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.