Technology has evolved in many ways. It is more than just the creation of the equipment, it is in the way that we use the equipment to go beyond the mechanics of accessing sites and move it into a new way of teaching. Going into the course I planned on learning how to incorporate the familiar technology pieces into my lessons as a vehicle to drive home the concepts that I felt were important for my students to understand. I did not fully understand what it meant to use technology to teach. My understanding of technology has made a dramatic turn. I now realize that the use of technology in the classroom is not the simple flip of a switch or the added animation in a flip chart, it is a way of understanding for my students. My perspective on technology and my understanding of how my students need and use technology has changed, for the better. I am eager to use my new found knowledge and understanding in guiding my students to success and achievement.
My new understanding of technology and it’s use in educating my students will transform the way that learning takes place in my classroom and on my campus. It is my responsibility to guide my students in the process of utilizing technology to learn beyond the limits of the classroom. This advance in learning will need to be applied by all administrators and staff on campus. The 21st century advancements in technology need to be promoted so that all students and stakeholders have access to the new way that our society is advancing and moving. Learning is no longer limited to books, lectures, and worksheets. If students are taught properly they will find that they can control their continued learning beyond the walls of the traditional and formal classroom.
Complete understanding of the many components that make up 21st century technology are vast and too many to gain complete mastery in the period of a 5 week course. The ground work, foundation if you will, has been laid. I look forward to continuing my learning process of how technology can be used to train my students to teach themselves. Time was the restraint that I found prohibited me from feeling that I had mastered the process of training my students to teach themselves. Practice and continued work with the new technology pieces will solidify the understanding of and confidence in use of 21st century technology.
I felt that I was successful in completing the assignments that were part of the learning involved in this course work. The assignments were relevant to the goal of addressing technology in the 21st century. Through collaboration with colleagues and informative lectures I gained not only new knowledge about the changing technology in the classroom, but a new way of thinking as I work to incorporate these instruments into my teaching. The weekly readings and discussions with classmates gave insight to how others are moving to transition into 21st century classrooms. I also gained tools that I can share with colleagues on my campus as we work together to educate our students.
Being relevant is a critical piece of the education puzzle. Relevancy is not just in how we communicate with our students but in how we teach them as well. The tools and technology that we incorporate in the lessons must not only support the concepts being taught but must align with the way that our students are relating to their world. Our influence in the lives of our students carries outside the classroom. They look to us for guidance in what is acceptable not only in the classroom, but outside the school yard as well. I realize that I need to step up and take my classroom to the next level in incorporating technology. I have not been teaching in a manner that is in accordance with that of a 21st century classroom. As a leader on my campus I will need to make the necessary adjustments to advance my teaching skills and my student’s comprehension to that of 21st century quality.
Educators might question the new method of communicating that is known as blogging. Blogging is a way of sharing concepts and stimulating new ideas and thinking with others that have similar interests, namely education, where time and geographic location barriers do not exist. By using this method of collaboration and dialogue, and educating our students in the use of this technology, we can help them move beyond their campus in their pursuit of education. Blogging allows us to share information along with links to sites that can increase the communication of those involved.
As with any public technology access tool, privacy is a concern for those that are under age. Younger students will need to be taught the proper rules that apply to blogging, such as being careful not to use the technology avenue as a way to bully but to share thoughts and opinions in an appropriate manner. Blogs in education need to support and stimulate learning. If the blog site becomes a place where students are venting in an unhealthy way then learning is not taking place. It will be the responsibility of the educators to police and monitor the blog site and guide their students in meaningful learning experiences while using the tool to take learning outside the classroom.
I think that blogging will be a great tool that can be used to keep stakeholders informed of learning and other things that are taking place inside the classroom. Blogging keeps the dialogue open and going in real time. Unlike email, blogging allows all parties to see the entire conversation and thought process. This can lead to open lines of communication and give equal value to all participants. I look forward to using blogs as a way to communicate and dialogue with not only my students but with their parents and my staff as well. 21st century technology avenues are not things to be afraid of, but are communication and learning tools that can be used to advance learning to the next level as it can be accessed 24 hours a day and 7 days a week.
Thursday, December 17, 2009
Monday, December 14, 2009
Technology Action Plan
Technology Application Plan
Areas of Need:
Student journaling through blogging and podcasting
Integrating technology in the study of science/social studies through web connected classrooms
The use of data driven technology for student assessment and progress report
The use of technology for student acceleration
Personnel Responsible:
General Ed Teachers (Implementation)
District Technology Specialist (Identification and Professional Development)
Campus Computer Tech (Resource for Technology)
Campus Administrators (Professional Development and acquisition of appropriate technology)
Campus Testing Coordinator (Identification of student needs)
Specific Technology Identified:
Wikis
Blogspot.com
Classroom Teacher Websites
Promethean Planet
Teacher Tube
Waterford
Success Makers
INOVA
Eduphoria
Brain Pop
Study Island
Administrations involvement in the implementation of technology use is critical. It is the responsibility of the principal to see that the vision of technology use on campus is understood and that all staff is committed to the process of implementation and use of technology in the classroom. In my plan each grade level will have a point person that will make up a Technology Team. The Technology Team will work closely with the principal in coordinating the classroom implementation of the technology components. It will fall to the Technology Team members to train their grade level colleagues in the new technology, not only in the use of the technology but to make them aware of the roles that each piece will play in student achievement and success. The Technology Team members will meet regularly with the principal to inform him/her on how the technology is being implemented in the classroom and report data that is being gathered by students’ use of the technology. As the team meets it will evaluate what technology pieces are working and research ways to “tweek” areas that are not working smoothly. Evaluation of technology use in classrooms will take place every 3 months. Reports of the evaluation will be given to teachers so that all staff is aware of how the campus is progressing toward the integration of technology in the classroom.
The equipment and technology pieces are in our classrooms but we do not fully understand how to use them to promote real student achievement and success. This learning must take technology from more than just a way to capture student’s interest and entertain them, to a vehicle that they can use to transport themselves into the drivers seat of their own individual learning. Professional development and appropriate training must be offered to guide teachers in this way of thinking and in the implementation of the equipment and technology pieces used in classroom instruction. These training opportunities need to be ongoing, just as learning is a never ending process. Since technology and the digital world are changing everyday, so must our understanding of the technology and how it can best be used in the instruction of our students.
Several professional development trainings that I am aware of that need to be put in place for all of my districts educators concern the data collecting tools of INOVA, Eduphoria, and Success Makers/Waterford. INOVA is a tool that tracks student’s TAKS testing progress from year to year. It breaks down the student’s comprehension by objectives in all tested subject areas and tracks the progress that needs to be made to keep the student on the current performance level for success. Professional development for this tool would include training in what the INOVA report generates.
Eduphoria is a tool that is new to teachers in our district. It is a place where all information collected by the school/district is housed for every student in the district. One piece of this tool is the inclusion of all TAKS, Benchmark and Milestone scores collected throughout the student’s education process. These scores are housed and available to the teacher for use at any time. This tool makes it quicker to identify at risk students and allows each teacher to view their student’s progress from grade to grade. Another evaluation tool is that of Success Makers for 2nd thru 6th grades and Waterford for K thru 2nd grades. These tools offer students acceleration in Reading, Math, and Science. It can take a student on their current comprehension level and move them through a process to try to advance them to grade level comprehension and understanding of the content material.
As far as professional development opportunities for technology training for instructional and organizational leadership are concerned, my district has a new course set up that is self paced and covers 23 things - as they say- that are part of the Web 2.0 technology advancement. The course is self paced and walks you through a step by step process of how to accomplish tasks and post your completed assignments to a blog that is used for collaboration among those taking the course and the instructors, much like this course through Lamar University has done. It has been interesting to discover new ways to include my learning as a piece of technology that is visible to more than just me and an instructor. I am including the link to the site for the course used by my district to touch on each of these technology pieces. http://misd23things.blogspot.com/2008/05/23-things_29.html These tools can be used in every aspect of campus life, from staff communication, to administration correspondence and training, to student learning and education.
Areas of Need:
Student journaling through blogging and podcasting
Integrating technology in the study of science/social studies through web connected classrooms
The use of data driven technology for student assessment and progress report
The use of technology for student acceleration
Personnel Responsible:
General Ed Teachers (Implementation)
District Technology Specialist (Identification and Professional Development)
Campus Computer Tech (Resource for Technology)
Campus Administrators (Professional Development and acquisition of appropriate technology)
Campus Testing Coordinator (Identification of student needs)
Specific Technology Identified:
Wikis
Blogspot.com
Classroom Teacher Websites
Promethean Planet
Teacher Tube
Waterford
Success Makers
INOVA
Eduphoria
Brain Pop
Study Island
Administrations involvement in the implementation of technology use is critical. It is the responsibility of the principal to see that the vision of technology use on campus is understood and that all staff is committed to the process of implementation and use of technology in the classroom. In my plan each grade level will have a point person that will make up a Technology Team. The Technology Team will work closely with the principal in coordinating the classroom implementation of the technology components. It will fall to the Technology Team members to train their grade level colleagues in the new technology, not only in the use of the technology but to make them aware of the roles that each piece will play in student achievement and success. The Technology Team members will meet regularly with the principal to inform him/her on how the technology is being implemented in the classroom and report data that is being gathered by students’ use of the technology. As the team meets it will evaluate what technology pieces are working and research ways to “tweek” areas that are not working smoothly. Evaluation of technology use in classrooms will take place every 3 months. Reports of the evaluation will be given to teachers so that all staff is aware of how the campus is progressing toward the integration of technology in the classroom.
The equipment and technology pieces are in our classrooms but we do not fully understand how to use them to promote real student achievement and success. This learning must take technology from more than just a way to capture student’s interest and entertain them, to a vehicle that they can use to transport themselves into the drivers seat of their own individual learning. Professional development and appropriate training must be offered to guide teachers in this way of thinking and in the implementation of the equipment and technology pieces used in classroom instruction. These training opportunities need to be ongoing, just as learning is a never ending process. Since technology and the digital world are changing everyday, so must our understanding of the technology and how it can best be used in the instruction of our students.
Several professional development trainings that I am aware of that need to be put in place for all of my districts educators concern the data collecting tools of INOVA, Eduphoria, and Success Makers/Waterford. INOVA is a tool that tracks student’s TAKS testing progress from year to year. It breaks down the student’s comprehension by objectives in all tested subject areas and tracks the progress that needs to be made to keep the student on the current performance level for success. Professional development for this tool would include training in what the INOVA report generates.
Eduphoria is a tool that is new to teachers in our district. It is a place where all information collected by the school/district is housed for every student in the district. One piece of this tool is the inclusion of all TAKS, Benchmark and Milestone scores collected throughout the student’s education process. These scores are housed and available to the teacher for use at any time. This tool makes it quicker to identify at risk students and allows each teacher to view their student’s progress from grade to grade. Another evaluation tool is that of Success Makers for 2nd thru 6th grades and Waterford for K thru 2nd grades. These tools offer students acceleration in Reading, Math, and Science. It can take a student on their current comprehension level and move them through a process to try to advance them to grade level comprehension and understanding of the content material.
As far as professional development opportunities for technology training for instructional and organizational leadership are concerned, my district has a new course set up that is self paced and covers 23 things - as they say- that are part of the Web 2.0 technology advancement. The course is self paced and walks you through a step by step process of how to accomplish tasks and post your completed assignments to a blog that is used for collaboration among those taking the course and the instructors, much like this course through Lamar University has done. It has been interesting to discover new ways to include my learning as a piece of technology that is visible to more than just me and an instructor. I am including the link to the site for the course used by my district to touch on each of these technology pieces. http://misd23things.blogspot.com/2008/05/23-things_29.html These tools can be used in every aspect of campus life, from staff communication, to administration correspondence and training, to student learning and education.
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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