EDLD 5352 Course Reflection
When I first completed the Pre-Course Self-Evaluation I was a little concerned. There were certain items on the evaluation that I did not know about. At the beginning of this course I was not familiar with the Texas Long-Range Plan for Technology or Texas STaR Chart data. I had heard these terms at meetings and in-services, but I would not be able to sit down and discuss these items in detail. The outcomes I envisioned from this course were to become knowledgeable in these areas of technology. There was a wealth of information provided from the assigned readings for this course. All the material provided can and will be used in the workplace.
The Texas STaR Chart survey is something that we as teachers fill out every year. After taking this course I finally realize the importance of this survey. The STaR chart was developed as a resource tool for self-assessment of our campus’ and districts’ efforts to effectively integrate technology across the curriculum. The data from the STaR chart is used in technology planning, budgeting for resources, and evaluation of the districts’ progress in integrating technology. Administrators and district personnel can also use the information to update the district’s technology plan and measure teacher and student proficiencies in regard to integration of technology. The STaR chart also helps administrators determine where to allocate funding for technology.
The Long-Range Plan for Technology was developed to ensure that we prepare our students to become 21st learners. This plan has been broken up into three different phases. Technology is constantly changing so we must continually refine and align curriculum standards to reflect the needs of the 21st century learner. In this plan we need to provide equitable access to technology tools for students and teachers. We need to provide teachers the opportunities to implement new strategies for enhancing teaching and learning through the use of quality instructional resources and technology tools. In order for our teachers to become successful they must go through ongoing professional development in order to keep up with the constant change in technology. They must be kept up to date with all the new technology tools and be instructed on how to use them properly.
I feel that I achieved the course outcome as well as my own. The information I gained from this course is invaluable. The use of technology in education is constantly changing and as educators we need to stay on top of these changes. I feel that I was successful in carrying out the course assignments. I struggled at times but I made it through. I can say that I am a digital immigrant but in order to help my students I need to take a more active approach to technology. We need to adapt and integrate different forms of digital tools into our lessons. Students are very knowledgeable in the different uses of technology so we need to use them as references.
When I read week one assignment and it asked us to create a blog address I panicked. I did not know if I was going to make it through the class. After following the instructions provided it was not difficult at all. Weblogs or Blogs have been around for awhile but only recently have they started to pick up. Educators had concerns when it came to the use of weblogs. Educators were skeptical about the use of blogs because of privacy and security issues. As time passed, educators started to experiment with blogs as a way of communication with students. Teachers began to see blogs as a way for students to collaborate. Educators have also found ways to use blogs to communicate with school stakeholders. They are able to get important and general information to the stakeholders. This also provides the stakeholder with the opportunity to comment and provide teachers with feedback.
The assignments and reading materials in this course were very informative. This course provides a lot of insight to the technology concerns that we need to be aware of as administrators. I feel confident enough to be able to discuss and inform fellow colleagues of the Long-Range Plan for Technology Plan or the Texas STaR Chart. I feel that I can explain the goals and expectations of student learning through technology. As an administrator there are a lot of pressures to ensure that our students are prepared for the 21st century. Our school district is trying to implement technology to enhance learning and instruction. The students now have to take an active part in learning in order to become 21st century learners. The pressure not only falls on the administrator but the student as well.
Friday, December 18, 2009
Sunday, December 13, 2009
Technology Action Plan
TECHNOLOGY ACTION PLAN
MISSION HIGH SCHOOL TECHNOLOGY ACTION PLAN
MISSION HIGH SCHOOL TECHNOLOGY ACTION PLAN
Mission
Technology Systems (TS) is to lead in initializing and enabling programs and services through innovative solutions that facilitate learning, business initiatives, and productivity across academic, administrative, and community function.
Overview
The TS department is responsible for planning, organizing, implementing, and monitoring computerized processing systems to improve the management reporting and instructional operations of the district.
The department is also responsible for providing service and support to schools and central/auxiliary offices in the acquisition and use of technology to enhance student performance, ensure availability of information for customers, provide timely and accurate information about students, and provide quality support services.
Goal
A major goal of the Mission CISD’s Technology Plan is to ensure that technology strategies and tactics support the overall learning process. In an effort to provide information for the purpose of reporting data and data driven decisions, the Technology Plan also includes the replacement of our current Student Information systems (SIS).
Organizational Chart for Mission CISD Central Office
MCISD Superintendent:
The Superintendent oversees the implementation of technology throughout the district.
Director for Technology:
The director is responsible for the district infrastructure, controls the district technology budget, and oversees the overall maintenance and support systems throughout the district.
Information Systems
Coordinator for PEIMS:
The Coordinator is responsible for maintaining accurate data from all campuses in the district.
Computer Programmer/Analyst:
These individuals maintain computer program updates and changes in the district computer systems. They assist with tech support for the school district.
Instructional Technology
Coordinator for Instructional Technology:
Coordinator is responsible for implementation of instructional technology.
Instructional Technology Strategist:
Helps to maintain district infrastructure and maintain district technology. Assists the Coordinator for Instructional Technology.
Organizational Chart for Mission High School
Campus Principal:
The principal ensures that the campus is implementing the use of technology for instruction. The principal is responsible for professional development for teachers on their campus.
Campus Technology Advisory Committee:
The committee meets to evaluate information from STaR Chart data, AEIS, AYP, and other information gathering software. They also identify campus curriculum, instructional and professional development needs.
Campus Technology Support Personnel:
Offers technological support to teachers on campus.
e teachers are identified by campus administration. They are technology users that are asked to mentor teachers in technology integration.
Classroom Teachers:
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· Plan staff development activities to provide opportunities for all educators to master the SBEC Educator Standards I-V.
· Align district and campus staff development opportunities to address SBEC proficiencies for all educators.
· Provide staff development on use of district technology resources for curriculum integration.
· Provide online training Online Professional Development for staff to minimize time away from the classroom. All staff members are expected to complete the Basic Skills and Technology Integration Training Strands to achieve the SBEC Technology Application Standards I-IV.
· Provide opportunities for district/campus personnel to attend appropriate technology conferences and/or observe model teaching practices.
Evaluation
The District Technology Committee established criteria to measure whether the strategies in this plan are meeting the District’s goals and objectives. Each campus selects a representative to serve on the DTC. Additional members are selected from administration and from the community. The committee conducts an annual review process to ensure that the prior year’s accomplishments are evaluated, future projects are reviewed, and the existing implementation schedule is modified and extended.
References
Castillo, Ada. Personal Interview. December 10, 2009.
Mission CISD (2009). District Technology Plan. Mission Consolidated Independent School District. Mission, Texas.
Mission CISD Mission High School (2009). Campus Improvement Plan. Mission Consolidated Independent School District. Mission, Texas.
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Mentor Teachers:
Thesesponsible for the implementation of the Technology TEKS and technology integration into daily lesson plans.
Professional Development
The information that is provided by the information systems helps our administration in preparing our teachers through different types of professional development. Results from the various information systems will show our campus’ area of weakness. We can then focus on our areas of deficiency by providing technological assistance or mentoring. Frequently teachers and technicians are updated through valuable training to keep them informed of the latest technology and software that can be used in the classroom to teach or assess. It is important as educators that we continue to learn and grow professionally. We need to become more creative in our classrooms and integrate technology into our lessons
Technology Professional Development Goals
Thesesponsible for the implementation of the Technology TEKS and technology integration into daily lesson plans.
Professional Development
The information that is provided by the information systems helps our administration in preparing our teachers through different types of professional development. Results from the various information systems will show our campus’ area of weakness. We can then focus on our areas of deficiency by providing technological assistance or mentoring. Frequently teachers and technicians are updated through valuable training to keep them informed of the latest technology and software that can be used in the classroom to teach or assess. It is important as educators that we continue to learn and grow professionally. We need to become more creative in our classrooms and integrate technology into our lessons
Technology Professional Development Goals
· Plan staff development activities to provide opportunities for all educators to master the SBEC Educator Standards I-V.
· Align district and campus staff development opportunities to address SBEC proficiencies for all educators.
· Provide staff development on use of district technology resources for curriculum integration.
· Provide online training Online Professional Development for staff to minimize time away from the classroom. All staff members are expected to complete the Basic Skills and Technology Integration Training Strands to achieve the SBEC Technology Application Standards I-IV.
· Provide opportunities for district/campus personnel to attend appropriate technology conferences and/or observe model teaching practices.
Evaluation
The District Technology Committee established criteria to measure whether the strategies in this plan are meeting the District’s goals and objectives. Each campus selects a representative to serve on the DTC. Additional members are selected from administration and from the community. The committee conducts an annual review process to ensure that the prior year’s accomplishments are evaluated, future projects are reviewed, and the existing implementation schedule is modified and extended.
References
Castillo, Ada. Personal Interview. December 10, 2009.
Mission CISD (2009). District Technology Plan. Mission Consolidated Independent School District. Mission, Texas.
Mission CISD Mission High School (2009). Campus Improvement Plan. Mission Consolidated Independent School District. Mission, Texas.
Wednesday, December 2, 2009
Texas Sta R Chart Presentation
Check out this SlideShare Presentation:
Texas Sta R Chart
View more presentations from georgeespinoza.
Texas Long-Range Plan for Technology, 2006-2020: Teaching and Learning
The area from the Texas Long-Range Plan for Technology that I chose to discuss is Teaching and Learning. Teachers face a big challenge in trying to meet the educational needs of the 21st Century. A "one size fits all" approach to teaching and learning does not meet the educational needs and goals for all students. The traditional model of teaching where the teacher chooses what is to be learned and then serving as the source of knowledge is becoming out dated. The students must become active participants in the learning process.
The No Child Left Behind legislation set national goals to improve student academic achievement through the use of technology. It also ensures that all students become technologically literate by the end of the eight grade. The Technology Application TEKS sets the foundation beginning at the Pre-K level. All learners - students and educators - need to seamlessly use technology to acquire information, solve problems, and communicate in order to function in the 21st Century.
According to the Texas STaR Chart assessment our campus has shown yearly imprrovement in the area of Teaching and Learning. In 2006-2007 our key area total was 12 and our key area STaR classification was Developing Tech. From 2007-2009 we have maintained a key area total of 17 and our key area STaR classification jumped from Developing Tech to Advanced Tech. Our campus strengths are Technology Application TEKS Implementation and Frequency/Design of Instructional Setting. The areas that our campus needs to improve on are in Online Learning and Student Mastery of Technology Application. We must continue to work at getting our campus to the Target Tech level of progress.
The No Child Left Behind legislation set national goals to improve student academic achievement through the use of technology. It also ensures that all students become technologically literate by the end of the eight grade. The Technology Application TEKS sets the foundation beginning at the Pre-K level. All learners - students and educators - need to seamlessly use technology to acquire information, solve problems, and communicate in order to function in the 21st Century.
According to the Texas STaR Chart assessment our campus has shown yearly imprrovement in the area of Teaching and Learning. In 2006-2007 our key area total was 12 and our key area STaR classification was Developing Tech. From 2007-2009 we have maintained a key area total of 17 and our key area STaR classification jumped from Developing Tech to Advanced Tech. Our campus strengths are Technology Application TEKS Implementation and Frequency/Design of Instructional Setting. The areas that our campus needs to improve on are in Online Learning and Student Mastery of Technology Application. We must continue to work at getting our campus to the Target Tech level of progress.
Monday, November 30, 2009
Texas Long-Range Plan for Technology
The Texas Long-Range Plan for Technology is the implementation of educational technology through 2020. The Long-Range Plan is broken down into different phases: Phase I 2006-2010, Phase II 2011-2015, and Phase III 2016-2020. In each phase we will try to build on the technology that has already been implemented. Teachers must be able to prepare students for the future in this technology age. In order for this vision to become a reality teachers need to be well prepared. Teachers must have access to technology and be given proper professional development. Professional development in the use of new and innovative forms of technology is critical in order to succeed in the classroom.
As a school administrator we will play a key role in transforming this vision into a reality. Administrators must conduct needs assessment in order to determine the planning and implementation of educational technology in schools. As school leaders it is our responsibility to develop, implement, and budget for a technology plan that align resources to improve student learning and support school operations.
The 21st Century learner encounters different perspectives, different cultures, and different languages when involved in global collaborative learning. As educators we must be able to adapt and change with the new technology advances in our society. Our students have grown up in this technology era. At times we must turn to them for guidance and information. It is then that the teacher becomes the student and the student becomes the teacher.
As a school administrator we will play a key role in transforming this vision into a reality. Administrators must conduct needs assessment in order to determine the planning and implementation of educational technology in schools. As school leaders it is our responsibility to develop, implement, and budget for a technology plan that align resources to improve student learning and support school operations.
The 21st Century learner encounters different perspectives, different cultures, and different languages when involved in global collaborative learning. As educators we must be able to adapt and change with the new technology advances in our society. Our students have grown up in this technology era. At times we must turn to them for guidance and information. It is then that the teacher becomes the student and the student becomes the teacher.
Sunday, November 29, 2009
Pre-K Technology Application TEKS
The Technology Applications Texas Essential Knowledge and Skills (TEKS) describes what students should know and be able to do using technology. Pre-Kindergarten students guidelines articulate what three and four year old students know and what they should be able to do using technology. Starting off at an early age helps to set the foundation for the technology age. At an early age children are exposed to a variety of educational toys and games that attract their curiosity. It is this curiosity that will keep them interested in the different forms of technology in the years to come. The TEKS are organized by different grade clusters: K-2, 3-5, 6-8, and 9-12. The Technology TEKS are for students to gain technology based knowledge and skills and apply them to all curriculum areas.
Grades K-2
Students will gain basic skills such as inputting information and becoming familiar with the computer. Basic terminology is also taught at this stage.
Grades 3-5
Students will be taught proper keyboarding techniques. They will acquire information by selecting the most appropriate search strategies.
Grades 6-8
Students will build on what they have already learned. They will become knowledgeable in using multiple software applications and applying them across the curriculum.
Grades 9-12
Students will be allowed to choose from a variety of courses that will allow for growth and specialization.
The Technology Application TEKS is the example of a spiraling curriculum. The Technology Application TEKS tries to expose students to a wide variety of technological ideas. These ideas are continuosly taught and reinforced at the different grade levels. Each grade level has a different degree of difficulty. The reinforcement and change in degree of difficulty makes this a spiraling curriculum.
Grades K-2
Students will gain basic skills such as inputting information and becoming familiar with the computer. Basic terminology is also taught at this stage.
Grades 3-5
Students will be taught proper keyboarding techniques. They will acquire information by selecting the most appropriate search strategies.
Grades 6-8
Students will build on what they have already learned. They will become knowledgeable in using multiple software applications and applying them across the curriculum.
Grades 9-12
Students will be allowed to choose from a variety of courses that will allow for growth and specialization.
The Technology Application TEKS is the example of a spiraling curriculum. The Technology Application TEKS tries to expose students to a wide variety of technological ideas. These ideas are continuosly taught and reinforced at the different grade levels. Each grade level has a different degree of difficulty. The reinforcement and change in degree of difficulty makes this a spiraling curriculum.
Personal Technology Assessment
The Technology Applications Inventory helped me identify my strengths and weaknesses in educational technology. In the first domain - Foundations - I am proficient in the use of a variety of input devices such as the keyboard, digital camera, scanner, modems, and CD ROMS. I can perform basic software application functions. In the second domain - Information Acquisition - I am able to identify, create and use a variety of text files. I know the difference between a directory and a search engine. My knowledge in the foundation and information acquisition domains allows me to get around my computer. I can understand the basic functions and software needed to complete classwork. In the third domain - Solving the Problems with Technoloogy Tools - I can plan create, and edit documents created with a word processor. In this domain it showed that I am capable of creating a document using desktop publishing techniques including, but not limited to, the creation of multi-section documents with a variety of text wrapped formats. I can also resolve information conflicts and validate information through research and comparison data. The final domain - Communication - I am capable of using multi-media presentations in an effective and meaningful way. The assessment showed that I am able to use technology to communicate effectively.
The State Educational Technology Directors Association (SETDA) Teacher Survey was very helpful in determining the use of technology in the classroom. After reviewing the information from this survey I realized that I do not use as much technology as I should in the classroom. As a teacher I try to find as many resources as possible to teach my students. What I should do is allow the students to be more independent and try to find information on their own. One of the problems I face is that I do not have an assigned classroom. I am a roaming teacher at my high school. Due to the number of students in my classes, I get shuffled around to different rooms. One of my classes is in the Special Education Dept. campus office. We do not have access to computers in my classes. Hopefully things will change in the near future. I am really glad I took the following assessments. They showed my strengths and weaknesses in the technology field. It gives me an oppurtunity to grow and become more knowledgable in the technology field.
The State Educational Technology Directors Association (SETDA) Teacher Survey was very helpful in determining the use of technology in the classroom. After reviewing the information from this survey I realized that I do not use as much technology as I should in the classroom. As a teacher I try to find as many resources as possible to teach my students. What I should do is allow the students to be more independent and try to find information on their own. One of the problems I face is that I do not have an assigned classroom. I am a roaming teacher at my high school. Due to the number of students in my classes, I get shuffled around to different rooms. One of my classes is in the Special Education Dept. campus office. We do not have access to computers in my classes. Hopefully things will change in the near future. I am really glad I took the following assessments. They showed my strengths and weaknesses in the technology field. It gives me an oppurtunity to grow and become more knowledgable in the technology field.
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