Reflections on Instructional Leadership: The Technology Link

I learned a lot of new information related to technology assessment in school districts and technology TEKS and their implementation in the classroom. The basis for students becoming 21st century learners is outlined in The Texas Long-Range Plan for Technology. This plan summarizes what is expected in Texas school districts for the next 10 years. I realize this plan is dynamic and must be evaluated and revised on a constant basis. I have a greater understanding of how school districts technology is evaluated and its needs assessed by the Texas Campus STaR Chart. My campuses STaR chart revealed what I feel we have exhibited at my campus, that is a regression in technology integration into the classroom. This is mainly due to aging equipment and by not allowing teachers to attend outside the district professional development.
Becoming familiar with the technology TEKS was important for me so that I may incorporate them into the technology projects that I do in my Biology classes. Cyber ethics and copyright laws is another area that I must incorporate within my projects. I understand wikis, podcasting and blogs. The technology at my school should allow me to incorporate blogs into my classes. I can see the beneficial aspects by allowing students, “ the natives”, to use the technology and devices they use on a daily basis and incorperate them into a learning environment. I and most other teachers are the “digital immigrants” must adjust our teaching styles to prepare our students for the 21st century. We must utilize students wireless internet capable phones to help fill the void and lack of our districts technology equipment.

I would have liked to learn a little more about technology curriculum and how to implement technology within different disciplines. I would really like to integrate much more technology into my curriculum and I believe that this would be possible by attending more professional development in this area; however, this must be supported by the campus principal and district. Second, a lack of functioning equipment is an obstacle to the integration of technology. I would suggest the district pursue grant money and contributions by businesses. There must be a constant influx of money and equipment to keep pace with today’s changing advancements in technology.

The assignments were able to be accomplished and were beneficial for the most part. The most difficult part was the lack of information within the district such as the accountability flow chart and lack of technology implementation within the DIC and CIC plans. Even after numerous email’s, phone call’s and interviews, I was not able to get many of the questions answered. Many times I had to go to different districts websites and extrapolate that information into my district.

I realized that by brainstorming and problem solving, many of the obstacles encountered may be overcome. These problem solving skills are necessary for our students to be successful in the 21st century. As a leader, it is important that I model the use of technology and embrace the exploring of new methods to integrate technology in the classroom. As with anything new, evaluation and revisions must be constantly ongoing and leaders as well as teachers must understand that everything will not work exactly right the first time.

Blogs have the potential to be the teaching tool of the 21st century. They allow students to interact with other classmates from remote locations other than the classroom. Students may ask questions, discuss assignments, share ideas, etc. all from outside the school. For blogs to work, students must be taught cyber ethics and the rules of cyber space. Blogs are also an excellent tool for communicating with all school stakeholders within a community. They allow the dissemination of information and provide a means for getting feedback and discussions of that information.

New Braunfels High School Technology Integration Action Plan

Vision: The students in the New Braunfels schools deserve the best education. In order for our students to be competitive in gaining entrance to a college or university and/or competitive in the workforce, they must be prepared for their futures. Part of that preparation involves the use of technology. Students in the NBISD schools will have access to information via the Internet and on-line library databases. This access allows for real-time information presented at critical times of the instructional process, and is more authentic than using only what is provided in textbooks. Every child in America needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders in the 21st century.

Mission Statement: In order to successfully face rigorous higher education coursework, career challenges, and a globally competitive workforce, New Braunfels schools must align classroom environments with real world environments focusing on 21st century skills. In order to ensure the accomplishment of the goals and objectives in this plan, New Braunfels ISD must commit to providing the highest level of technology and assistance available.

Goals: Students goals shall include:
• Information and communication skills (information and media literacy skills, communication skills)
• Thinking and problem-solving (critical thinking and systems thinking, problem identification, formulation and solution, creativity and intellectual curiosity)
• Interpersonal and self-direction skills (interpersonal and collaborative skills, self-direction, accountability and adaptability, social responsibility)
•Global awareness
•Financial, economic and business literacy, and developing entrepreneurial skills to enhance workplace productivity and career options
• Civic literacy

Needs Assessment: The district has been working over the last few years to provide equity of services to all campuses. Every campus now has a principal with additional instructional support. At the secondary campuses, there is one assistant principal for each grade level. Each campus has had one full-time library media specialist since the 2004-2005 school years. All campuses have a full time Technology Aide supported by the Technology Curriculum Integration Specialists and the Technology Department. New Braunfels ISD has received numerous TIF(Telecommunications Infrastructure Fund) grants to install networks (LANs) in all eleven campuses. The district hired a full-time Director of Instructional Technology and secretary in 1997,and a Network Specialist and PC technician in 1998. A District Technology Committee was formed in the fall of 1997 and has been very active in technology decision-making.
The StaR Chart show the trends at New Braunfels HS over the past 6 years in various areas of technology. The dramatic change in Infrastructure is probably due to aging equipment as it corresponds to a grant received in 2005-2006.

New Braunfels High School STaR

Teaching & Learning
Educator Preparation and Development
Leadership, Administration and Instructional Support
Infrastructure for Technology
2003-04
15
13
15
16
2004-05
12
14
11
11
2005-06
12
12
11
10
2006-07
13
12
14
16
2007-08
15
14
14
19
2008-09
14
12
13
16

NBHS’s Strengths
The Key Area of Infrastructure for Technology is NBHS’s greatest strength. We rated Advanced in this area, just as the majority of the campuses in the state. The number of computers to student ratio is growing as our computers are aging and many are not working now with no known plans of repairing or replacing them. Our technical support has diminished to just a few individuals servicing the entire district and many teachers are having problems with internet connectivity.

NBHS’s Weaknesses
NBHS is classified as developing technology in 3 of the 4 areas; Teaching and Learning, Educator Preparation and Development, and Leadership, Administration and Instructional Support. The area that scored the lowest with 12 points was Educator Preparation and Development. No teacher’s are allowed to attend staff development outside the district. Teachers that previously attended professional technology instruction now are only able to attend what our district provides which is minimal on the levels teachers need.

Organizational Chart for New Braunfels High School Technology Integration

Responsibilities in Area of Technology
NBISD School Board
Approve District Technology Plan and technology budget.
NBISD Superintendent
Conveys information between school board and campuses. Makes recommendations to school board.
Director of Technology
Leader of District Technology Committee, controls district technology budget, hires central office technology personnel, responsible for district technology infrastructure, district technology maintenance, computer inventory, and software licensing.
District Instructional Technology Specialist
Plans and facilitates professional development activities for classroom teachers on integrating technology into all curricular areas. Responsible for training staff in the use of programs and equipment used for instruction.
Information Systems Manager
Develops and manages the district and campus websites and is involved in the Districts Technology Committee.
Server Manager
Manages the district and campus servers.
PC and MAC Technicians
Responsible for maintaining districts technology assets and assuring that technology may be implemented into the classroom.
District Technology Committee
Composed of 28 people. Reviews and revises District Technology Plan. Recommends professional development opportunities and equipment purchases.
Campus Principal
Head of Campus Improvement Committee, directs spending of campus technology funds, evaluates campus needs, evaluates campus teaching staff, plans campus staff development.
Model Teachers
Assist classroom teachers in planning technology integration lessons and modeling lessons demonstrating effective technology integration.
Teachers
Implement the integration of technology into the classroom.

New Braunfels HS Technology Professional Development Goals:
-Enhance teaching and learning through the use of technology.
-Educators will be able to insure the integration of appropriate technology and technology application TEKS throughout the core curriculum.
-Develop new learning environments that utilize technology to where the learning is collaborative, interactive, and customized.
-Support personal growth by providing mini grant program for teachers to seek funds for professional development.
-Technology Curriculum Integration Specialists will assist teachers to be instructional leaders.
-Continue and expand the mentoring program for teachers who want to become campus leaders in technology integration.
-Develop strategies for quality implementation.

Evaluation Plan
The district evaluates the progress of technology in three consistent ways.
One, the Texas STAR Chart, allows us to take a snapshot of where we stand in the district on a yearly basis. We use this information in creating a new technology plan or in modifying the current plan.

Two, the TNA and LTTP Vision forms allow us to see more detailed data concerning the use of technology in the classroom.

Third, our monthly department meetings allow us to meet and see what needs are becoming more prevalent and how best to meet those needs.


References
Lee, Jeffrey (Information Systems Manager). Personal interview. 11 Dec. 2009.
New Braunfels ISD. (2009). Campus Improvement Plan New Braunfels Independent School District 2007-2008. New Braunfels, Texas.
New Braunfels ISD. (2009). District Improvement Plan New Braunfels Independent School District 2009-2010. New Braunfels, Texas.
New Braunfels ISD. (2009). Technology Plan for E-Rate Year 12. New Braunfels, Texas.
School Technology and Readiness: A teacher tool for planning and self-assessing aligned with the Long-range plan for technology. (2006). Retrieved November 11, 2009, from http://starchart.esc12.net/docs.

Texas STaR Chart Presentation for NBHS

Texas STaR Chart Presentation

Tx Star Chart P P

View more presentations from NBHS.

STaR CHART ANALYSIS OPINION

I am choosing to analyze the Key Area of Teaching & Learning. I chose this area as it is the area that focuses on direct impact to the students. Here are the scores and ratings from NBHS for the past three years.

2008-09: 14 Developing Technology
2007-08: 15 Advanced Technology
2006-07: 13 Developing Technology

The trend shows a decrease in the Frequency/Design of Instructional Setting and the TA TEKS Implementation. The criteria for the Key Area of Teaching and Learning is that; the teacher serves as the facilitator, mentor, and co-learner, students have on-demand access to appropriate technologies to complete activities in core content areas and high schools offer at least 4 Technology Applications courses. I believe that the decrease in Frequency/Design of Instructional Setting and the TA TEKS Implementation is directly related to our decrease in Educator Preparation and Development Area. Without professional development, teachers lack the skills to effectively implement technology into the classroom. I also believe that with such a focus on standardized tests, many teachers have opted to concentrate the majority of their efforts on teaching what will be tested on the TAKS test as their jobs depend on their students standardized test scores. Back to the professional development area, the focus of our administration has been strickly on the test scores as we were told no teachers would attend out of district professional development until TAKS scores were raised. I find it interesting that when you look at our STaR Chart classifications from 5 years ago, we were rated Advanced Technology in 3 of the 4 key areas and last year we were rated Advanced Technology in only 1 Key Area. Maybe eliminating outside professional development was a step backwards.

Technology Applications TEKS Summary

The Pre-K TEKS are very basic such as use of the keyboard and mouse and the set the framework for the basic skills needed for the continuing grades and the TEKS required for the advanced grades.
Pre-K use of the keyboard, mouse and terminology is again taught in K-2 with the addition of a little bit of more information and devices. This continues in each subsequent grade to give a dynamic, spiraling curriculum.
There are overlapping TEKS for each grade on individual skills that students are required to master according to the TEKS. Middle school computer science TEKS overlap with High school TEKS on many of their required TEKS from appropriate use of hardware and software to use of input devices. These TEKS greatly overlap within courses in the High School computer class offerings from computer scienceI and II, desktop publishing, digital graphics, multimedia, web mastery as well as most all of the technology classes offered.

Grade Cluster: 9-12

Technology Application Strand
Strand Description and Summary of TEKS

Foundations
Technology related terms, concepts, data input strategies, make informed decisions about technologies and their applications.
Student demonstrates knowledge and appropriate use of hardware, software and data input skills.
Student complies with the laws and examines issues regarding technology in society.

Information Acquisition
Identification of task requirements, using search strategies, use of technology to access, analyze, and evaluate the acquired information.
Student uses a variety of strategies to acquire information from electronic resources and in a variety of formats.
Student evaluates the acquired electronic information.

Problem Solving
Select appropriate technology, synthesize knowledge, create a solution, and evaluate the results.
Student uses computer-based productivity tools to create and modify solutions to problems and uses research skills and electronic communication.
Student uses technology applications to facilitate evaluation of work, both process and product.

Communication
Communicate information in different formats to diverse audiences and analyze and evaluate the results.
Student formats digital information for effective communication and delivers the product electronically in a variety of media.
Student uses technology applications to facilitate evaluation of communication, both process and product.

Key Ideas of the Long Range Plan for Technology

SUMMARY OF KEY IDEAS


Long-Range Plan for Technology
Summary of Key Ideas
Vision 2020
All professional educators must master the SBEC Technology Applications standards. This professional development must be available 24/7. Adequate technical support must be available and funding must be provided for effective implementation of the technology plan. Internet access and a web portal must be available to all. Phase I strategies must be reviewed and revised frequently. Learners must use technology in real world learning experiences. Educators must use technology in effective teaching-learning processes. Leaders must create technology rich environments. Infrastructure must support all students with appropriate technologies.

Defining the Need for Change
Teaching and learning must empower students to live and learn in the 21st century. We must plan for a future that serves all citizens.

Introducing the 21st Century Learner
Today’s students rely on technology in every aspect of their lives.

Teacher Voices
Teachers indicate the primary impact of technology is increased student engagement, student achievement and collaboration. 55% of teachers rate their technology skills as average and the majority say technology makes their job easier and it increases communication with parents. The main barrier to using technology is the lack of time.

Teaching and Learning
Educators must make learning more engaging and relevant to students and prepare them to live, think, and communicate in the 21st century. Learners must have access to individualized instruction 24/7. They must construct knowledge and provide solutions to real-world problems. Students must use research based strategies in all subject areas to improve academic achievement and communicate effectively with diverse audiences. These students must be active participants in the learning process and that wanting to learn more and acquiring information is a valuable part of learning.

Educator Preparation and Development
All educators must utilize current technology in instructional and administrative practices in Pre K through 12. They must know how to utilize technology effectively in the teaching-learning process. Learning must be collaborative, interactive and customized for the individual learner. Educators must integrate appropriate technology throughout all curriculum. They must engage students and effectively measure what students are learning.

Leadership, Administration, and Instructional Support
Leaders must budget for a technology plan to improve student learning and provide environments to maximize teaching and learning and community involvement. They must offer expanded curricula and vary instructional opportunities to students. Relevant staff development in a variety of formats must be offered and they should expect and plan appropriate technology throughout the teaching and learning process. Finally, leaders should use data in decision making and model the effective use of technologies.

Infrastructure for Technology
Infrastructure system should provide e-learning technologies 24/7 for all users and provide technical assistance to support teaching and learning. All data should be secure and accurate and interoperability and accessibility for all users.

Study of Needs
The Texas Long Range Plans for Technology and the STaR Charts show significant progress has been made but more is needed in the areas of funding, support and leadership of educational technology to districts, strategies to measure the progress of students, telecommunication discounts and software interoperability.

As an instructional leader who is guiding technology, what I have learned will allow me to focus on the areas that need improvement. Most of which revolves around increased funding and my main focus would be in acquiring as much funding and support as possible. Seeking grants and contributions from businesses and industry in the community would be another avenue to pursue.

Week 1 Responses & Reflections

My responses and reflections to the three technology assessments in Week 1, part 1A and B.
My Technology Applications Inventory survey indicated 13 yes's and 5 no's in the Foundations Domain. This reflects how I feel about my knowledge of the basics of technology. I scored 8 yes's and 2 no's in the Information Acquisition Domain and this again reflects that I feel that I am fairly technology saavy in accessing information. I scored 9 yes's and 9 no's in the Solving Problems with Technology Tools. The no's came primarily in the use of spreadsheets which I am lacking knowledge in their development. In the Communication Domain, I scored 7 yes's and 5 no's. Again, I feel fairly confident in my ability to communicate via technology.

My State Educational Technology Directors Association (SETDA) Teacher Survey revealed to me the areas I lacked knowledge in such as integrating technology into my curriculum. I can see that I need more staff development in planning technology supported instruction. It also showed that my school lacks incentives for teachers to utilize technology.

I agree with these assessments as they showed my areas of strengths and more importantly my areas that I need improvement in.

I consider my strengths as a technology leader on campus to be in relating to the teachers needs. More time and training on the integration of technology in the classroom is imperative for teachers to feel comfortable using technology in the classroom. My weakness would be my own inability to help the teachers with all their questions on how to perform and apply certain technologies in the classroom.