• What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
Since I did not even know about Texas’ Long Range Plan for Technology this course has really blown me away. I knew I took some strangely designed technology survey every year online, but I was never given the information from it. I was not sure why we took it or what it meant. I had no idea it was attached to a Long Range Plan for Technology. However, since I love adding technology to my classroom, this class was right up my alley. Even though my action plan is just a baby step towards the bigger goal, it still was something I could control and my 4th grade team will benefit from it.
• To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
When I prepared my Action Plan, I did it from the stand point of what I could actually control. Since I am not currently fulfilling an administrative role, I could not really participate in a school wide technology plan. However, I could “really” participate in an Action Plan that was targeting my 4th grade team. When we talked about this in our team planning meeting, the teachers were very open to my ideas and we were able to reach a consensus as to how we wanted to address technology. Because, I am able to control and participate in this Action Plan, the outcomes are relevant for what I do on our campus.
• What outcomes did you not achieve? What prevented you from achieving them?
At first I wanted to involve the whole campus. As I first started to plan on how to assess our campus professional development needs, I met slight resistance. When teachers knew I was doing a project for my masters program, several found it a waste of time for them and did not want to commit any time to my project. When I narrowed it down to my team and some pressing technology needs that we have already identified, they were more willing to work with me. I was not able to do a campus wide assessment and plan, but I was successful on a grade level plan of action.
• Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I was successful in carrying out the assignments once I narrowed my focus to my 4th grade team. The neat thing was I that I actually worked with my team of five teachers to create an Action Plan for technology. So, it is not just some make-believe plan for what I would do if I were principal, it actually was a collaborative effort that added value to my team. Even though the assignment is over, we still are working from the Action Plan. I can’t say that everyone will actually stick to it, but the planning process was closer to that of what an administrator would probably experience.
• What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
Like I stated previously, because I was so unaware of any Long Range Technology Plan, STaR Chart, or Technology TEKS, I have experienced a large amount of growth from this class. It would be easy to say this is something I could put on the back burner, because those I interviewed did not seem to passionate about the topic, but since I am already so technology driven, I found great value from the information in this class. I still feel a key component is getting more up to date technology in each classroom. When this happens, you will find more teachers willing to get the proper training needed to expand student learning through technology in his/her classroom.
• What is the educational value of blogs and blogging to the 21st century learner?
I think blogs are one more way that student can use technology to responds to teachers and other classmates, possibly from around the world, share ideas, and create digital projects. These are necessary skills for 21st century learning. Students are able to network among other students and professionals. Blogs are an affordable way for teachers to bring technology into the classrooms were students can have a first-hand experience with technology. As students learn to network with professionals and other students, we are better preparing them to meeting the ever changing world of technology.
• What are the concerns of blogs and blogging in education?
Although I can see the value of using blogs in the classrooms, I still have a lot of concerns. It seems like law suits are so common among schools, that teachers are afraid not to have insurance. More than ever we have to be more careful about what we say and what we write. Text to students could possibly be taken out of context and used against you. As a teacher, I could be held responsible for disciplining a student for inappropriate comments or conduct on the blog. At this time, I am uncomfortable with taking such chances. Even as I write these reflections, I have edited my remarks and left out some information because I would not want anyone on my campus to see any personal remarks I have made concerning our technology or campus.
• How can you use blogging to communicate with school stakeholders?
Because so many people are already using blogs to share information, it seems like it would be one more tool for increasing communication with school stakeholders. However, not all people have this access and would not need to be the only way to communicate. This could be a great tool for committees. For example, I serve on a TAKS Math Committee. It would be a great way to post topics and have everyone blog and respond. It possibly could take the place of so many meeting that we tend to have, or it could at least get us on the same page and spark creative ideas before we even have the meetings. I still think teachers and administrators should use extreme caution with using this tool to discuss any individual student’s behavior or progress.
Sunday, December 20, 2009
Monday, December 14, 2009
Technology Action Plan
After reviewing the data from Week 3 assignment, I have decided to build a professional development plan around my 4th grade team. There are five fourth grade teachers. Three of the five teachers have 10 computers in their classrooms. The other two teachers have 5 computers. The fourth grade has access to a WOW cart with 28 laptop computers.
After a small informal needs assessment, we were able to identify our area for improvement and growth. We found it necessary for all of us to become WOW Cart certified. Only one teacher was certified. We assigned different team members to become “Specialist” over the different technology programs we use within our grade level: Read Naturally, Study Island, Brainpop and Brainpop Jr, UnitedStreaming, Soar to Success, Education City, and Raz-Kids. This way we would have a “go to” person for each application and someone to prepare brief on-going training during our team planning meetings. This was not hard to do since there already were those that were more familiar with some applications than others. Each specialist would be responsible for giving tips as how to ingrate the application into the lesson plans. Lastly, we all expressed interest with learning how to use Smart Boards. The upcoming reading adoption features this technology and none of us know how to use or set it up. We do have access to them on our campus.
After a small informal needs assessment, we were able to identify our area for improvement and growth. We found it necessary for all of us to become WOW Cart certified. Only one teacher was certified. We assigned different team members to become “Specialist” over the different technology programs we use within our grade level: Read Naturally, Study Island, Brainpop and Brainpop Jr, UnitedStreaming, Soar to Success, Education City, and Raz-Kids. This way we would have a “go to” person for each application and someone to prepare brief on-going training during our team planning meetings. This was not hard to do since there already were those that were more familiar with some applications than others. Each specialist would be responsible for giving tips as how to ingrate the application into the lesson plans. Lastly, we all expressed interest with learning how to use Smart Boards. The upcoming reading adoption features this technology and none of us know how to use or set it up. We do have access to them on our campus.
Sunday, November 29, 2009
Texas S Ta R Chart Presentation
Check out this SlideShare Presentation:
Texas S Ta R Chart Pp
View more presentations from Lamar University.
Week 2 Infrastructure for Technology
I personally feel that all of the four Key Areas hinge on the area of Infrastructure for Technology. This Key Area is one of the most improving areas from our campus to the state level, but that is not enough. The ability to get all the Key Areas to Target Tech by 2020, will be a direct result of how timely we get the Key Area of Infrastructure of Technology to Target Tech. Honestly, what can a teacher do with 2-5 computers in his/her room…almost nothing. I have tried myself and seen others as they try and fail to fully utilize technology and online program in their classrooms.
Recently, myself and three other grade level teachers have been albe to increase our student computer ratio to 2:1. That is two students to every 1 computer in our classroom. Our interest in online programs and technology driven lesson plans have greatly increased. Technology has become a key part of our communication and lesson planning.
What brought about this change is key. Our 4th grade team asked for Read Naturally, a program for building comprehension and fluency, Study Island, a prove for practice TEKS with games used for motivation, and Raz-Kids, a leveled reading program. When we got these programs from stimulus funding, we dug every computer and thin client out of storage. These computers are now fully used from the time school starts till it ends.
If teachers have more access to technology within his/her classroom, then in return, they will seek more professional development, be more willing to apply technology TEKS, and more pressure will be placed on the administration to support the teachers with technology needs.
Until you see a closer 1:1 ratio of computer in classroom, you will continue to see teachers avoiding training and the use of technology.
Recently, myself and three other grade level teachers have been albe to increase our student computer ratio to 2:1. That is two students to every 1 computer in our classroom. Our interest in online programs and technology driven lesson plans have greatly increased. Technology has become a key part of our communication and lesson planning.
What brought about this change is key. Our 4th grade team asked for Read Naturally, a program for building comprehension and fluency, Study Island, a prove for practice TEKS with games used for motivation, and Raz-Kids, a leveled reading program. When we got these programs from stimulus funding, we dug every computer and thin client out of storage. These computers are now fully used from the time school starts till it ends.
If teachers have more access to technology within his/her classroom, then in return, they will seek more professional development, be more willing to apply technology TEKS, and more pressure will be placed on the administration to support the teachers with technology needs.
Until you see a closer 1:1 ratio of computer in classroom, you will continue to see teachers avoiding training and the use of technology.
Friday, November 27, 2009
Pre-K Technology Applications TEKS
In an attempt to promote school readiness, TEA has established Pre-K Technology Application TEKS. This an effort to ensure students are technology proficient by the end of 8th grade. The Pre-K TEKS are designed to prepare preschool students to begin school. TEKS begin to be introduces in a lower degree and continues to be introduce at a more challenging degree through the 8th grade. This spiraling of the TEKS will ensure that students will become proficient by the end of 8th grade. Spiraling the TEKS in such a way allows student to revisit and relearn needed technology skills from year to year. Students will continue to revisit vocabulary and keyboarding skill and other TEKS with increasing difficulty.
Analysis of the Long-Range Plan
Prior to this class, I did not even know that a Long-Range Plan for technology even existed. Since the administrators are ultimately responsible for all curriculum on his/her campus, them it is imperative that administrators and instructional leaders knowledgable concerning the technology standards set by the State Board of Education.
As an administrator, it would be important to make sure that your staff receive the proper professional development and that they in return are able to provide opportunities for the students to learn and aquire the needed skills for each grade level. These grade level technology skills should be reflected in each teacher’s lesson plans.
As an administrator, it would be important to make sure that your staff receive the proper professional development and that they in return are able to provide opportunities for the students to learn and aquire the needed skills for each grade level. These grade level technology skills should be reflected in each teacher’s lesson plans.
Saturday, November 21, 2009
Week 1 Technology Assessment Reflection
I found all the assessments to be very detailed and specific. The first assessment, The Technology Application Inventory, seemed easier to understand and I was quickly able to complete the assessment. I felt it provide good feedback that easily allowed me to identify areas of strengths and weaknesses. The SETDA Surveys were more detailed and also provided good insight for areas of improvement, especially in my relevant teaching area. It was also interesting to see how my perspective changed when I was thinking for “my” classroom needs verses the “whole” campus’ needs.
When I began this assessment, I felt very confident with my technology skills, but it didn’t take long for me to see I have lots of areas to improve in. I have more strengths in the Foundations area. I scored well in the Information Acquisition domain. Although I know how to use the internet to search, I am unfamiliar with how to work with graphics. My areas for improvement was definitely in the domains of Solving Problems and Communication.
As an administrator, I feel I can be a leader for the 21st century technology standards. I personally keep 10 computers running all day in my classroom. I have knowledge as how to network computers and I am very involved with researching grade appropriate programs for elementary students. Although I have felt comfortable with my technology skills and have been very open to training other colleagues on using or current technology, I am now very aware of the need to improve my terminology and get more experience and training with higher level applications.
When I began this assessment, I felt very confident with my technology skills, but it didn’t take long for me to see I have lots of areas to improve in. I have more strengths in the Foundations area. I scored well in the Information Acquisition domain. Although I know how to use the internet to search, I am unfamiliar with how to work with graphics. My areas for improvement was definitely in the domains of Solving Problems and Communication.
As an administrator, I feel I can be a leader for the 21st century technology standards. I personally keep 10 computers running all day in my classroom. I have knowledge as how to network computers and I am very involved with researching grade appropriate programs for elementary students. Although I have felt comfortable with my technology skills and have been very open to training other colleagues on using or current technology, I am now very aware of the need to improve my terminology and get more experience and training with higher level applications.
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