Taking Students Into the 21st Century
Sunday, November 29, 2009
Friday, November 27, 2009
Texas STaR Chart
Range Elementary’s STaR Chart shows that Key Area IV, Infrastructure and Technology, is a growing area on our campus. Within the past several years our campus has made it a priority to give students access to various technology tools. We have purchased a set of 30 Mac laptops that are available to all students during their library time. They are housed in a cart that can be transported to classrooms as needed. Our computer lab has recently been equipped with 30 new desktop Mac computers where teachers can take students for group online lessons through various educational sites. These two new additions give students hands on opportunities to advance their understanding and experience with technology.
Other technological advances have been taking place inside our classrooms. Each classroom has been equipped with wireless access along with a Promethean interactive white board. Every classroom also has 3 laptops that are available for student use as it pertains to acceleration and course curriculum.
But these advances alone do not adequately address the situation that is occurring on my campus. I serve on a Title I campus, meaning that at least 85% of the student population on my campus falls under the classification of economically disadvantaged. This provides a dilemma that must be addressed not only on the campus level but at a higher level as well. How do we service these students that do not have access to technology on a regular basis at home? This fact may need further research. My students do know how to function in the quick technology world of cell phones and mp3 players, but they are not knowledgeable in how to conduct research and display that knowledge in a format that can be accessed by others to learn from.
Learning cannot be structured so that it is a one size fits all instruction. Each student will perform at a different level. They will develop the ability to self-assess their progress and monitor themselves to achieve goals that are laid out for them through unified instruction. My solution for my students, as far as giving them access to technology, is to begin by giving them a weekly assignment that they can complete either at school or at home if they have access to technology outside the classroom. I will give a class demonstration of the technology use with instructions on how to complete the assignment along with guidelines for what the students are to perform. They can then email me the results or post them to the student server in the drop box that I have provided. This is just one way that I can begin to move my students into the 21st century of global awareness and functionality.
Other technological advances have been taking place inside our classrooms. Each classroom has been equipped with wireless access along with a Promethean interactive white board. Every classroom also has 3 laptops that are available for student use as it pertains to acceleration and course curriculum.
But these advances alone do not adequately address the situation that is occurring on my campus. I serve on a Title I campus, meaning that at least 85% of the student population on my campus falls under the classification of economically disadvantaged. This provides a dilemma that must be addressed not only on the campus level but at a higher level as well. How do we service these students that do not have access to technology on a regular basis at home? This fact may need further research. My students do know how to function in the quick technology world of cell phones and mp3 players, but they are not knowledgeable in how to conduct research and display that knowledge in a format that can be accessed by others to learn from.
Learning cannot be structured so that it is a one size fits all instruction. Each student will perform at a different level. They will develop the ability to self-assess their progress and monitor themselves to achieve goals that are laid out for them through unified instruction. My solution for my students, as far as giving them access to technology, is to begin by giving them a weekly assignment that they can complete either at school or at home if they have access to technology outside the classroom. I will give a class demonstration of the technology use with instructions on how to complete the assignment along with guidelines for what the students are to perform. They can then email me the results or post them to the student server in the drop box that I have provided. This is just one way that I can begin to move my students into the 21st century of global awareness and functionality.
Pre-K Technology Application TEKS Overview
The Pre-K Technology Applications TEKS lay a foundation and outline for student’s future performance and use of computers and other forms of technology as they progress through the grade levels preparing for graduation. This foundation is critical in preparing them to be productive in the global community. The Pre-K Technology Applications TEKS can be viewed at http://ritter.tea.state.tx.us/technology/techapp/teks/prek.htm It is important to understand that students come to the various grade levels with a basic foundation of technological understanding which enhances their continued learning experience. They need to feel confident and independent in their use of technology. That foundation of understanding can come from the public, private, or home setting for children aged 3 to 4 years of age. By using technology children grow their ability to problem solve, acquire information and communicate with others. Software that is age appropriate, can not only engage children to learn but enhance their learning experience.
In the early years, the beginning steps of understanding technology should include the ability to comprehend the basic functions of the computer and the technology that it relates to. The basic understanding should encompass the child’s ability to start the computer along with starting appropriate software programs and exiting the program and turning off the computer when complete. While performing these activities students will demonstrate their understanding of various input devices such as the mouse, keyboard, printer and CD-ROM. The students should be able to follow basic oral commands and instructions along with picture cues for operating programs successfully. Programs that Pre-K students should be able to operate in consist of programs that include listening, interacting with storybooks, selecting music, and other age appropriate software programs. These software programs should promote students comprehension in vocabulary acquisition, phonics awareness, counting and number recognition. The use of audio, visual, and graphics involved in successful use of technology will give students in the Pre-K age grouping a solid foundation upon which they can build a concrete use and understanding of how technology works that will advance them into 21st century global awareness.
One way that spiraling curriculum can be accomplished is in the area of Music. The Music TEKS b1:1 deals with perception. Students have opportunities to analyze musical sounds by identifying voices, instruments and musical families; use of terminology to describe musical sounds; identification of patterns in musical examples. Music is much like technology in that it has specific terms and names for the various components of the art. Students can use the correlation to understand that there are basics that must be understood concerning the two areas. These basics must be understood before successful building can occur among the two content areas. Carrying that concept on to the subjects of Math and Science can be used to assist students in higher grades understand that subjects work together for the process of success and achievement.
In the early years, the beginning steps of understanding technology should include the ability to comprehend the basic functions of the computer and the technology that it relates to. The basic understanding should encompass the child’s ability to start the computer along with starting appropriate software programs and exiting the program and turning off the computer when complete. While performing these activities students will demonstrate their understanding of various input devices such as the mouse, keyboard, printer and CD-ROM. The students should be able to follow basic oral commands and instructions along with picture cues for operating programs successfully. Programs that Pre-K students should be able to operate in consist of programs that include listening, interacting with storybooks, selecting music, and other age appropriate software programs. These software programs should promote students comprehension in vocabulary acquisition, phonics awareness, counting and number recognition. The use of audio, visual, and graphics involved in successful use of technology will give students in the Pre-K age grouping a solid foundation upon which they can build a concrete use and understanding of how technology works that will advance them into 21st century global awareness.
One way that spiraling curriculum can be accomplished is in the area of Music. The Music TEKS b1:1 deals with perception. Students have opportunities to analyze musical sounds by identifying voices, instruments and musical families; use of terminology to describe musical sounds; identification of patterns in musical examples. Music is much like technology in that it has specific terms and names for the various components of the art. Students can use the correlation to understand that there are basics that must be understood concerning the two areas. These basics must be understood before successful building can occur among the two content areas. Carrying that concept on to the subjects of Math and Science can be used to assist students in higher grades understand that subjects work together for the process of success and achievement.
Thursday, November 26, 2009
The Texas Long-Range Plan for Technology, 2006-2020
The Long-Range Plan for Technology is a comprehensive plan that guides educators through four domains that students are expected to achieve by the year 2020. The four key domains are Teaching and Learning; Educator Preparation and Development; Leadership, Administration, and Instructional Support; and Infrastructure for Technology. In looking closely at the plan it is imperative that we as educators prepare our students for participation in the global world of technology. As leaders we need to research and provide quality staff developments that give our teachers adequate skills in facilitating the use of this advanced technology.
The move in preparing our students for this understanding of technology must include the many aspects of their lives. Students must realize that technology links to home, school, libraries, business and many other avenues that they will encounter in their lives. The understanding must encompass the world as a whole. We no longer live in a small space made up of the neighborhood around us. We are part of a global community. As educators it is our responsibility to educate our students to function within the global community. We must lead them into the 21st century technological realm.
As an administrator it will be my responsibility to ensure that the staff on my campus is prepared to guide their students into functionality within the 21st century technology expectations. This guidance will come through well prepared staff developments that educate teachers to assist students in moving to the next level as it concerns technology.
The move in preparing our students for this understanding of technology must include the many aspects of their lives. Students must realize that technology links to home, school, libraries, business and many other avenues that they will encounter in their lives. The understanding must encompass the world as a whole. We no longer live in a small space made up of the neighborhood around us. We are part of a global community. As educators it is our responsibility to educate our students to function within the global community. We must lead them into the 21st century technological realm.
As an administrator it will be my responsibility to ensure that the staff on my campus is prepared to guide their students into functionality within the 21st century technology expectations. This guidance will come through well prepared staff developments that educate teachers to assist students in moving to the next level as it concerns technology.
Technology use as it relates to the Technology Appication Inventory and The SETDA Teacher Survey
I took a look at two evaluation tools that examined the level of technology use in my classroom. The results were extremely eye opening for me. The two tools that I reviewed were the Technology Applications Inventory, http://www.tea.state.tx.us/technology/techapp/assess/teksurv.pdf and The SETDA Teacher Survey found at http://www.setda-peti.org/tools.html . I found that I had a functioning knowledge of the basic use of technology but that I was not utilizing the technology to its full potential.
My discovery with the Technology Application Inventory was that I faired competent only in the area of Foundations. My results demonstrated that I understood more of the components of technology than not. In the areas of Information Acquisition, Solving Problems, and Communications I am lacking in use and understanding. My weakest link is Information Acquisition. I will look for ways to increase my understanding of this component of technology as it concerns LANs and WANs along with directories and various search engines.
In reference to The SETDA Teacher Survey, I discovered that I am not utilizing technology to the fullest when it comes to using data to determine if technology is impacting my student’s achievement. My grade level is not using technology equally across the subjects that we are teaching. We will need to reevaluate how we are implementing and using technology to assist our students in learning the core subject material. My students are not functioning in the 21st century when it comes to technology. I need to create opportunities to assist my students in becoming visually literate as well as literate in the areas of information, technology and global awareness.
As an educator I realize that it is one of my responsibilities to not only impart knowledge to my students but to enable them to teach themselves. This task will be a daunting one but can be achieved. I must look for ways to increase my student’s availability to technology. Most of my students fall under the classification of economically disadvantaged. Technology is not always available to my students outside of class. I am looking into ways that I could work with my colleagues in sharing the technology that we have on campus to utilize it to our student’s advantage.
I feel that the two technology pieces are great tools to catch a quick glimpse at how successful teachers are at implementing technology into the mainstream classroom. I agree with the outcome that resulted from my honest answers to the questions asked as they concern my use of technology. I am glad that I had the opportunity to see where I fall short in implementation and understanding of technology as it relates to student achievement and success.
My discovery with the Technology Application Inventory was that I faired competent only in the area of Foundations. My results demonstrated that I understood more of the components of technology than not. In the areas of Information Acquisition, Solving Problems, and Communications I am lacking in use and understanding. My weakest link is Information Acquisition. I will look for ways to increase my understanding of this component of technology as it concerns LANs and WANs along with directories and various search engines.
In reference to The SETDA Teacher Survey, I discovered that I am not utilizing technology to the fullest when it comes to using data to determine if technology is impacting my student’s achievement. My grade level is not using technology equally across the subjects that we are teaching. We will need to reevaluate how we are implementing and using technology to assist our students in learning the core subject material. My students are not functioning in the 21st century when it comes to technology. I need to create opportunities to assist my students in becoming visually literate as well as literate in the areas of information, technology and global awareness.
As an educator I realize that it is one of my responsibilities to not only impart knowledge to my students but to enable them to teach themselves. This task will be a daunting one but can be achieved. I must look for ways to increase my student’s availability to technology. Most of my students fall under the classification of economically disadvantaged. Technology is not always available to my students outside of class. I am looking into ways that I could work with my colleagues in sharing the technology that we have on campus to utilize it to our student’s advantage.
I feel that the two technology pieces are great tools to catch a quick glimpse at how successful teachers are at implementing technology into the mainstream classroom. I agree with the outcome that resulted from my honest answers to the questions asked as they concern my use of technology. I am glad that I had the opportunity to see where I fall short in implementation and understanding of technology as it relates to student achievement and success.
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