Wednesday, December 16, 2009
Thursday, December 10, 2009
Tuesday, December 8, 2009
Exhausted
I don't know about any of my fellow classmates, but I am exhausted trying to keep up with this technology class and Christmas things. I am looking forward to a month off but then again I need to update my portfolio!
Monday, November 23, 2009
Klyng Texas Campus S Ta R Chart Summary Presentation
Check out this SlideShare Presentation:
Summary of Mark Twain Primary School STaR chart for years 2006 to 2009
Summary of Mark Twain Primary School STaR chart for years 2006 to 2009
TX Long Range Plan for Technology: Teaching & Learning Area
We, as educators in a fast growing digital global society, must educate students so that they can perform successfully as adults in this digital world. The Teaching and Learning area of the Texas Long Range Plan for Technology requires that all learners have access to technology, digital tools, and resources 24 hours a day/7 days a week. Teachers must teach them how to use information in technology and how to communicate this information to others. Collaboration and problem solving in real world situations must be a part of their learning; it must be student/learner centered. Technology must be used in content area instruction to improve academic success of all students. Teaching them how to communicate in different technological formats to different audiences is a skill that will help them in the real world.
On the national level, progress has been made in this area by the U.S. Department of Education funding research studies to assess the most effective use of technology in teaching and learning. Included in the nation level is the National Science Foundation which supports educational research in teaching technology. At the state and local level funding has been provided for technology in the amount of $10 million dollars for 2008-09 with one million going to TEA and about $450,000 to Education Service Centers to provide training in technology.
Trends in the area of teaching and learning at all levels are focused on all learners using technology to get information, solve problems, and communicate in the 21st Century. Nationally in the No Child Left Behind legislation, all students must be technology literate by eighth grade. The money allocated to the TEA and ESC's will help with technology training in instruction. The trend at the state level is to support the use of Technology Application instructional materials, resources and tools to assist in the full integration of technology in instruction and curriculum. At regional and local levels the trend in teaching and learning lies in the professional development offered to teachers in the area of the TA TEKS, the use of technology, and integrating technology in instruction.
My recommendation for improvement in the teaching and learning area is to provide a full time technology instructional coach and mentor at each campus to support classroom efforts in using technology in curriculum areas. In the Campus Statewide Summary of the 2007-2008 STaR Chart, 69.7% of teachers fell in the "Developing Tech" area. To get to the Advanced Tech and Target Tech are, we need instructional coaches and mentors to assure instruction in technology related to the TA TEKS. Rather than teachers attending a professional development and then being left out in the cold because of no campus support, the campus technology leader can enter classrooms to provide assistance in teaching and learning. I also recommend that we educate parents in the use of technology in the world and how it relates to our teaching technology in the schools. Many parents refuse to sign permission slips at the beginning of the year allowing their child access to the web. Teachers must educate parents on the TA TEKS in relations to the Long Range Plan for Technology.
On the national level, progress has been made in this area by the U.S. Department of Education funding research studies to assess the most effective use of technology in teaching and learning. Included in the nation level is the National Science Foundation which supports educational research in teaching technology. At the state and local level funding has been provided for technology in the amount of $10 million dollars for 2008-09 with one million going to TEA and about $450,000 to Education Service Centers to provide training in technology.
Trends in the area of teaching and learning at all levels are focused on all learners using technology to get information, solve problems, and communicate in the 21st Century. Nationally in the No Child Left Behind legislation, all students must be technology literate by eighth grade. The money allocated to the TEA and ESC's will help with technology training in instruction. The trend at the state level is to support the use of Technology Application instructional materials, resources and tools to assist in the full integration of technology in instruction and curriculum. At regional and local levels the trend in teaching and learning lies in the professional development offered to teachers in the area of the TA TEKS, the use of technology, and integrating technology in instruction.
My recommendation for improvement in the teaching and learning area is to provide a full time technology instructional coach and mentor at each campus to support classroom efforts in using technology in curriculum areas. In the Campus Statewide Summary of the 2007-2008 STaR Chart, 69.7% of teachers fell in the "Developing Tech" area. To get to the Advanced Tech and Target Tech are, we need instructional coaches and mentors to assure instruction in technology related to the TA TEKS. Rather than teachers attending a professional development and then being left out in the cold because of no campus support, the campus technology leader can enter classrooms to provide assistance in teaching and learning. I also recommend that we educate parents in the use of technology in the world and how it relates to our teaching technology in the schools. Many parents refuse to sign permission slips at the beginning of the year allowing their child access to the web. Teachers must educate parents on the TA TEKS in relations to the Long Range Plan for Technology.
Friday, November 20, 2009
Technology Application TEKS Summary
How do the Pre-K TEKS lay the foundation for student performance in future grades?
By exposing the Pre-K students to technology at an early age, they learn how technology can make their lives better. They begin to learn about how to handle and control keyboards, mouse, voice/sound recorders, CD-ROM, and even touch screens. This increases their confidence and decreases their fears of technology. There are many software games available for pre-school children made by the major toy manufacturers. These also help in building confidence in technology. Pre-K students also learn through use of technology that they can gain information, solve problems, and even communicate with others. If they have consistent access to computers and software this enhances their learning. The foundations they learn about technology at this age are the building blocks for what they learn in later grades.
In your blog, describe a spiraling or scaffolding curriculum. The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. Describe a series of TEKS in which students have multiple opportunities to master knowledge/skills.
A spiraling or scaffolding curriculum is teaching and learning a subject in an abstract manner. It is tied to level of readiness of the learner and is taught in their "zone of proximal development" as described by Vygotsky. The student understands a subject or concept’s structure in their "zone" and as the language becomes more familiar they create a memory bank. This memory bank helps them comprehend at their level of learning. An example would be small group guided reading instruction. The children are taught in their instructional zone on different concepts of literacy. As their current "zone" becomes easier, the teacher then instructs them at a higher level (their new instructional zone) and still uses the same concepts of literacy but at a high lever. An example of spiraling curriculum in a series of Technology Application TEKS is one that deals with keyboarding. In each grade level there is a TEK that addresses the proper keyboarding technique. Each TEK spirals so that the level of difficulty increases with each grade level. In grades PK through 2nd grade, the student is expected to use correct hand and body positions and smooth, keystroke patterns. This level of difficulty continues at grades 3-6 where the students have more time to perfect their keyboarding skills. By middle school, they are expected to demonstrate keyboarding proficiency in technique and posture while building speed so that by the high school level they can use digital keyboarding standards for the input of any data successfully. This TEK is spiraled through the grade levels but increase with difficulty at each level.
By exposing the Pre-K students to technology at an early age, they learn how technology can make their lives better. They begin to learn about how to handle and control keyboards, mouse, voice/sound recorders, CD-ROM, and even touch screens. This increases their confidence and decreases their fears of technology. There are many software games available for pre-school children made by the major toy manufacturers. These also help in building confidence in technology. Pre-K students also learn through use of technology that they can gain information, solve problems, and even communicate with others. If they have consistent access to computers and software this enhances their learning. The foundations they learn about technology at this age are the building blocks for what they learn in later grades.
In your blog, describe a spiraling or scaffolding curriculum. The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. Describe a series of TEKS in which students have multiple opportunities to master knowledge/skills.
A spiraling or scaffolding curriculum is teaching and learning a subject in an abstract manner. It is tied to level of readiness of the learner and is taught in their "zone of proximal development" as described by Vygotsky. The student understands a subject or concept’s structure in their "zone" and as the language becomes more familiar they create a memory bank. This memory bank helps them comprehend at their level of learning. An example would be small group guided reading instruction. The children are taught in their instructional zone on different concepts of literacy. As their current "zone" becomes easier, the teacher then instructs them at a higher level (their new instructional zone) and still uses the same concepts of literacy but at a high lever. An example of spiraling curriculum in a series of Technology Application TEKS is one that deals with keyboarding. In each grade level there is a TEK that addresses the proper keyboarding technique. Each TEK spirals so that the level of difficulty increases with each grade level. In grades PK through 2nd grade, the student is expected to use correct hand and body positions and smooth, keystroke patterns. This level of difficulty continues at grades 3-6 where the students have more time to perfect their keyboarding skills. By middle school, they are expected to demonstrate keyboarding proficiency in technique and posture while building speed so that by the high school level they can use digital keyboarding standards for the input of any data successfully. This TEK is spiraled through the grade levels but increase with difficulty at each level.
Long Range Plan Analysis
As an instructional leader on my campus the biggest barrier to implementing effective technology applications is budgeting. From my new learning involving the Long Range Plan for Technology, I will need to develop, implement, and budget for a technology plan that is aligned with my campus student and teacher needs. I can honestly say that I do not know where the money comes from. This is one area that I will have to research so that I can use what money I get effectively. Data must be collected concerning technology needs at my campus and decisions must be made based on these needs. A technology committee must be established on my campus to help with instruction, implementation, and decision making. I must offer staff development for teachers in a timely format and manner. For students and parents, I need to offer distance learning and online instructional opportunities that they can access at school or at home. Since my campus is the largest Title 1 campus in our district, a large percentage of our student population do not have computers at home. Establishing a program for parents and students to have access to computers after school hours is a priority that will assist with technological success. Software applications that address the instruction needs of our students will be evaluated and implemented. Continued evaluation and assessment of students and technology is imperative to ensure student learning. This new learning is only one of the challenges that I will face as a leader. Establishing a shared vision in technology at the campus level and involving all staff and parents in the decision making will help with this challenge.
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