills after all. I am confident that I could lead my staff through the process. Being knowledgeable about the technology you expect your teachers to use is very important.

We work and teach in an extremely advanced cyber world where the students are normally more proficient in technology than their teachers. In order for educators to keep up with these advances, schools must have school leaders who have a vision to make lessons more relevant and to increase the academic success of all students. These leaders must be able to adequately articulate their vision and to promote student success by creating a positive school culture. They are to be knowledgeable in technology. They employ highly qualified teachers and provide them with the latest instructional programs. The effective principal is one of integrity who leads in fairness to provide student academic success and to promote professional growth as well as training to professional staff. One of the various jobs the principal has is to support and assist teachers in the education of the students and that means the use of technology.

One detail, a very important one, we did not seem to cover, at least not well enough for me is how do you get all of the staff on board to integrating technology in all of the classrooms. The STaR Chart is an important tool to a school district. It shows the perception of teachers and principals views of their own technology developmental level. It is an indicator of the areas of weakness, strength and of the types of staff development that are needed. Overall, the initiative on our campus/district is that of “developing” technologists. We have access to many technology tools and are learning how to utilize them to the fullest extent. Teachers in the Middle and Jr. High schools are finding more ways to bring technology not just into the classroom but as a hands-on tool for the students. The teachers in the Elementary are not always willing, but feel that they have a more difficult time incorporating these digital tools in the day to day instruction of their classes. Our campus/district is making advancements to create more funding and professional staff development to enrich our programs. However, we will never achieve our goal if we can’t get all teachers on board.

Regarding the course assignments, I felt they were appropriate. They challenged me to disaggregate the data of the Academic Excellence Indicator System (AEIS), Adequate Yearly Progress (AYP), STaR Chart, and other assessments. I successfully created a blog, but was unsuccessful posting my action plan in table format on my blog. The reasoning for this relates to my personal computer, but still it was discouraging. The assignments were quite lengthy and very time consuming, but most frustrating of all, were the inconsistency of the assignments. However, we are in education as should be somewhat flexible. Changes in the discussion board format and other procedures for the class have been somewhat sporadic. This course did not allow you to work ahead because lesson procedures may not be the same from week to week. These are the kinds of situations that keep people from trying new technology. So while I did learn much from this class, I think I would have learned and produced more if I were sure of the expectations.

Through this course I have learned how to use blogs with students and staff. At first I was apprehensive, unsure of my capabilities to work through the process and be successful, but the directions in our assignment were very well laid out and easy to follow. Once I had created my blog and made several postings, I thought how I had dreaded this assignment because of the technical aspect and how it had really been so simple. Even younger students would be able to create and manage a blog. I suppose that the lesson I learned is that you should keep an open mind and give yourself the opportunity to utilize all that technology can bring not only to the classroom but to educators as well. After completing my blog, I thought about ways to use blogs to enhance administrator, teacher, parent, and student communications and the prospects are limitless.

The vision of integrated technology into the curriculum involves students and educators working in collaboration using modern innovative digital tools to enhance student learning. Educational leaders are constantly seeking new ways to capture the attention of students and create active learning environments where minds are engaged and interests are nurtured. A blog is a powerful tool for engaging minds: school groups and individual students can collaborate on projects; students can pursue individual interests, taking responsibility for gathering their own information; and everyone can communicate with peers and experts worldwide. Blogs can be used effectively for administrators to communicate with staff, parents, students and other stakeholders. We, who live now in the 21st century, have been immersed in the usage of technology and digital tools not only in the classroom but also in administrative duties and we had better learn to use them to prepare our students for a 21st century world.

Blogging is definitely an asset as a teaching and learning tool. Blogs can be used effectively to share information, generate ideas, and work collaboratively with others and for private projects. As with any other interactive website, the concerns are great. Students often feel hidden or protected from reality when working on the internet. Since no one sees or hears them, they can become anything they chose to be or say anything they want. But so can anyone else. The internet is filled with undesirables. Predators who prey on the unsuspecting and lure them into dangerous situations, while pretending to be a peer. This is the precise reason for teaching students to use websites, such as blogs, intelligently and appropriately. They must be taught the skills to protect themselves and these skills must be used religiously. Blogging can be a great teaching tool, but when it is misused, it can turn into a very dangerous place.


For administrators and teachers, the Internet is an electronic gateway to learning resources and experiences otherwise unavailable. No matter how specialized an area of interest may be, there is someone on the Internet who shares the interest and has identified or developed useful resources. Blogging is another way to use the internet to communicate with large numbers of people, such as a school’s stakeholders. Stakeholders include students, teachers, school staff, parents, and community members. Blogging can reach all of the groups listed above. Blogs can be used to share student, campus and district specific information that produces more community involvement, as well as purposeful and meaningful planning. It is through interaction with other people, ideas, and new experiences that we all construct new knowledge and the power of the blog in this capacity is to enable interactions with all people within your community. In essence, blogs provide a way to break out of the school walls and engage students with people and resources scattered within your community and even around the world.

Murchison ISD Campus Action Plan (Sorry, It wouldn't post in a table format.)

Goal: Murchison ISD will improve performance on the STaR Chart and to
implement a technology program with emphasis on relevant, skills based
software, giving all students opportunities to become computer literate and
proficient in TEKS related concepts.

Objective: Bring campus performance of STaR Chart up from Developing Tech to Advanced Tech while utilizing technology to increase
knowledge for all students.


Strategy One:
Schedule regular computer time for each class to reinforce targeted TEKS objectives. Students will attend Computer class a minimum of two times per week for elementary and daily for Jr. High students.

Person(s)Responsible:
Principal
Comp. Lab Teacher
Classroom Teachers


Roles of Responsible Parties:
The Principal works with Tech. Personnel and teachers together to determine software programs, updates, technology purchases and upgrades, as well as staff development and training needed to integrate the technology in the most effective ways.

Implementation Timeline:
Beginning in January 2010 to May 2010.

Resource Allocations:
STAR Reading & Math, Cyber ED Computer Software, Compass Learning,Accelerated Reader,
Internet programs,Microsoft Word, Excel, Power Point
$5000.00/yr

Staff Development:
Staff will be trained in all programs utilized by students and taught ways to correlate classroom studies with computer programs

Evaluation of Measurable Outcomes:
Increase in student performance (benchmark tests, TAKS testing, and end of year tests) in all academic areas with an emphasis on Math and Reading.



Strategy Two:
Provide computer software training for staff to utilize technology to meet the needs of their students.
Some new software and tools presented are Blogs, Wikis, and Podcasts.

Person(s)Responsible:
Principal
Classroom Teachers
Comp. Lab Teacher
Technology Director

Roles of Responsible Parties:
The Principal oversees the progress of teachers as they present new strategies using technology learned through staff development
Implementation Timeline:
Staff Development Days and Faculty Meetings,January 2010 To May 2010

Resource Allocations:
Various computer software programs, Computer Lab

Staff Development:
Staff will be provided with strategies on technology use of blogs, wikis, and podcasts that are integrated with core subjects.
$4000.00/yr

Evaluation of Measurable Outcomes:
Increased success in student (assessed grades, success in using blogs, wikis and podcasts), student feedback, and growth in teacher technology skills(STaR Chart)



Strategy Three:
Utilize computers and software for students in the classroom.
Implement more multimedia technology in the classroom, such as interactive white board, ELMO and blue tooth mobile presenter.

Person(s)Responsible:
Principal
Teachers
Technology Director
Multimedia presenters

Roles of Responsible Parties:
Technology director guides principal and teachers through procedures given by Multimedia presenters.

Implementation Timeline:
Staff Development Days and Faculty Meetings,January 2010 To May 2010

Resource Allocations:
Accelerated Reader/Math
10 new lap top computers for Jr. High mobile Lab
Internet Programs
Microsoft Word, Excel, Power Point
$ 10,000.00

Staff Development:
Staff will receive hands-on training in the implementation of white boards, ELMOs, and blue tooth mobile presenter.

Evaluation of Measurable Outcomes:
Increase use of multi media technology (higher scores on STaR Chart) which increases student learning in the classroom (as assessed by grades).



Strategy Four:
Create media room for distance learning utilized by students, teachers, parents, and community.

Person(s)Responsible:
Principal
Classroom Teachers
Comp. Lab Teacher
Technology Director

Roles of Responsible Parties:
The Principal oversees the remodeling of room. Tech. directors oversee the placement and utilization of equipment. Teachers, students, parents, and community are learners in this scenario.

Implementation Timeline:
Staff Development,Parent/ Community lessons and Faculty Meetings,May 2010 To May 2011

Resource Allocations:
Remodel room, tables and chairs, projector, projector screen, white board, speakers and sound system.
$40,000.00

Staff Development:
Teacher will learn how to interact with others using distance learning for staff development. Students will work with other classrooms across the nation. Parents/community will utilize family training.

Evaluation of Measurable Outcomes:
Surveys provided to all participating parties will be scrutinized for approval of program as well voicing complaints and/or ideas for improvement.

ATTENTION: POWER POINT VIEWERS

Please use your mouse to advance through the talking points on each slide of the presentation by clicking ABOVE the blue navigation button on the right side of each slide. This will display each talking point on each slide. It WILL NOT advance on its own. Thanks!

Texas STaR Chart

See more presentations by Millery1 | Upload your own PowerPoint presentations

Discussing Educator Preparation and Development

Educator Preparation and Development is a must for teachers who desire to be successful and effective in the classroom of 21st Century learners. This is true for veteran teachers as well as novice teachers just entering the public school system. Professional learning should be defined as an ongoing process. We have technology as a powerful tool in the classroom to enhance the learning of all students, but it is only as powerful as we allow it to be.

In an attempt to determine the success of meeting goals of the Long-Range Plan for Technology, 1996-2010, leaders were surveyed, additional data was reviewed from state provided tools such as; STaR Charts, Education Week’s Technology Counts longitudinal reports, TEA website, and the2002 Long-Range Plan for Technology 1996-2010. As a result of this survey, progress in the area included the development of a new Long-Range Plan for Technology, 2006-2020.

The trends for this new Technology Long-Range Plan for Technology 2006-2020 is that Technology Applications (TA) TEKS are required to be taught. In an attempt to help students master these TA TEKS, it is now required that graduates from educator preparation programs are required to pass exit level test assessing new teachers’ skills in technology. For veteran teachers, ongoing staff development must be provided in the area of technology. There is now a requirement for all students to have mastered the TA TEKS by the end of eighth grade. While these are just a few, there are many standards that are required to assure student proficiency in Technology Applications.

As for my recommendations, I would always suggest more and more ongoing staff development that provides specific new stategies to help students learn subject matter while becoming proficient in the TA TEKS. I would suggest distance learning for students and teachers alike. More training is certainly desirable for new digital tools and software so teachers and students can use programs and tools to their fullest potential.
This emersion into Technology opens the world for teachers and students alike. It allows us to safely travel around the world and meet other people in the comfort of our classrooms. It is so valuable for those visual learners. Technology is the future and we need to prepare our students for that world in which they will be the leaders.

Pre-K Technology Applications TEKS

The Technology Applications TEKS for Pre-Kindergarten students lay the foundation for future learning by providing regular exposure to the integration of technology in the classroom. They learn basic functions and are able to handle and control input devices. Students begin to work with age-appropriate software that often provides immediate feedback. Interaction with multi-media makes learning more exciting for these students. It is here when students begin to use technology jargon such as, mouse, keyboard, and printer. It is this initial exposure in Pre-K that begins the foundation of future learning for these students.

A spiraling or scaffolding curriculum for Technology builds on skills throughout a student's academic career. This type of curriculum is sequential and begins with Pre-K students. An example of this spiraling and scaffolding curriculum can be shown in the following Technology TEKS:

In the area of communication, K-2nd grade students are expected to "Start and exit programs as well as create,name and save files." This same TEKS for grades 3-5 Communication reads, students are expected to: "save and delete fies, use menu optons and commands, and work with more than one software application." In grades 6-8 students, the TEKS state that students are expected to "compare, contrast, and appropriately use the various input, processing ,output, and primary/secondary storage devices." Students in high school are directed to continue this objective.

At each step, skills are strengthened and and extended allowing students to build or "scaffold" their learning. Each year, skills are built on from Pre-K to eighth grade and even into high school until students have mastered the Technology TEKS.

Key Ideas of the Long-Range Plan for Technology

While studying the Long-Range Plan for Technology 2006-2020, I became aware of how important it is to refine and align curriculum standards to meet the needs of the
21st Century workplace and higher education by providing quality instructional materials aligned with content standards.

According to the plan, on-going professional development for educators including personalized instruction, how to use data effectively, alignment of assessment instruments, and equitable access to technology tools for students and teachers are a must.

Because students of today are technology –savvy and need access to technological tools and training, teaching content needs to be relevant.Students need to be taught basic skills of communication and learning should be diversified to meet the needs of all students through a variety of resources.

I was pleasantly surprised to learn that research shows that experienced teachers once thought as resistance to technology represent 35% of those actively involved with technology in the classroom. Teachers also report that student engagement, achievement, as well as collaboration and teamwork as being the primary impact of technology.

As with any learning, the “one size fits all” approach does not meet educational needs and goals. The No Child Left Behind legislature requires students to become technology literate by the end of eighth grade, so teachers find that curriculum alignment, more planning time, and new teaching methods and strategies are all challenges.

I did not realize that distance education/online learning is key to providing students with the courses and expanded education opportunities. I usually equate online/distance education as a need of high school/college students.

As an administrator, it is important that I would cultivate a shared vision with my stakeholders and open the pathway to change. As a technology leader, I should lead and support others in the area of technology.

As a result of reading the Long Range Plan, I understand how important ongoing staff development and sufficient training time is. Therefore, this Plan guides me to hone my own technological skills and take more of a leadership role, helping others to acquire the training they need and to prepare their students for life in the 21st century