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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

Assessing My Strengths and Weaknesses in Technology Leadership

After taking the Technology Applications Inventory and the SETDA Teacher Survey, I was quite relieved to find that I am somewhat proficient in the use of technology in the classroom. I feel that the surveys portray me accurately. I use technology everyday to communicate with parents, students, and faculty. My students are accustomed to working with an Elmo, projector, and a Smartboard nearly every day. I am capable of using technology to input and gather data information regarding my class, our campus and our district.

I often take a leadership role in technology amongst my colleagues. I try to assist others in any way I can and to offer suggestions to about ways technology could be incorporated in their daily lessons. As a leader, I try to make the information I am sharing as clear and concise as possible to avoid intimidating those seeking assistance.

I often have ideas of how to make our learning in the classroom more exciting and relevant, but fall short of actually implementing the lesson because I am unsure how to proceed and I honestly do not have the time to set it up or teach myself how to go forward with the project. I have some experience with Photo Story and PowerPoint, but would like to use them more often.

Ongoing professional development is a must for all faculties, including principals and technology leaders. Technology makes advances each day and one must have training that advances as quickly. Of course, it is not realistic to receive daily training, but scheduled training times as well as specifically allotted time for technology planning could help close the gap while allowing us to become more successful in the classroom.

The above mentioned surveys have shown my areas of weakness to be in the areas of understanding technological vocabulary and its meanings, the ability of determining is online information is accurate, using spreadsheet programs such as Excel, and allowing students to work more independently. I am somewhat intimidated by the Excel program. I have never had training regarding how to use the spreadsheet, its functions or formulas. I think it could be a very valuable tool to have in your toolbox. It is useful when disaggregating data.

As a leader in technology, it is imperative to be able to speak the jargon and understand it. Having confidence in your own ability to access and utilize programs is important when teaching others.