EDLD 5352-Rachel Bradley
When I first started this course and took the pre-course assessment, I became very nervous. I had just realized that I knew very little about instructional technology and what the uses of it were. At that point, I was determined to be successful and learn as much as I could about technology and blogging in the 21st Century Schools. I can honestly say that now I feel comfortable about designing technology presentations and even making a flow chart, which I had never attempted prior to this class. The course outlined very specific skills that I knew very little about. Going through this class and doing my best I am confident that I will be successful in guiding my fellow staff through ways technology can be used in and out of the classroom.
The outcomes of this class have been and are relevant in the work that I am currently involved. I am able to apply what I have learned to help others. I am currently involved in helping others on my campus become better at incorporating technology into their classrooms. I am also actively involved in designing staff development that focuses on technology and the uses for our students. The more I am able to use technology the better I will become and find more uses for it later. I am also able to use this technology as I complete intern hours in the office. I have currently set up an excel spreadsheet which categorizes our “At-Risk” students by their coding, among other things.
There are areas of technology that I am still not proficient. I am definitely not a “techy”, but I am more comfortable including technology into my everyday life. I will still have to call someone to fix my computer when I break it. Just today, I was typing in Microsoft Word 2003 and couldn’t find where to locate the amount of words typed, so I still have learning to do. I am glad that I have set out to be a lifelong learner!
The course assignments were at first glance very overwhelming. As I listened to the lectures and read the articles I became clearer of what was being expected. Overall, I did very well on the assignments. It might have taken me longer than the average student to complete the assignments because I was not as familiar with the different technology programs, but I wanted to ensure that my work was of good quality and that I learned as much as possible through these assignments. With our classes only being 5 weeks long I feel it necessary to do your very best work and do as much research as possible so that you can become as knowledgeable as possible. As far as the assignments being discouraging, I did not feel that. The assignments all had attainable goals if you understood where to look for the information and then what to do with the information that was found from looking at the different articles, reports, and analysis from the campus and district.
Through this class and completing the assignments I have learned a great deal about technology and how to implement technology on a school campus. I also learned that technology isn’t as scary as I once thought it to be. I am not an old teacher per say, but I did graduate college earlier than most. Doing this I haven’t had the experiences that some have had when dealing with technology. Technology has begun to shift its way into the schools and classrooms and I have not been prepared. I can say that if I am given a challenge with technology I am confident that I will be successful in completing the task. This is a great personal growth for me. My attitude toward technology has always been closed minded, but now that I have a greater understanding of what is available for me to use in and out of the classroom I am actually excited to learn more. One of my favorite things to learn to do while in this class was blogging. I had never been brave enough to try to set up and use a blog and now that I have that experience I am starting one for my own personal growth.
Although I am excited about starting a personal blog I am not sold on the idea of blogging openly at school. Blogging in the 21st Century come with many concerns especially when blogging is occurring within the realms of education in schools. Some of the concerns are for the students and teachers safety. When a blog is developed anyone can post comments on the blog. Blogs must be heavily monitored when being used in schools. Although there are concerns about blogging, it would benefit student growth. It allows students to write about their feelings and thoughts about different topics as well as factual information that they have learned. Blogging is another way to allow students to express what they are and have learned.
Blogging can also be used to communicate with school stakeholders. Blogging is a great way to for others to see what is going on in the schools. It represents an active learning community that is open for others to view and grow as well. Schools can also use blogging to provide information to the community. For those who have access to the internet this is a great way to save on the use of paper and allows real time information from the schools to the stakeholders.
Monday, December 14, 2009
Saturday, December 12, 2009
Activity:
The use of technology tools
Assessment: Classroom observations where teachers are using the technology tools provided by the district.
Activity: The use of programs provided by the district to monitor the students’ academic growth.
Assessment: The teachers will turn in reports that have been pulled from these programs that provide data on their students’ individual growth. This information should also be used to guide the teachers’ instruction in the classroom. Classroom observations will be conducted to ensure that the teachers are not only printing this information, but also applying it their instruction.
Activity: The use on interactive technology lessons in the classroom.
Assessment:Classroom observations conducted by the teachers’ appraiser for the current school year. Integration of technology is a component on the Professional Development Appraisal System.
The use of technology tools
Assessment: Classroom observations where teachers are using the technology tools provided by the district.
Activity: The use of programs provided by the district to monitor the students’ academic growth.
Assessment: The teachers will turn in reports that have been pulled from these programs that provide data on their students’ individual growth. This information should also be used to guide the teachers’ instruction in the classroom. Classroom observations will be conducted to ensure that the teachers are not only printing this information, but also applying it their instruction.
Activity: The use on interactive technology lessons in the classroom.
Assessment:Classroom observations conducted by the teachers’ appraiser for the current school year. Integration of technology is a component on the Professional Development Appraisal System.
Week 4 Action Plan
I used the information gathered from the campus improvement plan and the interview with my current administrator and campus level technology coordinator to develop this professional development plan. This plan consists of activities that have been designed to improve the gathering of information and analysis of that information to guide instruction. It also has a component of how to bring technology into the classroom through interactive lessons.
Goal: To provide the staff way on ways to use the current technology effectively with
their students in and out of the classroom.
Activities:
1. Campus technology technician will provide training on how to set up and use the different forms of technology that have been provided in all classrooms to ensure proper implementation of these technology tools.
• Computer
• Data Projector
• DVD/VHS Player
• Elmo
• Sound System Controls
2. District Technology Instructor will provide training on programs used by the district to monitor student achievement and email to ensure that these programs are being used at the level set by the districts technology plan.
• iNOVA
• Eduphoria
• Novell
• Groupwise
3. Campus Level Technology Coordinator will provide lessons that have a technology component. This training will help guide the teachers on how to better meet the technology standards identified in the TEKS. Stout will provide the teachers with ideas to use in the classroom including:
• Virtual fieldtrips
• Blogging
• Use of online articles for research
• Online card catalog for the library
• Tumble Books (online program that reads stories to the students)
• Slideshows
• Use of their own website to share information with parents and students without sending home weekly newsletters.
Goal: To provide the staff way on ways to use the current technology effectively with
their students in and out of the classroom.
Activities:
1. Campus technology technician will provide training on how to set up and use the different forms of technology that have been provided in all classrooms to ensure proper implementation of these technology tools.
• Computer
• Data Projector
• DVD/VHS Player
• Elmo
• Sound System Controls
2. District Technology Instructor will provide training on programs used by the district to monitor student achievement and email to ensure that these programs are being used at the level set by the districts technology plan.
• iNOVA
• Eduphoria
• Novell
• Groupwise
3. Campus Level Technology Coordinator will provide lessons that have a technology component. This training will help guide the teachers on how to better meet the technology standards identified in the TEKS. Stout will provide the teachers with ideas to use in the classroom including:
• Virtual fieldtrips
• Blogging
• Use of online articles for research
• Online card catalog for the library
• Tumble Books (online program that reads stories to the students)
• Slideshows
• Use of their own website to share information with parents and students without sending home weekly newsletters.
Sunday, November 29, 2009
Friday, November 27, 2009
Educator Preparation and Development
The Educator Preparation and Development is an area assessed by the Texas Campus Technology and Readiness (StaR) Chart. This area assesses the appropriate use of technology in the classroom along with preparing students to thrive in the future. As I looked over the national data and information I realized that since the implementation of the No Child Left Behind Act our nation, state and school districts have made drastic improvements towards the goal of 2020. As a state there has been progress made in this area. Educator preparation programs are ensuring that beginning teachers have received a broad understanding of the many uses of technology in the 21st century classrooms. Along with preparing the beginning teachers, school districts have begun to provide professional development for the seasoned teacher as well. The professional development ensures that all educators understand the importance of learning about educational technology and the varieties of use that it encompasses.
I reviewed the STaR Chart data for Eastern Hills Elementary in Fort Worth, where I taught for 6 previous years. The Educator Preparation and Development area received a score of developing 3 years in a row. The teachers use technology as a primary means to direct instruction, model technology skills, improve productivity, and direct students in the use of productivity applications for technology integration. The teachers are aware that there are technology TEKS appropriate for their grade level. The school has a definite need for improving in this area. They need to move to where they integrate technology in a student-centered learning environment rather than in direct instruction. The teachers also need to use the appropriate technology and apply these resources in a cross-curricular manner. Most teachers on campus will need to create and integrate web-based lessons which include online TEKS-based content, resources, learning activities, and interactive communications that support learning objectives throughout the curriculum. In order for the state to improve and move toward the target range, the school districts will need to mandate that teachers become aware of what is required and provide the resources and trainings for the teachers to master teaching at this level of technology.
As I thought about and gathered this information I came away with thoughts about the STaR Chart. In order to get a true assessment, school districts need to look at the questions being asked and provide staff development on the weak areas. If the information isn’t reviewed and professional development sessions aren’t planned for the areas defined as a weakness then what is the point of teachers taking an assessment that is a minimum of 45 minutes long. I have had to take the STaR Chart assessment 3 times in my teaching career and not one time have I received any results or training based off of the campus results. There needs to be some accountability at the state, district, and campus level to ensure adequate improvement.
I reviewed the STaR Chart data for Eastern Hills Elementary in Fort Worth, where I taught for 6 previous years. The Educator Preparation and Development area received a score of developing 3 years in a row. The teachers use technology as a primary means to direct instruction, model technology skills, improve productivity, and direct students in the use of productivity applications for technology integration. The teachers are aware that there are technology TEKS appropriate for their grade level. The school has a definite need for improving in this area. They need to move to where they integrate technology in a student-centered learning environment rather than in direct instruction. The teachers also need to use the appropriate technology and apply these resources in a cross-curricular manner. Most teachers on campus will need to create and integrate web-based lessons which include online TEKS-based content, resources, learning activities, and interactive communications that support learning objectives throughout the curriculum. In order for the state to improve and move toward the target range, the school districts will need to mandate that teachers become aware of what is required and provide the resources and trainings for the teachers to master teaching at this level of technology.
As I thought about and gathered this information I came away with thoughts about the STaR Chart. In order to get a true assessment, school districts need to look at the questions being asked and provide staff development on the weak areas. If the information isn’t reviewed and professional development sessions aren’t planned for the areas defined as a weakness then what is the point of teachers taking an assessment that is a minimum of 45 minutes long. I have had to take the STaR Chart assessment 3 times in my teaching career and not one time have I received any results or training based off of the campus results. There needs to be some accountability at the state, district, and campus level to ensure adequate improvement.
Monday, November 23, 2009
Pre-K Technology Application TEKS
The Pre-K TEKS set the base line for future technology use. They teach the students how to use a tape recorder or CD player along with simple computer applications and touch screens. The students will learn how to use a mouse and arrow keys on the keyboard. The Pre-K students will use technology to learn and practice their reading skills such as phonological awareness and other reading readiness programs. The students will also be able to use the computers to express themselves in drawings using a tools application.
These TEKS lay the foundation for student performance in future grades. If these technology standards are taught and the students are able to use the programs and tools then they will be more prepared for the use of technology in other grades. These skills are repeated in kinder and some first grade TEKS and they are used as building blocks for technology. An example of this is that in Pre-K the students are required to use a variety of software packages with audio, video, and graphics to enhance learning experiences. The K-2 TEKS also state the students will need to use software programs with audio, video, and graphics to enhance the learning experience. This is just one example of how the Technology TEKS are scaffolding and allow students multiple opportunities to master the knowledge/skills.
These TEKS lay the foundation for student performance in future grades. If these technology standards are taught and the students are able to use the programs and tools then they will be more prepared for the use of technology in other grades. These skills are repeated in kinder and some first grade TEKS and they are used as building blocks for technology. An example of this is that in Pre-K the students are required to use a variety of software packages with audio, video, and graphics to enhance learning experiences. The K-2 TEKS also state the students will need to use software programs with audio, video, and graphics to enhance the learning experience. This is just one example of how the Technology TEKS are scaffolding and allow students multiple opportunities to master the knowledge/skills.
Long-Range Plan
I first would like to say that prior to this class I didn't know that there was a long range plan for technology. After reading the plan I realized that as a teacher I had a lot of work to do to prepare our students for the 21st Century. As I am planning my next weeks lessons for my first graders I am trying to incorporate some of the Technology TEKS. This will be a struggle for me, but I do think that it will benefit my learners.
This new learning can assist me as an instructional leader who is guiding technology use and integration at the campus level by allowing me to know what needs to be expected of my teachers. It also will help me guide them when preparing our students for the vision of 2020. I will use this information to provide staff development and practices for my teachers to use in the classroom. I also think it would be beneficial to upload the Long-Range Plan to the school or district's teachers page for quick referencing.
This new learning can assist me as an instructional leader who is guiding technology use and integration at the campus level by allowing me to know what needs to be expected of my teachers. It also will help me guide them when preparing our students for the vision of 2020. I will use this information to provide staff development and practices for my teachers to use in the classroom. I also think it would be beneficial to upload the Long-Range Plan to the school or district's teachers page for quick referencing.
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