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Summary of Mark Twain Primary School STaR chart for years 2006 to 2009
Monday, November 23, 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.
Technology Assessment Reflection
Technology can be frustrating at times. The days are gone when you could just plug in something, turn it on, and it works. Now you needs a technology specialist to come to your home to set up and install your new equipment for a small fortune. I even have to get my son to turn on the DVD for me so I can watch a movie! Even though I consider myself technological deficient in some areas, I do find myself knowledgeable in other areas involving technology.
An educational technology leadership strength I have is in our district's new online curriculum and lesson plan software. I helped write the kindergarten curriculum and input the TEKS and curriculum into the new software program. I was trained by the district technology leader on accessing curriculum and writing lesson plans one year prior to implementation throughout the district. Although our campuses do not have a technology leader, I was responsible for teaching and coaching other staff members on how to use the new software. Because I do many literacy staff trainings I am familiar with presentation software such as Word Power Point and using document cameras and projectors. Many people come to me on my campus for help in using this equipment. I also use software to analyze the results of student's reading scores and hold staff trainings with my principal concerning relaying this information to the teachers. In the first technology assessment, my strongest domain was in foundations. This domain reflects the basic knowledge of technology comparable to the lowest level of Bloom's taxonomy. Another domain I show strength in on the first technology assessment is problem solving. I can successfully problem solve ways to use software by teaching myself through trial and error. It is time consuming at times, but the learning experience far out ways the time.
My weakness in technology leadership is just knowing enough to get by to get the job done. For example, I use Power Point extensively in my training but am familiar with the basics. I know there is much more that you can do with Power Point and I hope to learn more about it with this course. This weakness is apparent in the first technology assessment. In the domain of communication, I am only half proficient due to lack of knowledge in spreadsheet applications and using rubrics to evaluate projects. Another weakness apparent on the first assessment involves the domain of information acquisition. I find myself overwhelmed when searching for information on the Internet. Armstrong and Warlick (2004) state that using the acronym NETS will help with narrowing the search for new information. They suggest to "start narrow, find (the) exact phrase, trim back the URL and look for similar pages" (Armstrong & Warlick, 2004, p. 21). I hope to improve by using their advice.
Since I am a literacy coach, I do not have a classroom, therefore I completed the SETDA Building Survey. The results of this survey show a need for improvement with technology instruction on my campus. Our school was built in 1964 and is the oldest in the district. Because of this, our district does not invest in installing technology equipment on our campus. This is also the same for other older schools in our district. The newer schools receive the latest in technology. Every classroom is equiped with promethium boards, projectors, document cameras, and computers for student and teacher use. While at the older schools, only one or two promethium boards are installed through out the campus. Only two document cameras and projectors are available for thirty teachers at my campus. Although we will be getting a new school in two years, I feel that technology should be consistent across the district regardless of the age of the school. Budget restrictions could possibly be the reason for the inequality of technology in our district. Also, across the district, data collected on the effectiveness of technology on student success is not evaluated. From the SETDA survey, I learned that the majority of technology involves teacher use for planning and some use of instruction. Because of the limitations of equipment children are not able to use technology in their assignments. Our students do have access to some software but our teachers need training in how to teach students to use the software. Also students are allowed access to a computer lab once a week for one hour.
To improve these technology limitations in the schools in our district, a technology leader should be assigned to each campus to coach teachers on how to implement and teach using technology and how to incorporate student technology use in learning. The article concerning meeting the needs of diverse learners portrays the importance of how technology can aid in teaching diverse students. Wahl and Dulfield state (2005) that "many of the technology resources that most schools already have at hand can be used to facilitate this kind of tailored instruction" (p. 2). Due to budget restraints this is not occurring.
These assessments helped me realize the areas of improvement I need to focus on with technology. Since I am a literacy coach, I need to focus on using the resources we have to help teacher teach the diversified population we service. The building assessment helped me realize that our district is inconsistent between school in the area of technology. To solve this, I think a technology leader should be at each campus and all campuses should be given access to the same technology opportunities.
Armstrong, S. & Warlick, D. (2004). The new literacy: The 3 R's evolve into the 4's. Technology & Learning, 25(2), 20-28.
Duffield, J. & Wahl, LO.,(2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. http://www.wested.org/cs/we/view/rs/763.
An educational technology leadership strength I have is in our district's new online curriculum and lesson plan software. I helped write the kindergarten curriculum and input the TEKS and curriculum into the new software program. I was trained by the district technology leader on accessing curriculum and writing lesson plans one year prior to implementation throughout the district. Although our campuses do not have a technology leader, I was responsible for teaching and coaching other staff members on how to use the new software. Because I do many literacy staff trainings I am familiar with presentation software such as Word Power Point and using document cameras and projectors. Many people come to me on my campus for help in using this equipment. I also use software to analyze the results of student's reading scores and hold staff trainings with my principal concerning relaying this information to the teachers. In the first technology assessment, my strongest domain was in foundations. This domain reflects the basic knowledge of technology comparable to the lowest level of Bloom's taxonomy. Another domain I show strength in on the first technology assessment is problem solving. I can successfully problem solve ways to use software by teaching myself through trial and error. It is time consuming at times, but the learning experience far out ways the time.
My weakness in technology leadership is just knowing enough to get by to get the job done. For example, I use Power Point extensively in my training but am familiar with the basics. I know there is much more that you can do with Power Point and I hope to learn more about it with this course. This weakness is apparent in the first technology assessment. In the domain of communication, I am only half proficient due to lack of knowledge in spreadsheet applications and using rubrics to evaluate projects. Another weakness apparent on the first assessment involves the domain of information acquisition. I find myself overwhelmed when searching for information on the Internet. Armstrong and Warlick (2004) state that using the acronym NETS will help with narrowing the search for new information. They suggest to "start narrow, find (the) exact phrase, trim back the URL and look for similar pages" (Armstrong & Warlick, 2004, p. 21). I hope to improve by using their advice.
Since I am a literacy coach, I do not have a classroom, therefore I completed the SETDA Building Survey. The results of this survey show a need for improvement with technology instruction on my campus. Our school was built in 1964 and is the oldest in the district. Because of this, our district does not invest in installing technology equipment on our campus. This is also the same for other older schools in our district. The newer schools receive the latest in technology. Every classroom is equiped with promethium boards, projectors, document cameras, and computers for student and teacher use. While at the older schools, only one or two promethium boards are installed through out the campus. Only two document cameras and projectors are available for thirty teachers at my campus. Although we will be getting a new school in two years, I feel that technology should be consistent across the district regardless of the age of the school. Budget restrictions could possibly be the reason for the inequality of technology in our district. Also, across the district, data collected on the effectiveness of technology on student success is not evaluated. From the SETDA survey, I learned that the majority of technology involves teacher use for planning and some use of instruction. Because of the limitations of equipment children are not able to use technology in their assignments. Our students do have access to some software but our teachers need training in how to teach students to use the software. Also students are allowed access to a computer lab once a week for one hour.
To improve these technology limitations in the schools in our district, a technology leader should be assigned to each campus to coach teachers on how to implement and teach using technology and how to incorporate student technology use in learning. The article concerning meeting the needs of diverse learners portrays the importance of how technology can aid in teaching diverse students. Wahl and Dulfield state (2005) that "many of the technology resources that most schools already have at hand can be used to facilitate this kind of tailored instruction" (p. 2). Due to budget restraints this is not occurring.
These assessments helped me realize the areas of improvement I need to focus on with technology. Since I am a literacy coach, I need to focus on using the resources we have to help teacher teach the diversified population we service. The building assessment helped me realize that our district is inconsistent between school in the area of technology. To solve this, I think a technology leader should be at each campus and all campuses should be given access to the same technology opportunities.
Armstrong, S. & Warlick, D. (2004). The new literacy: The 3 R's evolve into the 4's. Technology & Learning, 25(2), 20-28.
Duffield, J. & Wahl, LO.,(2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. http://www.wested.org/cs/we/view/rs/763.
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