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.

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.

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.

Reflecting upon the two technology assessments that I took this week I realized that I need a lot of work to become "savvy". Based off of the information provided from the Technology Applications Inventory I would say that I can function at a minimal level. I guess you could say that if this was the TAKS test I would pass, but since it only measures the minimal standards I would not be commended! The results show that I am the strongest in the Informational Acquisition area. This means that I know how to find information to help me solve my dilema's and I can use a variety of text files including video, image, and audio. The inventory didn't come up with one area that I am the weakest in, I have general knowledge in all areas. I have room for a lot of growth and am hoping to develop more of these skills during this class.

As I took the SETDA Teacher Survey, I came across words and information that I had never heard of before. This made me evaluate myself a little closer. I have some definate weeknesses when it comes to technology. Filling these gaps will make me a better teacher and person all around. As the world changes and becomes more technologically advanced I also need to change. It made me think that if I didn't take sometime to investigate new resources I may not be able to work my next cell phone. I find the results of these assessments kind of funny. My fellow first grade teachers seem to think that I am somewhat knowledgeable about technology, which I obviously can function, but am no way knowledgeable. This class will definately be a learning process for me in which I hope to become "Techno Savvy".