When I first explored this course titled "Instructional Leadership", I was very surprised to find it entailed the use and implementation of technology. This made me quite apprehensive, since I am not a digital native. Althought I am accustomed to using technology on a daily basis in my classroom, I did not consider myself very comfortable in branching out to the new learning devices. I tended to be efficient with basics like Word and Gradebook, but not exceptionally proficient in Powerpoint or Excel, and definitely not equipped for blogging or video-conferencing. This class has opened many new doors for me and my students as I embark on the integration of my new learning. I am excited about incorporating a blog in my next semester class project. This has been a work in progress as I have explored various options for the implementation of a blog with my students, since this has never been done on my campus. It was refreshing to see the Technology Director even become inspired to look for an assortment of ways to safely allow students access to exploration of this technology. It was also very exciting to see students become inspired as we begin preparation for an assignment that would not require the normal use of pen and paper. They are very intrigued by what this assignment will entail, as most have only heard about blogs and not actually experienced working and responding on one. I know this project could create some controversy with parents, but with the knowledge I have gained through this class, I will be able to substantiate the validity of the use of a blog in the technological world we live. It can also be supported via the technology TEKS as a necessary tool for the preparation of a student's survival in a fast-paced global world. I regret the fact that I am the first on my campus to attempt a new form of technology integration for my students, because the time it takes to work with administration can sometimes be a huge hindrance to a lesson. I would have liked to try even a podcast this year; however, the hurdles one must jump many times make it almost impossible to achieve a desired goal. This will leave me to continue my personal technology education and work towards integration of a podcast next year.
This course has taught me never to fear technology. I am much more comfortable with the use of different technology and even feel more knowledgeable with the terminology. Overall, this course created no insurmountable obstacles, as I was able to adequately complete the assignments. I know there were times when I would find myself becoming frustrated because things would not be quite as simple as I anticipated. I encountered a minimal number of issues with the blog that made me question whether or not I was on the right track. For example, the process of downloading the Powerpoint into the blog required me to make several attempts and use two different websites before it was successful. Another time I began to feel a certain amount of annoyance was during the attempt to place the Technology Action Plan into the blog. I had created a very efficient and easy to read table and was not able to "cut and paste" it into the blog. The information had to be typed and appeared very unprofessional and difficult to read. Being unsatisfied with the appearance of the table, I spent added time working to recreate and adjust the information to have it more user-friendly. This allowed me to create more patience for the world of technology, and become more aware of how added support of administration can create an environment of technology satisfaction. As a leader in school, I want to create a school climate where teachers do not feel intimidated to attempt the use of new technological devices or tools within the walls of the class. I know the role of an administrator must be one of great diversity, where they actively participate in the acquisition of funds for their campus technology needs. If administrators have a proactive approach to implementing new technology on their campus through staff development, maybe some of the frustration I felt could be eliminated.
Blogs appear to be the new way for the world to communicate. I never realized how popular this type of communication had become. I am more aware of the uses, and how many times they become monotonous journal entries for people. I did; however, become enticed by the educational use. This is definitely a way to actively engage students in discussion regarding their thoughts and opinions about a certain topic. A blog will enable students to not only respond to my teacher posts, but also encourage students to comment on other students' thoughts. This type of feedback will create students that are more aware of others' perspectives. Nonetheless, this can cause some apprehension from parents and administrators in terms of student access to these web-based blogs. This does pose issues as everyone is desperately attempting to maintain student safety on the Internet. Students must be educated and aware of what information can appropriately be revealed on the Internet, along with the fact that not everything on the Internet is accurate information. This is what generates huge obstacles for Technology Directors, as we try to incorporate this tool while dodging filters that provide student safety and parent peace of mind. Parents can gain an insight into their child's school day and certain activities as they are blogged in different classes. It can create a cross generational curriculum, either via the blog or face-to-face at home. Other stakeholders, such as the community and school board members, are able to get a glimpse into various classrooms throughout the school district.
This class has been an excellent opportunity to view and experience the newer technology devices digital natives are continuously accessing. I have gained more knowledge than I ever expected and anticipate great results as I begin incorporating new technology into my classroom and eventually onto my campus.
Saturday, December 12, 2009
Wednesday, December 9, 2009
Week 4 Assignment - Action Plan
District Technology Information Action Plan 2009-2011
Goal 1
Goal 1
Description: To enhance student learning through the integration of technology (At-Risk, 504,
LEP, G/T, etc.)
Staff: Classroom teachers, Principal, Instructional Technologist
Infrastructure: Compters, Computer Lab, Internet, Projectors, Document Cameras
Budget: Federal Title II - $1000.00
PD: Technology Tuesdays, Internet Safety, Microsoft Office training
Y1/Y2: Y1/Y2
Evaluation: Sample projects, Sample work, Observations
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Goal 2
Description: To provide the appropriate ongoing training and support for more effective use of technology within the district
Staff: Classroom teachers, Principals, Instructional Technologist
Infrastructure: Computers, Computer Lab, Internet, Projectors, Document Cameras,
Software
Budget: $9000.00
PD: Technology Tuesdays, DMAC Training, CScope Training, SMART Board
Training, Gradebook Training
Y1/Y2: Y1/Y2
Evaluation: Surveys
-------------------------------------------------------------------------------------------------
Goal 3
Description: To facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making and problem solving
Staff: Classroom teachers, Principals, Instructional Technologist, District Technology Director
Infrastructure: Computers Computer Lab, Internet, Projectors, Document camera
Software, SMART Boards
Budget: $0.00
PD: Technology Tuesdays, DMAC Training, CScope Training, SMART Board Training, Microsoft Office Training
Y1/Y2: Y1/Y2
Evaluation: Observations, Performance Tasks, Student Assessment Results
-------------------------------------------------------------------------------------------------
Goal 4
Description: To promote the development of 21st century skills by engaging students in real-world, community-based projects
Staff: Classroom teachers, Principals, Instructional Technologist, District Technology Director
Infrastructure: Computers, Computer Labs, Internet, Projectors, Document Cameras, Blogs, Podcasts, Video-Conferencing
Budget: $0.00
PD: Technology Tuesday, Blog Training, Podcast Training, Video Conference Training, Internet Safety, SMART Board Training
Y1/Y2: Y1/Y2
Evaluation: Sample projects
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Saturday, December 5, 2009
Week 3 Assignment - District and Campus Technology
Technology and information systems are vital for effective use in a campus' curriculum, instructional and professional development needs. At my campus we are constantly evaluating ourselves and the students via AEIS, STaR Chart and DMAC data. From the technology side, the STaR Chart is required as part of our E-Rate funding. It also becomes a guide that allows teachers to gauge where they need to advance in the various areas of technology. Administrators are able to effectively relate data from these reports to teacher during staff developments with the use of devices such as computers, Powerpoints, projectors, etc. This provides an opportunity for administrators to personalize staff development sessions by individual technology skill levels based on the STaR Chart criteria of Developing, Early, Advanced and Target. By utilizing the Campus Improvement Plan, we are able to disaggregate AEIS information, and building principals are again able to effectively communicate that data to a larger crowd of staff members using the above stated presentation devices. The AEIS report can generate via multitude of reports that display quality data on TAKS and attendance. Teachers are able to then insure adjustments are made to report gains in areas that have assessment-driven instruction. With the use of DMAC data, our teachers and administrators area able to monitor each six weeks the gains students are making in various subject areas. Technology can definitely assist and insure a quality look at campus and district data.
The district technology plan is working towards putting a document camera and project in each classroom. The big push is towards intereactive white boards, which allow teachers to create more learner-centered instruction. The high school currently has 14 boards, the Junior High has 16 and the Intermediate has 4. It is the responsibility of the Site-Based Decision Making Team to locate and designate the necessary funds for technology on their campus. Students who were interviewed all agreed these boards allow for a much more intriguing and interactive lessons. They enjoyed the use of this type of technology compared to the traditional overhead projectors. These same students also gained a greater appreciation of documents that were displayed using the document camera. C-Scope has Powerpoints included in many lessons that can be displayed with the projectors. The district also maintains a United Streaming license, which allows for video streaming directly in the classroom. Teachers are definitely taking a proactive look at their personal use of technology in the classroom and are constantly striving to make greater implementation of electronic resources. A couple of students wanted to see the use of personal laptops within the classrooms. They requested that these laptops allow them to have access to the text, Internet, E-books, and programs that allow for note-taking and research. One student would also like to see a microscope linked to a laptop and projector in order to enhance classroom viewing and explanation of slides and specimens.
Our district has just recently hired our first official Instructional Technologist. She will implement technology trainings every Tuesday at the high school, and as requested at the other campuses. Our district technology plan states we will provide document cameras and projectors for all classrooms; therefore, the training the Instructional Technologist provides the teachers will be instrumental in the actual use of technology in the classrooms. Currently, a very broad and limited amount of technology trainings are provided at the start of a school year and as needed when a new device is installed. One of the goals for the district improvement plan is to create a Technology Academy for teachers that will consist of after-school trainings on a wide variety of technology, from the basic Powerpoints to integrating whiteboards into lessons. Another goal in the district improvement plan and the district technology plan is to provide an Instructional Technologist on every campus who will assist both the teachers and students with on-going, in-the-classroom instruction and support. This would create a more effective integration of technology into the current curriculum and everyday lesson plans.
Technology in the classroom is not the cure-all for what ails our classrooms. Technology is a tool resource, just as textbooks are. The difference with technology is that students these days, or digital natives, expect information to be presented in a different format than straight lectures and worksheets. Since students are multi-sensory, they are used to having access to information at their fingertips, and outdated textbooks are not looked upon as relevant sources of current information. To successfully integrate technology in the classrooms, teachers need the support of their administration and the IT staff. This will generate an opportunity for administrators to lead by example to both, teachers and students, the most optimal use of technology in daily activities. Teachers need ongoing, relevant training on the technology available in their classroom, along with guidance on how to effectively create lesson plans that utilize the technology. Powerpoint shown with a projector are not truly integrating technology. Students need to be able to use the technology themselves to create a relevant experience and to be engaged in a lesson; thereby, again making it a learner-centered environment.
Students seem content with the technology in their schools. One high school student did respond with the acknowledgement, "rich districts have more technology, but there are schools with much less than our school". A junior high student wished for the capability to video-conference with other countries or states inside their classrooms. This would create a better cultural awareness and possibly tolerance in the world. Technology requires patience.
The vision for the 21st century schools should be integrating teaching, learning and technology for the creation of self-thinking, digital natives who are prepared to face the ever-changing world.
The district technology plan is working towards putting a document camera and project in each classroom. The big push is towards intereactive white boards, which allow teachers to create more learner-centered instruction. The high school currently has 14 boards, the Junior High has 16 and the Intermediate has 4. It is the responsibility of the Site-Based Decision Making Team to locate and designate the necessary funds for technology on their campus. Students who were interviewed all agreed these boards allow for a much more intriguing and interactive lessons. They enjoyed the use of this type of technology compared to the traditional overhead projectors. These same students also gained a greater appreciation of documents that were displayed using the document camera. C-Scope has Powerpoints included in many lessons that can be displayed with the projectors. The district also maintains a United Streaming license, which allows for video streaming directly in the classroom. Teachers are definitely taking a proactive look at their personal use of technology in the classroom and are constantly striving to make greater implementation of electronic resources. A couple of students wanted to see the use of personal laptops within the classrooms. They requested that these laptops allow them to have access to the text, Internet, E-books, and programs that allow for note-taking and research. One student would also like to see a microscope linked to a laptop and projector in order to enhance classroom viewing and explanation of slides and specimens.
Our district has just recently hired our first official Instructional Technologist. She will implement technology trainings every Tuesday at the high school, and as requested at the other campuses. Our district technology plan states we will provide document cameras and projectors for all classrooms; therefore, the training the Instructional Technologist provides the teachers will be instrumental in the actual use of technology in the classrooms. Currently, a very broad and limited amount of technology trainings are provided at the start of a school year and as needed when a new device is installed. One of the goals for the district improvement plan is to create a Technology Academy for teachers that will consist of after-school trainings on a wide variety of technology, from the basic Powerpoints to integrating whiteboards into lessons. Another goal in the district improvement plan and the district technology plan is to provide an Instructional Technologist on every campus who will assist both the teachers and students with on-going, in-the-classroom instruction and support. This would create a more effective integration of technology into the current curriculum and everyday lesson plans.
Technology in the classroom is not the cure-all for what ails our classrooms. Technology is a tool resource, just as textbooks are. The difference with technology is that students these days, or digital natives, expect information to be presented in a different format than straight lectures and worksheets. Since students are multi-sensory, they are used to having access to information at their fingertips, and outdated textbooks are not looked upon as relevant sources of current information. To successfully integrate technology in the classrooms, teachers need the support of their administration and the IT staff. This will generate an opportunity for administrators to lead by example to both, teachers and students, the most optimal use of technology in daily activities. Teachers need ongoing, relevant training on the technology available in their classroom, along with guidance on how to effectively create lesson plans that utilize the technology. Powerpoint shown with a projector are not truly integrating technology. Students need to be able to use the technology themselves to create a relevant experience and to be engaged in a lesson; thereby, again making it a learner-centered environment.
Students seem content with the technology in their schools. One high school student did respond with the acknowledgement, "rich districts have more technology, but there are schools with much less than our school". A junior high student wished for the capability to video-conference with other countries or states inside their classrooms. This would create a better cultural awareness and possibly tolerance in the world. Technology requires patience.
The vision for the 21st century schools should be integrating teaching, learning and technology for the creation of self-thinking, digital natives who are prepared to face the ever-changing world.
Sunday, November 22, 2009
Why Texas STaR Chart is important to you!!!
Explanation and results of Sealy High School's STaR Chart findings from 2006-2009
Texas S Ta R Chart Pwrpt
View more presentations from Rachael Wolf.
EDLD 5352 Week 2 Assignment - Part 2 (Using a Blog)
Educator Preparation and Development
As a teacher in the 21st century, we must effectively be prepared for the digital natives that enter our classrooms. We should be able to teach and learn in an information rich technology world. This requires adaptation to an environment many of us are not accustomed to. Texas faces the task of creating and preparing studnets for a future where they thirve, rather than survive, in a fast paced technological society. This becomes a monumental task for districts as they prepare veteran and novice teachers to implement these skills for the youth.
Currently my district seems to be moving in the right direction, but the progress is too slow. Things seem to be fairly stagnant, but hopefully with the hiring of a new Technology Director, advances will be seen. This director seems to be more open-minded and willing to step out of the box for education. Our director realizes that education is changing, and kids are coming from multisensory worlds and are fearless when technology is involved. She is also willing to teach us, or get us the training or tools we need to introduce a technology rich environment into the classroom curriculum. This entails providing staff development and hand on approaches to educating all teachers.
In our state and nation the trends are again to push a technology rich education. NCLB is a driving factor in this area; however, many districts struggle with finding the funds. We experience this in our campus, and we understand how many times we must accept what we have and wait for something better the next year. Unfortunnately, by that time, there is even better and greater technology available. Technology trends are a rapidly changing arena that educators struggle to physically and financially stay abreast.
Administrators and Technology leaders must be willing to sacrifice other areas of the budget to create a welcoming, nurturing attitude for technology. We must aggressively encourage veteran teachers and actively engage the novice teachers to create the enticing digital climate students need to motivate themselves in a learner-centered educational setting. The support of all stakeholders will be essential to Texas and the United States moving into a leadership role for technology.
As a teacher in the 21st century, we must effectively be prepared for the digital natives that enter our classrooms. We should be able to teach and learn in an information rich technology world. This requires adaptation to an environment many of us are not accustomed to. Texas faces the task of creating and preparing studnets for a future where they thirve, rather than survive, in a fast paced technological society. This becomes a monumental task for districts as they prepare veteran and novice teachers to implement these skills for the youth.
Currently my district seems to be moving in the right direction, but the progress is too slow. Things seem to be fairly stagnant, but hopefully with the hiring of a new Technology Director, advances will be seen. This director seems to be more open-minded and willing to step out of the box for education. Our director realizes that education is changing, and kids are coming from multisensory worlds and are fearless when technology is involved. She is also willing to teach us, or get us the training or tools we need to introduce a technology rich environment into the classroom curriculum. This entails providing staff development and hand on approaches to educating all teachers.
In our state and nation the trends are again to push a technology rich education. NCLB is a driving factor in this area; however, many districts struggle with finding the funds. We experience this in our campus, and we understand how many times we must accept what we have and wait for something better the next year. Unfortunnately, by that time, there is even better and greater technology available. Technology trends are a rapidly changing arena that educators struggle to physically and financially stay abreast.
Administrators and Technology leaders must be willing to sacrifice other areas of the budget to create a welcoming, nurturing attitude for technology. We must aggressively encourage veteran teachers and actively engage the novice teachers to create the enticing digital climate students need to motivate themselves in a learner-centered educational setting. The support of all stakeholders will be essential to Texas and the United States moving into a leadership role for technology.
Monday, November 16, 2009
EDLD 5352 Week 1 Assignment - Part 4
The Pre-K Technology application TEKS are essential to the creation of a technologically sound learner. They pave the road to boundless opportunities for the children of tomorrow. For some students this is their first experience with a computer or any type of technology; however, for many it is just another day in the life of a digital native.
These TEKS give children the exposure to a wide array of educational software programs that enhance other educational objectives. This is also the place where many students gain the proper knowledge of technology vocabulary and electronic devices. The school provides the outlet for a better education through the use of voice and sound equipment. Through submersion into technology, students become less inhibited and are better able to relay ideas and information through word processing programs available to them. This increases their desire for more information which they are able to retrieve via various websites.
The Pre-K Technology TEKS create the basic knowledge and increase learner-centered education. Without these foundational skills, studnts are denied the best possible high tech educaiton that will lead them into the digital world of today. These students must have the comfort level and no fear of technology to survive the ever-changing, fast paced society that continues to shrink.
A spiraling or scaffolding curriculum is one in which students may not be ready to learn the specifics of a topic, but they are essentially ready to learn. By giving them multiple exposures to a wide variety of ideas, they are afer time, able to close in on the narrower topics. This is made very clear through the technology TEKS. Students do not completely understand how or why a computer works; however, they are very capable of using one to meet their educational needs. More specifically, students should "demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video by appropriately incorporated such components into the produce", "demonstrate knowledge and appropriate use of operating systems, software application, and communication and networking components", and "discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods". These TEKS are found repeatedly throughout various high school technology courses. By this repetitious exposure, students are gaining a more in depth knowledge of the technological world we live in.
These TEKS give children the exposure to a wide array of educational software programs that enhance other educational objectives. This is also the place where many students gain the proper knowledge of technology vocabulary and electronic devices. The school provides the outlet for a better education through the use of voice and sound equipment. Through submersion into technology, students become less inhibited and are better able to relay ideas and information through word processing programs available to them. This increases their desire for more information which they are able to retrieve via various websites.
The Pre-K Technology TEKS create the basic knowledge and increase learner-centered education. Without these foundational skills, studnts are denied the best possible high tech educaiton that will lead them into the digital world of today. These students must have the comfort level and no fear of technology to survive the ever-changing, fast paced society that continues to shrink.
A spiraling or scaffolding curriculum is one in which students may not be ready to learn the specifics of a topic, but they are essentially ready to learn. By giving them multiple exposures to a wide variety of ideas, they are afer time, able to close in on the narrower topics. This is made very clear through the technology TEKS. Students do not completely understand how or why a computer works; however, they are very capable of using one to meet their educational needs. More specifically, students should "demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video by appropriately incorporated such components into the produce", "demonstrate knowledge and appropriate use of operating systems, software application, and communication and networking components", and "discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods". These TEKS are found repeatedly throughout various high school technology courses. By this repetitious exposure, students are gaining a more in depth knowledge of the technological world we live in.
Sunday, November 15, 2009
EDLD 5352 Week 1 Assignment - Part 3
I have discovered that the state of Texas has developed a long-range plan to create an environment that is rich in technology for students. Teachers must be allowed time and training in technology to create the high quality benefits for students to learn. Technology is continuously changing and all educators as well as students must be adapting to the information-based economy of the world. With the world closing in as technology costs decrease, technology becomes more portable and economical for everyone. Therefore, we must accommodate our multi-sensory learners as they enter our schools. Teachers in turn must be given the greatest opportunities for developing in these areas that are flooding our classrooms from the outside elecronic world. This means that schools must be supportive and adaptive to a teacher's need for training. Once the LEA gains insight to teacher and student needs, they will be more effective in producing long-range plans for themselves. This will lead to greater technology within the campus walls on a daily basis. The collaboration of TEA and the LEA will create the most positive effect on the use of the state. With the support of TEA and the monitoring through the STaR charts the state creates accountability for all campuses to demonstrate the ways teachers can effectively perfect their own technology skills. This also creates an emphasis on districts to maintain high technology standards and to ensure funds are always available. However, plans will always need adjusting as technology and time change. This knowledge has helped me see the great importance of the school district's technology department. They must continuously adapt and monitor funds, as well as have the ability to implement new innovative advancements. I have gained an appreciation of their importance in the education of students. However, I wish they were more responsive towards educating teachers in areas that would direclty benefit classroom instruction.
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