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.

Up and running

Good Morning World! Just created my first blog, which means I am about a decade behind the times! Oh well, better late than never.