EDLD 5352 Week 5 Reflection

My initial reaction to this course was “Great, I finally get some insight to help me integrate technology into my classroom,” and for the most part, that is what I received. Beyond my own self-indulgent needs, I gained insight to how far behind the technological curve we are within our campus and district in terms of the Texas Long-Range Plan for Technology. While I have completed numerous STaR charts, I never considered how this data was interpreted or implemented into the Campus Improvement Plan. This enlightenment was reinforced throughout our discussion groups and blogs as I sometimes painfully read about the technologies already integrated in other schools. In that regard, and as an aspiring campus leader, I sought and received an education, which was reinforced through the lectures and readings. Especially indicative was the round table discussion with Dr. Abernathy, Dr. Jenkins and Mrs. Cummings. I took from this discussion the importance for the campus administrator to build a vision for technology integration. The ability to participate in web conferences, while intimidating, created real-time study groups providing an invaluable source of different perspectives to enrich and expand the content. This course has mostly brought to light the vast expansions in technology, not just in terms of education, but with connectivity in general and fulfilled my expectation to advance my technology savvy.

As a department chair, I am responsible for technology integration and this course has offered me opportunities to extend this discussion to my teachers. I recently asked my teachers to review and opine upon Prensky’s article “Digital Natives, Digital Immigrants Part I” as I felt this article spoke volumes to our kids’ thought processes as well as the importance of their being connected. While many of my teachers adhere to the belief that a majority of college and university professors are not allowing technology in their classrooms and would therefore be doing a disservice to students through the incorporation of technologies, they admit to the need for change. I believe through an augmented curriculum from K-12 we can prepare students for positive post-high school experiences and effectively implement technology to expand students’ understanding of the content regardless of the course. In terms of my own classroom, I have begun allowing students to investigate occupations or professions which use certain mathematical concepts in real-time on their smart phones, which is helping bring relevance to a course of study.

I still desire the time to investigate and implement some of the technologies introduced in this course. At the onset of this course, I envisioned being able to fully integrate a web-based supplement to the written curriculum. I want to investigate the effect blogging will have on student participation and whether student podcasting might increase students’ understanding of concepts beyond mere problem solving capability. Our district is assisting in these efforts through their adoption of an eLearning platform called Studywiz. Utilization of this platform will allow for blogging, podcasting and other online learning opportunities. However, time to explore the technology and incorporate it into instruction is an inhibiting factor to its implementation. I do not feel any specific element of this course inhibited me from achieving my goals, but more so inspired me to continue pursuing new ways to integrate technology into my instruction and assessments.

Since my re-entry into education in 2001, I have considered myself somewhat of a “techno geek” in that I am constantly seeking available technologies. My hindrance to upholding this moniker has been a lack of knowledge in how to integrate these technologies into the classroom. This course has reinforced the importance of the campus leader’s role in providing professional development opportunities for teachers. Through analysis of campus STaR charts, collaboration with district technology personnel and community stakeholders, the campus leader must actively seek professional development opportunities which increase teacher efficacy in the technology-based classrooms. Furthermore, curriculum coordinators must collaborate with campus leaders to ensure the alignment of curriculum to district and campus technology integration efforts.

The use of blogging in the education of the 21st century student is a must. Students are used to the immediate gratification as supported across their technology from video games to text messaging. In this regard teachers can ill-afford to not establish a blog for content discussion. The advantage of blogging beyond the obvious ability to ask the teacher a question is the social interaction amongst peers and therefore increased discussion of the curriculum amongst peers thus leading to a broader understanding of the content. Furthermore, teachers can use a blog to communicate with parents in lieu of a printed newsletter incorporating the ability for two-way communication and increasing the efficiency of information dissemination.

The largest hazard to blogging in the school environment is that it must be monitored to preclude the blog from becoming another social networking site. Students must also feel comfortable in posting questions which might otherwise receive criticism in the classroom. In that vein, today’s educator must be keenly aware of cyberbulling, steps they can take to prevent its occurrence and what to do when it is encountered. School administration, both district and local, must support teachers’ efforts in the creation and use of blogs by expanding Acceptable Use Policies to incorporate proper cyber etiquette and provide training to teachers, students and parents on its content and the possible consequences for its violation.

Technology Organizational Chart and Action Plan

EDLD 5352 Week 4 Instructional Leadership

Technology Organizational Chart and Action Plan

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EDLD 5352 Instructional Development, Week 2, Part 2 Opinion Piece

I feel the area that our campus, and probably campuses across the state, needs to work on is the area of Educator Preparation & Development. Teachers do not integrate as much technology as they can into their curriculum and that has been supported by our campus STaR Chart and in the reading material that we have read for this course. Teachers are lacking in designing their curriculum to include different components of technology so that students can experience tailored to their specific needs, which is not to imply using a laptop to research and then make a presentation, but more advanced applications they can learn from and use every day. I believe our classrooms today are not ready for the classrooms of the future and teachers definitely are not properly prepared. Teachers need to authentically engage their students more using technology but they also need planning time and professional development to help in designing their curriculum to include appropriate technology. Online learning is part of that futuristic approach to learning and I have not seen any approach to that in our high schools or those across the state. I acknowledge many school are implemented measures toward technology improvement that exceed our current efforts, but yet do not believe we have reached the expectations put forth in Vision 2020. I do believe other countries such as China and India are making greater strides, as indicated in the Texas Long-Range Plan for Technology than that of the United States and thus should increase our sense of urgency. As our nation, states, and local school districts plan for the next 10 years and beyond, they must focus on implementation of technology in the classroom through increased focus on staff development focused on how teachers can effectively implement technology. Should we choose any other course; we will only continue to lag behind other nations.

Texas STaR Chart PowerPoint

EDLD 5352 Instructional Leadership Week 2, Part 3:

Star Chart Power Point

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Texas Long-Range Plan for Technology

Today’s technology-driven society is producing a global economy which necessitates a paradigm shift in the educational system. Success in this economy will require citizens who are self-motivated, life-long learners who are proficient in using information and communication technologies. While reading, writing and arithmetic will remain essential foundations, the method of delivery must mutate to accommodate today’s learner.

Educating 21st century learners will require Texas schools to implement innovative measures for technology implementation in all content areas. As technology savvy individuals, students will grow to expect technology rich learning environments that are tailored to their individual needs. Therefore, educators will be expected to become fluent with systems and pedagogy to produce such learning environments.

School administrators, to meet the challenges of the educating the 21st century learner, will more than ever rely upon data-driven analysis of the learning system. Professional development opportunities for teachers must focus on how-to-implement instead of merely how-to-use technology. The development and use of Technology Facilitators to provide guidance/mentoring for teachers in implementing curriculum specific technologies presents another challenge as administrators attempt to budget for technology advancement.

Through continuous alignment and refinement of curriculum and assessment materials to the TEKS which reflect current research and requirements of the 21st century workplace delivered in both digital and printed formats, the Long-Range Plan from 2006 – 2010 will ensure teachers and students will have equitable access to technology tools. Teachers will be provided staff development opportunities to build technology proficiency as well as data acquisition training to enhance instructional practices. Schools will be provided adequate connectivity and technical support systems to ensure effective and reliable use of technology resources. Lastly, Vision 2020 will increase funding through this time period year for technology procurement and sustainability.

Pre-K Technology Applications TEKS

The prekindergarten TEKS allow students to gain comfort with both hardware and age-appropriate software applications. Through regular access and exposure these children begin to expand their ability to acquire information, build problem solving skills, and enhance communication skills. Specifically, prekindergarten students will learn to start, use and exit software applications; use a variety of input devices, such as a mouse, keyboard, touch screen, or voice recorder; begin developing proper use of technical terminology; follow basic oral or pictorial instructions for computer operations; access electronic storybooks and information texts; and utilize age-appropriate software packages containing audio, video and graphics. The foundational exposure and experiences received in prekindergarten affords K-2 teachers the ability to integrate technology as an effective learning tool at the onset of the school year.

The Technology Application TEKS for the elementary and middle grades are divided into clusters. Within these clusters, K-2, 3-5 and 6-8, student are afforded the opportunity to build upon their basic skill set to achieve mastery by the eighth grade. In looking at the technology TEKS, there is a definite spiraling of objectives. Considering just the Foundations TEK of demonstrating knowledge and appropriate use of hardware components, software programs, and their connections, children in K-2 develop and use basic computer as well as network terminology, demonstrate file and program manipulations and remotely access networked peripherals. This same TEKS as evidenced in the grade 3-5 cluster incorporates expanding the understanding of digital processing and resolving software compatibility issues. The cluster for grades 6-8 expands the TEK by developing students’ ability to compare and contrast between input, output and storage devices; the ability to appropriate select software applications based upon their efficiency and effectives as it relates to a task; compare and contrast the difference between analog and digital technology; expands their use of network terminology; and defines the similarities and differences between LAN, WAN, Internet and Intranet.

Source: http://www.tcet.unt.edu/START/teks/res.htm

Technology Assessment Summary

Each survey offered its own particular insight to my knowledge and proficiency with regards to available technology and its integration into the classroom. The Technology Applications Inventory was a user friendly survey presented in a manner that closely resembled that used in the TEKS and therefore easy to assess my areas of strength and weakness. The SETDA Teacher Survey was a complex, formal survey which assessed a broader spectrum of technology knowledge and implementation. With no rubric to interpret my responses, I found this survey cumbersome to interpret. It is important to note that the authors of the SETDA survey admit that many teachers do not have the resources or training to implement the technology at the level assessed. Whereas, the TAI used straight forward “yes” or “no” responses, the SETDA survey analyzed the degree of implementation or knowledge making it more difficult to ascertain definitive mastery.

Predicated on my results from the Technology Applications Inventory, I would score above average in knowledge and proficiency. However, according to my interpretation of the SETDA Teacher Survey, I am lacking in implementation of technology as it pertains to student use. While I currently incorporate technology in lesson presentation, I will use these results to seek staff development opportunities to assist me in integrating technology for student use in daily lessons.

In honestly answering the questions from each survey, I agree with the results of each survey. I perceive myself as fairly fluent with most technology applications, but require planning time and strategies to more effectively integrate technology into the curriculum.